Understanding Instructionally Useful Assessment: (Student Assessment for Educators)

Understanding Instructionally Useful Assessment offers new insights into how various types of assessments, from the state to the classroom, will differ in their usefulness for supporting instructional decision-making and student learning. In order to most effectively serve students, it is essential that educators avoid conflating the assessment information that teachers use for instructional purposes and the data that leaders and administrators use for evaluative or monitoring purposes. This book provides classroom teachers as well as school and district leaders with a clear conception of what makes assessments—their purpose, design, reporting, and resulting information—useful or not for informing instruction and how they can select assessment tools suited to specific purposes. Each chapter addresses the knowledge and skills that K-12 staff need in order to challenge claims made by policymakers, test vendors, or even other educators that any assessment can be used to inform instruction. Educators will come away better prepared to remove unnecessary or redundant assessments from their systems and to create structures, policies, and processes that best support the instructional usefulness of assessments for student learning.

Table of Contents:
Introduction: What is this Book About? 1. What Does Instructionally Useful Assessment Mean? 2. Assessment Features that Influence Instructional Usefulness 3. The Instructional Usefulness of Formative Assessment 4. The Instructional Usefulness of Classroom, School, and District Summative and Interim Assessments 5. The Instructional Usefulness of State Assessments 6. Where Do We Go From Here? Appendix A: Glossary of Key Terms & Definitions Appendix B: Resources on Learning Progressions

About the Author :
Carla M. Evans, PhD, is a Senior Associate at the National Center for the Improvement of Educational Assessment (Center for Assessment). Scott F. Marion, PhD, is the Executive Director at the National Center for the Improvement of Educational Assessment (Center for Assessment).

Review :
“Even those educational leaders who possess a sound understanding of the general link between today’s increasingly high-stakes educational tests and student outcomes rarely seem to grasp the viscera of those on an educational leader’s alternatives. But here, in a particularly thought-provoking analysis, Evans and Marion do a superb job of sorting out key choice points when blending instruction and assessment—and then suggesting potential assessment solution strategies. For educational administrators who run our schools and our school districts, this is an obligatory read!” —W. James Popham, Professor Emeritus at the University of California Los Angeles, USA “Aren’t all assessments instructionally useful? Actually, no. Wouldn’t it be wonderful if you could tell how useful an assessment would be for specific instructional decisions before you selected and administered it? Yes! And that’s the purpose of this book. Authors Carla Evans and Scott Marion describe in detail the elements of assessment design, implementation, interpretation, and use that make assessments more or less useful for improving instruction and student learning. Readers will learn which types of assessments provide what kinds of more (or less) instructionally useful information and the factors that can influence their use and effectiveness. Explanations are illustrated with logic models and other graphic organizers to help readers structure their thinking about assessment and apply this information to their own educational contexts.” —Susan M. Brookhart, Professor Emerita at Duquesne University, USA “In this important and highly readable book, the authors discuss the relationship between assessment and instruction, bringing much needed clarity to what constitutes instructional utility and the features of assessment design and implementation that make assessment useful for supporting student learning. In the process, they address head-on the commonly held misconception that all assessments can inform instruction. Educators at all levels of the system will find value in the many insights and practical guidance the authors offer about maximizing the instructional use of assessment information and, relatedly, shaping the policies, structures, and practices that impact teachers’ and students’ daily work in the classroom.” —Margaret Heritage, Educational Consultant “The education system and public discourse about education is awash with data on student performance coming from a variety of assessments. But what do the results of the myriad of assessments, that range from classroom to district, state, national and even international contexts of use, really tell us? And most importantly, what is their value and potential for improving instruction and student learning? This volume lays out the answers in a straightforward way that pulls no punches as to the “instructional utility” of various types of assessments. It clearly articulates what factors contribute to instructional utility and then applies them to an analysis of multiple forms of assessment including those used formatively and summatively in the classroom by teachers, the assessments frequently used by districts, and the ubiquitous standardized achievement tests used by states to conform with current federal policy. This volume clears much of the fog and confusion associated with educational assessment and its value. It can help educators, administrators, policy makers, and the public understand the ways in which assessments can and should contribute to the improvement of instruction and the enhancement of student learning.” —James W. Pellegrino, Professor Emeritus at the University of Illinois at Chicago, USA