NEA's Keys to Excellence: KEY 3

Continuous Assessment for Teaching and Learning

Assessment is part of student learning. Teachers have always made judgments about the progress of their students as part of their regular work. The problem arises, however, when single assessment measures are used inappropriately for making high stakes, summative decisions, rather than using the information as an integral part of the teaching and learning process. In high performing schools, student assessment and evaluation of academic programs are carried out by the staff routinely using multiple measures and on a continuing basis through a Plan, Do, Study, Act (PDSA) cycle for the purpose of gathering detailed feedback and adjusting and refining teaching and learning practices.

Indicator 1: Student assessment is used for decision making to improve learning.
The primary purpose of assessment should be to improve learning. That's why it is important for students to be partners in the assessment process.  Students should know how and be given opportunities to assess their own learning. They should also understand the purposes, formats, and criteria for acceptable performance. Feedback to students on assessment should be motivational as well as informative.

Indicator 2: Academic programs are assessed regularly.
Continuous assessment at both the classroom and school levels includes the use of everyday activities as sources of information about students, teachers, and the school. Take, for example, student writing across content areas at specific grade levels.  Using writing samples, the staff can identify areas that the current curriculum does not address, plan how to address instruction, and determine how to monitor the effectiveness of instruction.

Indicator 3: Assessment results have consequences for students and staff.
There are some common problems associated with assessment results. One is the use of a single test score to make high-stakes decisions - which teachers get bonuses or other rewards, where to place students in specific programs, whether to promote or retain students, or what recommendations to make on students' post high school career preparation. This indicator examines these issues.

Indicator 4: A variety of assessment techniques are used.
This indicator looks at student assessment at several levels -- the classroom, the school, the district, and the state. The one level over which teachers have the most control, is, of course, the classroom.  It is important that classroom assessment address a wide range of knowledge and proficiencies that schools expect students to acquire. And it's important for classroom teachers to use a variety of assessment formats that could include open-ended questions, writing assignments, projects, and performances.

Indicator 5: School programs are consistent and coherent.
When school programs are consistent and coherent, students can spiral from class to class, grade to grade, and content area to content area, applying previously gained knowledge and skills. Students can build new learning on solid, relevant foundations.   Having programs that are consistent and coherent, however, does not mean that a school should have a "one size fits all" approach to curriculum and instruction. Student learning styles are diverse, and teachers have diverse teaching styles as well. Striving for consistency and coherence in the curriculum should not curtail meeting the needs or using the talents of diverse individuals.

Always keep in mind that every child brings a unique culture to school that is more powerful than any group culture. School staff must take this into account when planning for instruction.

Go to KEY 4.