Model Assessment 1

Running head: Model Assessment

Model Assessment Program

In APA Style
Peaches M. Hubbard
Jones International University Online
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Abstract

Educational assessment refers to the assessment of the students learning. The how, what,
what and why students learn depends upon the resources and curriculum offered to them.
For any type of assessment there are some main components which must be provided,
they include a mission or purpose for the assessment, which means their must be an
initial need that must be identified in order for the assessment to be used effectively. The
must also be goals and outcomes, or “learning outcomes and/or objectives,” which will
help measure the effectiveness of the assessment. An assessment must also include
feedback; this is a necessary tool because it offers educators and administrators the ability
to be proactive in the cause of learning. If one is to continuously provide assessments
without a deeper look into the results of the assessment and the impact on student
learning, then the whole point of the assessment is lost. Students are assessed in order to
gage their learning, to improve their learning, and to better their learning process.

There are several goals of educational assessment; these goals were discussed in the
article “Principles and Indicators for Student Assessment Systems,” (Posted August 28th,
2007 by Fairtest.) The article by Fairtest, The National Center for Fair and Open Testing,
provided seven key principles that describe in detail, the various goals of educational
assessment and the first two principles focus on the primary goals of educational
assessment. Principle one discusses the primary purpose for educational assessment,
which is to “improve student learning.” The second principle is to “support student
learning,” which focuses on the accountability of learning placed on educators,
administrators, parents, and the school community as a whole. (Fairtest, the National
Center for Fair and Open Testing)

The basic components of an educational assessment program are discussed in the unit
theme for module, theme two. There are several factors that go into creating an
assessment program; Figure 1.1 of theme two gives a break down of the steps in
developing an assessment program, which include (sequentially): goals and purposes;
achievement targets; design and blueprint; scoring; recording and reporting; validity;
reliability; and fairness and, testing. These basic components give educators and
administrators the guidelines to build a successful assessment program.
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MAP Description

The purpose of this assessment program is to assess and evaluate current kindergarten
students, in the third quarter of school. The subject for the program is language arts, in
which the student’s will assessed on their ability to write, read, and verbalize categorized
sight words, (e.g., colors, days of the week, number words, and basic sight words) in
accordance to the state content standards of the department of education, California. The
assessment will give the teacher, principal, parent(s), and administration insight into
whether or not the student is ready to move onto the first grade curriculum. The
California State standards that will be examined and assessed are comprised of the
English-language arts content standards for kindergarten students. The standards utilized
include:

 (Reading) 1.0 Word analysis, fluency, and systematic vocabulary development.

 (Writing) 1.0 Writing strategies.
 (English) 1.0 Written and oral English language conventions.
 (Listening and Speaking) 1.0 Listening and speaking strategies.

The reference title for this MAP is “I See Sight Words.”

MAP Purpose Statements

Kindergarten students will be assessed on their ability to recognize and spell categorized
sight words for language arts, so that the teacher and principal can determine if the
students have met the requirements mandated by the state standards, to pass to the first
grade. The teacher and principal can determine if the students have met the requirements
mandated by the state standards, to pass to the first grade.

Kindergarten students will be assessed on their ability to both write and read,
independently, basic categorized sight words. This assessment is in accordance to the
California State standard 1.2 (Spelling) Spell independently by using pre-phonetic
knowledge, sounds of the alphabet, and knowledge of letter names and 1.17 (Vocabulary
and Concept Development) Identify and sort words into basic categories (e.g., colors,
shapes, and food.) The teacher and principal can determine if the students have met the
requirements mandated by the state standards, to pass to the first grade.

Kindergarten students will be assessed orally on their ability to recognize words by

sounding out words that the student deems difficult, thus using the alphabetic principle to
understand and figure out word sounds. The teacher and principal can determine if the
students have met the requirements mandated by the state standards, to pass to the first
grade. This assessment is in accordance with California State standards 1.9 blending
vowel-consonant sounds orally to make words or syllables, and 1.16 understanding that
as letter of words change, so do the sounds (i.e., the alphabetic principle.)
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Kindergarten students will be assessed on their ability to write basic categorized sight
words in accordance to the California State standard 1.4 (Penmanship) To write

uppercase and lowercase letters of the alphabet independently, attending to the form and
proper spacing of letters. The teacher and principal can determine if the students have
met the requirements mandated by the state standards, to pass to the first grade.

Kindergarten students will be assessed on their ability to listen and respond to oral
communication, and demonstrate their understanding of the meanings of the basic
categorized sight words. This is in accordance to California State standard 1.2
(Comprehension) share information and ideas, speaking audible in complete coherent
sentences. The teacher and principal can determine if the students have met the
requirements mandated by the state standards, to pass to the first grade.

In conclusion, the purpose for this model assessment program is to evaluate a class of
kindergarten students to assess their grade level competence in an attempt to determine if
they are ready to move onto first grade level work and curriculum. This particular
assessment program would typically be used during the second and third quarters of the
school year, both as a review and assessment. This will also be used during the fourth
quarter to deem if the student is ready to pass the mandated equivalency test to pass onto
the first grade.
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Model Blueprint “I See Sight Words”

Course Title: Kindergarten Language Arts Date:

Teacher: Peaches M. Hubbard 04/27/06

Subject: Language Arts Time:

Unit: Basic Categorized Sight words 40 min.

Purposes: To ensure that kindergarten students are able to

recognize, read and spell categorized sight words for
language arts, so that the teacher and principal can
determine if the students have met the requirements
mandated by the state standards, to pass to the first grade.

Achievement Assessment Method: Number of Items:

Target:
(Selected Response/Essay/Performance /Personal
Communication)

Recognize and Selected Response (Summative): Two worksheets 10 Matching

recite comprised of matching activities (the word to the picture)
10 Fill in
categorized sight exercises and fill in the blanks (missing letters)
words. worksheets.
1 see rubric

Performance Assessment (Formative): Oral dictation of

said sight words.

Write and read, Personal Communication (Formative): Students will 1 class discussion
independently, review and recite basic categorized sight words through
basic the verbal response method of call and recognition of
categorized sight song and oral review.
100 word packet
words
Selected Response (Summative): Students will write
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each categorized sight word. This will be presented in the

form of a work packet. There are approximately 100
categorized sight words and students will write twenty
words per day in their packets, for one week. (10-in
class, and 10 for home-work)

Use the Performance (Formative): Students will be placed in pairs 1 class participation
“alphabetic and review their sight words flashcards.
principle” to
Selected Response (Summative): Students are to
figure out 25 written words
complete the last cycle in their write to read lab
difficult word
workbooks, which reviews the key sight words and
selections.
phonetic sounds.

Write basic Selected Response (Formative): Students will use 1 worksheet per day.
categorized sight worksheets to practice their penmanship, by writing the
words neatly, alphabet.
correctly, and
Quiz: Six sight
Performance (Summative): Students will have a weekly
independently.
words per week.
quiz on their sight words.

Read and make Performance (Formative): Students will give brief Class discussion
simple sentences descriptions and/or definitions, orally, for their 100-sight
with sight words word list.
and give brief 20 fill ins
descriptions Selected Response (Summative): Students will complete a
and/or two-page worksheet that uses 20 key sight words.
definitions for Students are to fill in the sight word that best completes
the meaning of the sentence. 2 sentences in class
the sight words. per day, 3 sentences
Selected Response: (Summative): Students will write 5 per night for
simple sentences using each of the 100 sight words. *To homework.
be placed in student’s portfolio.
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Achievement Target

Kindergarten students will be able to recognize and recite categorized sight words.

Test Item: (Personal Performance)

Kindergarten students will spell out various sight words to a chanting rhythm.

Scoring Rubric

Score 1 2 3
Student participates in
performance.
Student spells out words
correctly.
Students keep in tune with the
music.

Scoring Key: 1=Needs Improvement 2=Good 3=Very Good

Achievement Target

Kindergarten students will be able to write and read, independently, basic categorized
sight words.

Test Item: (Selected Response)

Students will complete a weekly homework packet, in which the must identify, read, and
write their sight words.

Scoring Checklist:

 Parent Signature must be on weekly homework packet to acknowledge that the

student completed the weekly reading/fluency log.
 Students will write their sight words using proper capitalization, letter spacing and
neatness.
 Students will complete their weekly work packets on time, every Friday morning.

Achievement Target
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Kindergarten students will be able to use alphabetic principle to figure out difficult word
selections.

Test Item: (Personal Performance)

Scoring Checklist:

 Students will read decodable books (independently) that review basic sight words.
 Students will demonstrate their ability to sound out difficult word by using the
alphabetic principle and through phonetic awareness.
 Students will be able to point out the sight words in a book or on a sheet of paper.
 Students will demonstrate strong reading fluency when reading decodable books.

Achievement Target

Kindergarten students will be able to write basic categorized sight words neatly,
correctly, and independently.

Test Item: (Selected Response)

Students will have daily writing drills in which they must write each of the assigned sight
words three times each.

Scoring Checklist:

 Students will write the proper heading on their assignments.

 Students will number each set of words.
 Students will use good penmanship.
 Students will write each sight word three times.
 Students will turn in assignment on time.
 Students will use capitalization, when needed.

Achievement Target

Kindergarten students will be able to read and make simple sentences with the
categorized sight words that are provided; students will also be able to give brief
descriptions and/or definitions for the meaning of the sight words.

Test Item: (Disposition)

Students will be given categorized sight words about feelings, colors, seasons, and
moods. The students will then articulate how they feel in response to the sight word, and
determine whether or not the emotion matches the sight word description.
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Scoring Rubric

Item Poor Good Very Good

Word Association
 Colors
 Seasons
 Moods

 Feelings
Mood Association
 Colors
 Seasons
 Moods

 Feelings
Description of Sight
Word

Validity. An appropriate grade level scoring scale, which is comprised of

both graphic and number ratings of student proficiency level, will be used
in the assessment of all kindergarten students.

 The scoring scale is appropriate for the grade level of the students.

 The assessment aligns with kindergarten English and Language

Arts standards based principles, contents and objectives mandated by the
department of education for the state of California for grades (K-12).

 The assessment will measure kindergarten student’s mastery of

kindergarten coursework and their readiness to move on to the first grade.

Reliability. Both numbered and graphic-scoring rubrics will be used for all assessments
to gage student’s performance ability, content knowledge, and academic readiness for
the next grade level.

 Assessments demonstrate the students: rate of fluency, oral

pronunciation, reading and writing of categorized grade level sight words.
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 A variety of grade level appropriate scoring rubrics will be used
for all assessments to gage the student’s ability to read, write, and pronounce
categorized sight words.

Fairness. All kindergarten students have practiced and reviewed the same subject
matter and objectives from the beginning of the school’s first quarter to the third quarter
of the school year.

 Students will be assessed by the same scoring rubrics,

which are appropriate for grade level.
 Both traditional and nontraditional assessment methods will
be used to identify the student’s mastery of the subject matter and
readiness for the fourth grade.
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Memorandum

To: Teaching Colleagues

From: Peaches M. Hubbard
Date: February 21, 2009
Subject: Incorporating Assessment FOR Learning Practices in the Classroom.
Attachments: Formative Assessment Scheme

The purpose of this memorandum is to present the discussion of incorporating

Assessment FOR Learning practices into our classroom assessments. In this memo I
will give detailed information regarding the benefits of using this type of assessment,
as well as the ramifications if this type of assessment is not implemented into our
class assessments. Please read this memo thoroughly in order to weigh in on the
discussion of utilizing this assessment process. Thank you in advance for your
careful reading and consideration.

What is Assessment FOR Learning?

Assessment FOR Learning is an assessment process by which students are involved

in the assessment process. Students are given unit information, the learning
expectations that are required of them, and the ability to assist wit the learning
process. As Rick Stiggins says, "Students can hit any target that they know about
and holds still for them." Although, most assessment for learning assignments are not
graded, it is critical to use this assessment process to enable the student to get a better
of understanding of the material that they are given, in order for that information to be
transferred in other subjects or in real life experiences. What does this mean for
summative assessment? Assessment for learning can be looked at as a tool for
learning or learning aide, and is an ongoing process through out the course of study,
yet it can be used in conjunction with traditional assessment processes.
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How Can Assessment For Learning Be Used?

Assessment for learning can be used by doing a number of tasks, which have multi-
beneficial elements. A few of these uses include the following:

 Student Portfolio’s: “A portfolio is not the pile of student work that

accumulates over a semester or year.” (Jon Mueller, writer of the Authentic
Assessment Toolbox) Student portfolios should be comprised of student’s
works that provide quality assessment assignments. Not all assignments
should be cluttered into the portfolio, but those assignments that show that the
students has met instructional objectives and written projects, essays, or
reports that verify their learning and class participation.

 Observation: Also known as class participation. Observation must be

conducted by the teacher, where as the teacher observes the learning process
in order to get a better understanding and assessment of student learning. A
teacher can observe students working individually or in cooperative groups.
A great way to use observation is to incorporate “authentic assessment” into
our classroom, thus giving “real life” assignments or projects to our student’s
and observing a variety of factors of the learning process, such as: the use of
vocabulary words for the unit for students explanations and the thought
process that goes into the transference of knowledge of what the student has
read or learned into order to solve challenging objectives or tasks, just to name
a few uses.

 Class Discussions: Although the term is pretty self explanatory, class

discussions can be an extremely useful tool in the assessment process. Can
discussions can promote active learning, evoke a natural curiosity for learning,
and can provide students with an outlet to get their points across and felt heard
 Model Assessment 13
as an individual learner. Class discussions are not graded but it can provide
teacher’s with insight into a students understanding of the subject matter.

The Pros And Cons of Assessment FOR Learning.

The information above gives a concise explanation of what Assessment FOR

Learning is and why it is beneficial to both students and teachers; now let’s discuss
the downsides to using this type of assessment. There will always be good and bad,
but in helping students achieve academic success it is imperative to always find the
positive. Assessment FOR Learning can be somewhat more time consuming, it can
take you off track for the lesson, and it should this type of assessment should not be
used for grading. However let’s look at the benefits of these downsides: If a little
extra time will help a student learn better and more effectively, in able to better retain
the subject matter, it is worth the time. Also, it has been my experience that some of
the best learning experiences that I have had personally is when the lesson delves off
track, and other resources, materials, or subjects are brought into a discussion or
lesson. Off track learning can be a beneficial tool that can help students retain
information, and can benefit the teacher by enabling them to incorporate real life
situations to incorporate into lessons. The key to using off track learning is to always
remember to review and round up, which means don’ go too far off track, always
come back to the lesson and it’s objectives. Lastly, assessments for learning are not
graded, but they can still provide valuable assessment information, and can provide a
teacher with the feedback of what content they may more readily need to review. It
also allows the teacher to provide a more pro-active feedback.

A CALL TO ACTION

“The No Child Left Behind Act of 2001 (No Child Left Behind) is a landmark in
education reform designed to improve student achievement and change the culture of
America's schools.” (US Department of Education) Assessment FOR Learning will
provide students with the tools and options to become apart of their learning and
 Model Assessment 14
assessment process, thereby, promoting: student’s self-esteem, active learning and
participation, ongoing feedback, students transference of learning, and synergy in the
classroom.

How Can Assessment FOR Learning Be Implemented Into Our Classrooms?

According to an article by Dylan Wiliam, entitled “Implementing Assessment FOR

Learning in Schools,” there are five effective methods into incorporating this
assessment process into our classrooms and schools. The methods are as follows:

 Accountability. “Learn” to think outside of the box. As educators we teach

our students to be or to become life-long learners, the same should be said for
us teachers. In the profession of teaching there are changes and improvements
made daily, we may not be equipped to readily incorporate all styles of
learning and assessment, but we should be able to make improvements in
learning when possible. As teachers we need to be accountable to our
students and ourselves, and “practice what we preach.” Therefore, I am
calling you to action in supporting and implementing Assessment FOR
Learning in our classrooms.

 Support. In order for implementation to occur support is key, from

administration to teachers and the parent community. It is said “That it Takes
a Village to Raise a Child,” and it takes the togetherness of educators help
build a school. Support is vital to the success of implementing Assessment
FOR Learning into our classrooms.

 Choice. This call to action is not an act of intimidation, rather a means for
further discussion for a subject matter that is of urgent need. Everyone has a
voice, and it is imperative that we all express how we feel about implementing
Assessment FOR Learning. Although this may seem to be a somewhat
daunting tasks; with all of the other things that are required of teachers to
implement into our lessons, assessments, and evaluations, it is worth the
sacrifice. As adults we all have choices to make and a voice to use, lets give
 Model Assessment 15
our students the same voice and incorporate them into their assessment
process.

 Flexibility. Be prepared to work together to ensure a smooth transition into

Assessment FOR Learning practices. Do not force this assessment, if it will

better a lesson or unit, that is great, but if not stay on the more traditional track.
This method of assessment is not to just to benefit the students, but rather to
benefit both teacher and student to create an active and pro-active learning
environment.

 Gradualism. “Do not through all of your eggs in one basket.” Start small,
you do not have to jump in with both feet, it is okay to test the waters a bit.
Assessment FOR Learning is an ongoing process, and should be used as the
example of how to proceed. It is imperative to make everyone comfortable
with this assessment style; therefore it is a great idea to implement this
process in steps. Not only will this help teachers who are on the fence about
implementing this type of assessment, it will give everyone the opportunity
for more in depth learning regarding this assessment, and create the time
needed to implement it properly and in an effective and approachable manner.

In closing, I believe a statement by Richard Stiggins (The President and founder of the
Assessment Training Institute, in Portland, Oregon) sums up the this call to action:

“We have come to a tipping point in American education when we must change our
assessment beliefs and act accordingly, or we must abandon hope that all students will
meet standards or that the chronic achievement gap will close. The troubling fact is that,
if all students don’t meet standards—that is, if the gap doesn’t close between those who
meet and don’t meet those standards—our society will be unable to continue to evolve
productively in either a social or an economic sense.” (Richard Stiggins)
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Once again, I sincerely thank you for your careful reading and consideration. Also,
please take a few moments to read an example of how to incorporate formative
assessment by reviewing the corresponding assessment scheme.

Peaches M. Hubbard
Educator
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Scheme for Using Formative Assessment

MAP Title: “I See Sight Words”

Grade Level: Kindergarten

Formative Assessment Usage: Formative assessment will be used to promote

student learning and create an active learning environment. Student will be
provided with both casual and structured formative assessment. I have aligned
this scheme with formative assessment principles since it contributes to the
ongoing learning process of language arts, and makes it possible to give students
the feedback needed to help them reach learning goals and expectations. In my
opinion it also helps to better monitor student progress, and works well with the
curriculum and age range for kindergarten students. Formative assessment
focuses on the learning process, not ranking the end result of the grade as the
priority.

Purpose of Assessment: What we want to achieve is to ensure that kindergarten

students have met the language arts requirements mandated by the state standards,
to pass to the first grade.

Objectives for Assessment: Students will demonstrate their ability to

independently: recognize, read and spell categorized sight words for language
arts, so that the teacher and principal can determine if the students.

Principle for Assessment: Principle Two, Clear and Appropriate Achievement

Targets. (Stiggins, Chapter 2, pages 20-23)

Data Collection Methods: The assessment data will be collected by the use of
grading rubrics and scoring checklists collected from personal communication
(Oral) items, performance items (The arts), and selected response items (written).
A weekly assessment timetable will be used to keep the learning process on track.
 Model Assessment 18

Each week there will be assessments, assessment tasks, and scoring guides, and
review to establish clear and appropriate achievement targets.

Data Storage Methods: The data or work will be graded using grading rubrics
and/or scoring checklist. The work that best demonstrates course content, student
achievement goals, or problem areas for the student will be placed in the
individual student portfolios, as well as the class portfolio, which will be reviewed
by teachers and administration. This will enable previous, current, and
subsequent teachers to have access to the performance of the class skill level as a
whole. This will beneficial to teachers and administration, as well as
accreditation boards.

Data Reporting: The data will be recorded into the teacher’s grade book. The
data will be recorded for grading as well as to map students individual and
collective learning development. The classroom teacher and teacher’s aide to
better understand students strength and weaknesses will review this data, in order
to get a better understanding of students’ learning needs. Parents will review the
data during parent-teacher conferences. Lastly, the principal or administration
will review assessment scores to see if students have met the requirements to
enter the first grade.

Measure of Success: students who achieve average passing scores to above

average and excellent scoring marks will measure success in the assessment
process. Students who are able to read, write, ad recognize at least 80 of the 100
categorized sight words, will be considered as ready to move on to first grade
language arts curriculum.
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Evaluation of Assessment MAP

3- Distinguished 2- Proficient 1-Basic

Learning Goals and Learning goals and Learning goals and Learning goals are
Objectives objectives are clear objectives are stated stated and follow
and concise, and are clearly and follow curriculum
well aligned with the mandated state guidelines.
state standards, standards.
lesson plans, and
target audience.
Curriculum Complies with and Standard based Curriculum utilized
meets state curriculum uses at learning objectives
mandated standards, least one assessment to create learning
focuses on the practice. Uses outcomes for
learning objectives, learning objectives assessment.
utilizes a variety of for assessment
assessment practices.
practices, and
provides the student
with the best
possible learning
experience.
Assessment Clear and well Purpose statement Vague but with
defined purpose and and listed adequate
achievement targets. achievement targets. information.
Integration of Utilizes a number of Utilizes at least one Assessment methods
Assessment assessment assessment method. are vague.
Methods methods.
MAP Well-defined Achievement targets Has defined
design/Aesthetics achievement target and readable. achievement targets,
and Originality and purpose. Clear Adequate yet uses a pre-
design and originality. designed template
framework. Easy to for MAP structure.
read with clear and
concise writing.
Original ideas,
themes, and style.
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Peaches M. Hubbard

EDU503: Assessment Strategies to Improve K-12 Learning

Assignment 8.1: Should I Join the Debate?

Abstract

For this assignment I have the opportunity to discuss my opinion on state mandated

testing programs to improve local educational practices, my stance on this subject matter

is neutral and there are several factors that made me come to this conclusion. Although I

consider myself to be very open-minded, I am usually the type of person that is either for

or against something, although some gray area may creep into view at times; I usually

have a well-defined reasoning for everything. Yet, for this subject matter I can clearly

see the pros, the cons, and the improvements that are necessary to help students achieve

and exceed. So many institutions of learning, whether they are high or low scoring, tend

to teach students what is mandated for them to learn and the bottom line is that students

need to be challenged. Yes there should be academic objectives and benchmarks, but so

many times students can reach much further in their learning experience, when they are

stifled by the fact that they are just being taught enough to get by or to pass a test, instead

of reaching their full capacity for learning.

Thus, leads to the question Should I Join the Debate? And the answer is yes! Although

everyone may have their own personal views on state mandated testing it is imperative

that all educators weigh on the subject, this will lead to less unbiased discussions and

actions.
 Model Assessment 21
Pros and Cons of Local State Mandated Testing

Pros: There are several benefits to local state mandated testing; a few are listed as

follows:

 Teachers, staff, administration, and the parent community get to review the test

scores of students to see exactly what subject students are having a difficult time

with. This gives everyone the ability to work with students to help them to

improve in these areas.

 Norm referenced assessment rankings are usually made from the assessment of

other students in relatively proximal areas, therefore, a teacher and the

administration can view a comparison of other students in a specific geographic

region. These results can be used for a variety of reasons, one of the reasons can

be to find out what improvements need to be or can be made at their home school.

Cons: There are several downsides to local state mandated testing; a few are listed as

follows:

 Schools that are low income or challenged schools already have limited resources;

therefore a good chunk of the student body may already be behind in their studies.

Is it truly fair to assess these students who do not have the ready tool, technology,

and resources as other schools, with the same type of standardized tests?

Basically the test results will confirm what is already known, the students are

achieving low scores. I believe that it is imperative for challenged schools to use

these test scores to better and improve curriculum, lesson plans, and assessment

practices.
 Model Assessment 22
 Another downside to local state mandated testing is the type of assessments that

are used. Not all students learn in the same; therefore, I believe that there should

be alternative methods of assessments. I believe students should first be tested on

how they learn best, from performance assessment to essay questions. Once this

is established the student should be given the opportunity to choose the

assessment method that best suites them. It is imperative to teach students how to

learn and teach them appropriate study and note-taking skills, before we assess

them.

 Teaching to the test is yet another downside to assessment. Many teachers feel

that they must play catch up in order to prepare students for standardized tests so

they teach for the test. Which can lead to stress to both the student and the

teacher. The pressure to do well on high-stakes tests can sometimes have

exactly the opposite effect from the one we see. Stiggins (1999)

 Lastly, teachers may be blamed for low scores of students.

Promoting the Value of State-Mandated Assessment.

Some of the concrete instructional practices that can be implemented into any classroom to

promote the value of state-mandated assessment programs while maintaining the integrity of

instruction include:

 Incorporating note-taking skills, and instilling these skills in primary grade

students and on.

 Teaching ongoing test preparation skills, beginning at the primary level.

 Daily subject drills, especially in the key areas of math and language arts.

 Instructional skills, giving students detailed instructions or directions (multi-step)

and having them follow the instructions to complete a project, assignment, etc.
 Model Assessment 23
 And lastly, according to Scholastic test preparation strategies, some helpful

practice skills to incorporate in test preparation are: making word problems a

priority and converge into other subjects; encourage purposeful reading; teaching

text structure; emphasize on mental math and estimation.

I reside in California, in (LAUSD) the Los Angeles Unified School District; the district

prepares students for standardized tests with the aide of sample tests, promoting proper

diet, for both morning and lunch, and making daily review a priority (about.com).

When is it appropriate to use criterion-referenced tests and what value can you get out of

that data?

The definition for criterion-referenced tests is assessments that are made to determine

whether a student has learned the material taught in a specific grade or course. Some

instances in which the use of this type of testing is appropriate include: end of the year,

quarterly testing, and beginning of the school year testing (previous year knowledge).

In conclusion, I am a believer in state mandated testing, but I truly believe that there is

room for substantial improvement and growth. Students need to be comfortable and

familiar with the test-taking process as a whole, therefore, it is imperative to teach

students note-taking and study skills starting at kindergarten and up. Students also need

to have sessions regarding test taking practices, drills, and daily reviews to help them

prepare for tests, instead of them feeling pressured, stressed, and overwhelmed. Lastly, I

will end on a call for hope, as educators we must realize that tests are like winding roads

and the end objectives, benchmarks, and standards are the mountains, thus leads to the

quote: “Mountains cannot be surmounted except by winding paths,” (Johann Wolfgang

von Goethe.)
 Model Assessment 24

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Reference:

Reading: “Purposes and Programs of Educational Assessment,” Module one, theme two,
figure 1.1: Sequential Steps in Developing an Assessment Program (2009.) Jones
International University, online. http://courses.jonesinternational.edu/display.jkg?
clid=14576&uid=12032&tpl=frameset&jess_cookie=phubbard:682f26fd:1c1270d3

Article: “10 Key Elements of Testing: Types, terminology, measurement principles, and
development process,” (May 2004.) Category: Testing and Accountability: Student
testing. Last Retrieved: Tuesday, December 30, 2008. The California Department of
Education, Sacramento, CA. http://www.cde.ca.gov/ta/tg/sa/

Article: “Introduction to the Three-Year Plan for the Development of California’s

Assessment System, Developed by the State Board of Education and the California
Department of Education (May 2002.) California State Department of Education
Standards and Assessment Division, Sacramento, CA.
http://www.cde.ca.gov/ta/tg/sa/documents/threeyear32102.pdf

Reading: “Toward a Philosophy of Educational Assessment,” Module one, theme one,

(2009.) Jones International University, online.
http://courses.jonesinternational.edu/display.jkg?
clid=14576&uid=12032&tpl=frameset&jess_cookie=phubbard:682f26fd:1c1270d3

Smith, Richard C.; Module Two, Theme Two: Purposes and Programs of Educational
Assessment (2009.) Jones International University, Online. Centennial, CO.

Article: English-Language Arts Content Standards for California Public Schools (K-12)
(2002.) California Department of Education, Sacramento, CA.
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf

Stiggins, Richard, Aligning Achievement Targets and Assessment Methods Matrix

(1997). Student-Centered, Classroom Assessment. 2nd ed. Upper Saddle River, New
Jersey: Prentice-Hall, Inc.
 Model Assessment 25
http://www.aea267.k12.ia.us/cia/files/pat/assessment_matrix.pdf

Smith, Richard, C. Module two, and theme two: Constructing Good Achievement Targets
(2009). Jones International University, online, Centennial, CO.
www.jonesinternational.edu.

Stiggins, Richard. Textbook: Introduction to Student-Involved Assessment for Learning,

fifth edition, Pearson Education, Inc., Published by Prentice Hall (1995-2008).

Smith, Richard, C. Module five, and themes one, two and three: Validity, Reliability and
Fairness (2009). Jones International University, online, Centennial, CO.
www.jonesinternational.edu.

Smith, Richard, C. Module five, and themes one, two and three: Validity,
Reliability and Fairness (2009). Jones International University, online,
Centennial, CO. www.jonesinternational.edu.

Smith, Richard C., Module Four, Themes (1-6) (2009.) Jones International
University Online, Centennial, CO. www.jiu.edu

Smith, Richard C., Module Six, Theme three: Using Test Results for Assessment
For Learning (2009.) Jones International University Online, Centennial, CO.
www.jiu.edu

Duke, Nell K. and Ricthhart, Ron (1996-2009). No Pain, High Gain, Standardized Test
Preparation. Scholastic Teaching Resources. Scholastic Inc., New York, NY.
http://www2.scholastic.com/browse/article.jsp?id=4006

Volante, Louis (2004.) Teaching to the Test, What Every Educator and Policy Maker
Should Know. Canadian Journal of Educational Administration and Policy, Issue #34.
Concordia University, Canada.

About.com: Secondary Education (2009) Assessments and Tests – Creation, Delivery,

and Grading Systems for Assessment.
http://712educators.about.com/od/assessments/Assessments_and_Tests.htm

FairTest, The National Center for Fair and Open Testing (2009.) FairTest, Boston, MA.
http://www.fairtest.org/criterion-and-standards-referenced-tests

Khurana, Simrin (2003.) Test Quotes, A Collection of Test Quotes: Reference: A Quote
from Johann Wolfgang von Goethe. About.com (2009), A New York Times Company.
http://quotations.about.com/cs/inspirationquotes/a/Challenge9.htm

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Material:
Model Assessment Program for kindergarten students in the subject of language arts.

Course: EDU 503: Assessment Strategies to Improve K-12 Learning

Term: Fall 2009

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