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BHS is
committed to providing the support necessary for teachers to
consistently use good classroom assessment data, independently and
collaboratively, to inform instruction. Our job as educators is to
maximize our students’ learning. To reach this goal, we must constantly
develop and deliver information about student achievement.
We must
know and understand the following:
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Why we are conducting an assessment.
This means that we must
identify the information needs of those who will use the assessment
results.
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What achievement we wish to assess.
We must identify the
achievement targets (goals, objectives, expectations, standards) that
we expect our students to hit.
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What assessment method to use in any
particular situation.
This requires that we (1) identify a
method that accurately reflects our expectations and (2) create
assessment exercises and scoring procedures that tell us how well
students have met those expectations. (Methods: Selected Response,
Essay, Performance Assessments, and Personal Communication)
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How much evidence of achievement to
gather.
We must assemble those exercises into a sample that spans the full
range of our expectations.
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What can go wrong with any assessment
and how to prevent problems. We
need to be vigilant that bias does not creep into our assessments,
distorting the results.
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What information needs to be
communicated.
Students are the most important
users of assessment results. Sound assessment requires clear thinking
and effective communication.
Teachers
direct both the assessments that determine what students learn and how
those students feel about learning.
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