Running Head: INITIAL BALANCED ASSESSMENT PLAN

Week Four Assignment

Initial Balanced Assessment Plan

Nermin H. Fialkowski

National University

AAL- 650 Purposeful Assessment

Dr. Casey Cuny

December 18th, 2018

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Definition of Assessment Literacy

Assessment Literate Educator

Assessment is identified as “the process of gathering evidence of student learning to

inform education-relation decisions” (Assessment Literacy Defined). An Assessment Literate

Educator (ALE) understands how to gather student data (evidence) and use it as the drive for

supporting and improving student learning and achievement (Assessment Literacy Defined).

This student data gives justification to implement necessary instructional and learning changes,

so that learning outcomes and goals can be reached (Witte, R.H., 2010). To best support student

learning, an ALE must understand the basics of creating effective assessments, since quality

assessments produce quality (informed) instruction. For an ALE to create a high-quality

assessment, they must begin by setting and communicating clear and understandable learning

targets for students (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012). First, the

purpose for assessment must be identified (student improvement, instructional program

improvement, student/teacher/system accountability, program evaluation, and prediction of

future performance/achievement), then the ALE can select an appropriate method for assessing

the learning targets. Ultimately, the ALE will then take the results of the learning targets and

make appropriate instructional decisions for individual and groups of students (Assessment

Literacy Standards).

Lastly, an ALE provides regular descriptive feedback to students (Chappuis, J., Striggins,

R., Chappuis, S. & Arter, J., 2012). Feedback to students is intended for supporting their

learning. It is a guide to how they can improve their learning (Assessment Literacy Defined).

This feedback should have a focus on revision (Chappuis, J., Striggins, R., Chappuis, S. & Arter,

J., 2012). The objective of feedback is to be purposeful, rather than providing students with a
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numerical score value. Feedback should improve students’ attitudes, aspirations, mindsets, and

achievement (Assessment Literacy Standards). To take feedback one step further, an ALE

engages students in self-reflection while allowing them to share their learning. Student reflection

then ties high-quality assessments together with clear learning targets to form a union between

teaching and learning.

Personal Assessment Literacy Philosophy

Theoretical Philosophy

The word philosophy holds an immense connotative definition. In terms of Educational

Philosophies, it is a “statement (or set of statements) that identities and clarifies the beliefs,

values, and understandings of an individual or group with respect to education” (The Scots

College). An educator’s philosophy requires systematic and critical thinking about one’s

educational practice (MSAP 600- The Inspired Educator Developing and Educational

Philosophy).

The two main educational philosophies that drive me as an educator are Existentialism

and Progressivism. Existentialism “stresses the importance of the individual and emotional

commitment to living authentically” (Authentic Educating, 2012). The emphasis is on personal

choice, where one’s choices and actions define who they are (Educational Philosophy: The

Intellectual Foundations of American Education). Progressivism has a focus on individual

development, placed on needs of students (MSAP 600- The Inspired Educator Developing and

Educational Philosophy).

A main focus in my classroom is the development of my students’ reasoning and critical

thinking skills. But before students can reason and think critically about the content, there must

be a connection to the topic. And in order for students to connect with the content, I must first
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make a personal connection with them. Through the lens of Progressivism students need be an

active part of their education. This means incorporating students’ needs, experiences, and

interests (Study.com). A key component to creating engaging lessons is making content relevant

to students. “’One of the best ways for students to deepen their learning about a particular

concept or process is for them to see how it relates to their lives’ (Erwin, 2004, 90). If you want

students to remember what you teach, make it relevant (Jensen, 1995, 110)” (Sullo, 2013, p.

131).

I believe that my role as an educator is to help students figure out who they are. Jean

Paul Sartre’s view of Existentialism is that people define themselves by their personal choices

(Authentic Educating, 2012). Through education students become well informed and thus they

can make their own decisions to guide them into becoming the best version of themselves. My

classroom is a safe place where students can actively test their ideas by experimentation, whether

it be about their persona or content. Through this experimentation students learn by doing

(Cohen & Gelbrich, 1999). I hope to motivate my students to live authentically and be true to

themselves. My goal is for students to take their developed reasoning and critical thinking skills

from my class and apply it their lives by making appropriate life choices.

Beliefs About Assessment

Assessment is one of the most powerful tools an educator can use in the classroom.

When used appropriately and effectively, assessment is used to guide an educators’ instruction.

Through assessment, educators are able to answer the fundamental question of their teaching

practices, “Am I truly effective with my teaching and are my students learning what they need to

learn?” (Witte, R.H., 2010). The gathering student data (evidence) then gives the educator

direction in their instruction; it gives justification to implementing necessary instructional and

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learning changes to ones’ instruction so that learning outcomes and goals can be reached (Witte,

R.H., 2010).

Assessment not only guides an educators’ instruction, it also guides student learning.

And an assessment would hold no value if feedback is not provided to students. Through this

feedback, students will have tangible evidence whether or not they have met the learning targets

for the lesson. This feedback then supports students in their learning so that learning targets can

eventually be met. Through the use of feedback, students also learn how to self-assess

themselves. Self-assessment for students includes reflection and goal setting (Assessment

Literacy Standards) so that students can take charge of their own learning success (National Task

Force on Assessment Education). Instructional feedback needs to be used as a way to improve

students’ attitudes, aspirations, mindset, and achievement (Assessment Literacy Standards).

For an assessment to be valuable, it must have a purpose and be relevant. It is important

for educators to link assessment and student motivation together, as a way for students to strive

for academic success. Promoting academic success can be done through a sense of self-efficacy,

confidence, and accomplishment, where assessment can cause learning, not just measure it. “All

students must be given the opportunity to believe that academic success is within reach for them

if they strive for it” (National Task Force on Assessment Education).

My students are assessed weekly through the use of either quizzes or tests, varying from

partner, group, or individual. These weekly assessments guide my instruction throughout the

week. They help keep me focused on learning targets for each section. Based on the results of

these assessments I am able to make adjustments to my instruction at the beginning of each

week; where I plan my lessons based on students’ prior knowledge, ability, and interests

(Acosta-Teller et al., 2016).

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Assessment is the bridge between teaching and learning. Student reflection along with

high-quality assessments, and clear learning targets form a union between teaching and learning.

Ultimately, high-quality assessments, produce quality (informed) instruction.

Beliefs About Teaching & Learning

My purpose as an educator is to help students develop their reasoning and critical

thinking skills. Through the use of mathematics, students learn that if they work hard and put in

their best effort they can succeed both in and out of the classroom. Having the ability to reason

abstractly and think critically will provide students with the independence needed for them to

come to their own conclusions about how to deal with difficult situations and the trajectory of

their own lives. During this process, I enjoy getting to know each of my students individually

and watching them reach their goals. I want my students to know that I am their biggest

supporter, and I only want them to succeed.

My teaching style is deeply rooted in my competence of Learner Literacy. At the top of

my list is creating a mentally and physically safe place for all my learners. This allows me to

create a nurturing environment that is rigorous and cognitively challenging for all learners

(Acosta-Teller et al., 2016). With a focus on learners as individuals, I am able to build

relationships with them, where I can adjust my instruction to meet their needs and use their

background, experience, and prior knowledge as a way to create engaging lessons. The

Existentialism side of me “understands that the ultimate goal of teaching is to create

independent, life-long learners and teaches accordingly” (Acosta-Teller et al., 2016).

In the end, my goals as an educator are those of an Inspired Teacher, where I foster my

students’ learning by allowing them to strive socially-emotionally, achieve academically, and

contribute positively to their communities.

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Characteristics of an Assessment Literate Educator

• Accommodating • Monitoring
• Adaptive • Open-minded
• Analytical • Provides feedback
• Balanced • Reactive
• Classroom Culture • Reflective
• Consistent • Researcher
• Creative • Responsive
• Diverse • Shares data with colleagues
• Engaging • Supportive
• Flexible • Systematic
• Good listener • Uses data to drive instruction
• Growth mindset • Uses models
• Inclusive • Uses various question types
• Inspiring • Writes clear learning targets in
• Knowledgeable (standard and content) student-friendly language

Assessment of Learning

Definition

Assessment of learning can also be identified as summative assessment. Summative

assessment is defined as “assessment information used to provide evidence of student

achievement for the purpose of making a judgement about student competence or program

effectiveness” (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012). Summative

assessments take place after learning has occurred, in order to evaluate the sufficiency of

learning by measuring students’ learning to a learning target that is attached to a standard. The

purpose of summative assessments is to verify learning which is often used for reporting or

accountability.
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Components Within My Classroom

Summative assessments in my classroom happen at the end of each unit (chapter). Each

unit is comprised of various section components. Unit sections are formatively assessed as a

way to monitor students’ learning towards the learning targets. But at the end of the unit,

students have a summative assessment to evaluate their mastery of the learning targets. Units

vary in length, but on average take about three to four week to complete.

Most of the summative assessments in my classroom are free response questions; where

students have to show their work for each question in order to receive the maximum amount of

points. I also include multiple choice summative assessments in my classroom, and students

only receive credit per question if they arrive to the correct answer.

Additional summative assessments used in my classroom are Performance Tasks and End

of Course Exams. Both of these summative assessments and created by my school district, and

implemented by all like subject teachers. Performance Tasks are free response questions, while

End of Course Exams are multiple choice.

Assessment Results & Communication

Summative assessment results determine how much a student has learned about the

content material. Summative results judge whether or not students have met the learning targets,

that’s it. It is either a yes or a no; it provides no feedback on students’ abilities or progress.

Receiving a score of 70% and up satisfies the condition of students having met the learning

targets. Anything below, qualifies as not meeting the learning targets.

Summative assessments are evaluative of student learning and are assigned a grade (point

value) based on their mastery of the learning targets. My summative assessments in the

classroom are spiraled. Spiraled assessments include previous content material. For example, on
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the summative assessment for Chapter 2, there is content from Chapter 1. Spiraled assessments

help reinforce content material and provide students with another opportunity to demonstrate

their mastery of the learning targets. If students are able to master and perform better on the

learning targets the second time around, then their previous summative assessment score is

replaced with the most recent one.

When grading free response assessments, I use positive reinforcement as my point

system. For example, a student might receive a score of +3/4, instead of a -1. I then add up all

points and convert to a score out of 100 points. Aside from using positive points, I do not

provide my students with much feedback on individual questions. I usually will mark if they

missed a negative sign, include arrows of where items needed to be plugged in, and any general

shapes of graphs. Most of my feedback is corrective, but it really does not support student

learning or help with their understanding. With multiple choice questions, students are provided

with even less feedback. The only information they receive is which questions they got

correct/incorrect. At the end of each summative assessment, I revisit the most missed questions

(content) with the class through the use of Warm-Ups questions

I am able to grade summative assessments in a timely manner, usually within three to

four days, but have a difficult time returning assessments back to students in a timely manner.

This class has shown me the value and importance of sharing assessment results with students.

Moving forward, communicating assessment results with students will take precedence over

starting a new unit.

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Assessment for Learning (in my classroom)

Definition

Assessment for learning can also be identified as formative assessment. Formative

assessment is defined as the “formal and informal process teachers and students use to gather

evidence for the purpose of improving student learning” (Chappuis, J., Striggins, R., Chappuis,

S. & Arter, J., 2012). Formative assessment is a process and is a continuous learning sequence

that occurs during instruction. Some formative assessment practices during this sequence

include: diagnosing student needs, planning next steps in instruction, giving students targeted

practice, and offering feedback (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012). The

purpose of these practices to is to close the gap between a learners’ current situation and where

they want to be in their learning and achievement. In order to close the learner gap, teachers ask

themselves a cycle of three questions: 1- Where is the learner now? 2- Where is the learner

going? 3- How can I get them there? (Cambridge Assessment International Education). To

address these three questions during the formative process, there are seven strategies teachers

implement for formative assessments: 1- Provide students with clear and understandable learning

targets; 2- Use examples of strong and weak work (provide models); 3- Offer regular descriptive

feedback; 4- Teach students to self-assess and set goals; 5- Design lessons to focus on one

learning target at a time; 6- Teach students focused revision; 7- Engage students in self-reflection

and let them keep track of and share their learning (Chappuis, J., Striggins, R., Chappuis, S. &

Arter, J., 2012). Ultimately, assessment for learning supports student learning, which informs

students and teachers about their progress towards the mastery of the learning targets.
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Components Within My Classroom

Formative assessments in my classroom are frequent and include both formal and

informal methods. Some formative assessments also require the use of technology. Some

informal formative assessments include students using graphing calculators to demonstrate their

knowledge and understanding of transformations of parent functions. Technology usually

provides students with immediate visual feedback on their assumptions. Another informal

formative assessment is having students describe a process for solving certain problems. Once a

week, every Friday, students have a formal formative assessment. On Friday’s students have a

quiz on the content from that week. The purpose of the quiz is check and monitor students’

progress towards the learning targets. The quiz results let me know what areas students need

additional support in, in order to reach the learning targets. I assess (formatively) weekly, as a

way to continuously support student learning and inform my instruction aligned with the learning

targets. These formal formative assessments are in preparation for students demonstrating their

knowledge of the learning targets during a summative assessment.

Assessment Results & Communication

Formative assessment results are used to monitor my instruction. Based on student

results, I am able to modify, supplement, and adjust my instruction as needed to best support my

students in meeting the learning targets. Assessment results provide me with a snapshot of

students’ learning and understanding at that moment. These results go beyond “Have students

met the learning target?” The focus is on “Where is the students’ progress towards the learning

targets?” Because even if a student has yet to meet the learning target, I am still provided with

information about their knowledge. These assessments results provide me with valuable

information, such as: common misconceptions, most missed ideas, and clarify what students are
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able to do well. Formative assessment results answer the questions of “Where is the learner

now?” And modifying my instruction answers “How can I get them there?”

My formal formative assessments (quizzes) are always free response. I continue to use

positive reinforcement as my point system, as I do for my summative assessments. Because

these assessments are shorter in length than summative assessments, I have more time to provide

more feedback to my students. In addition to providing the same feedback as summative

assessments (marking negative signs, arrows for items that need to be plugged in, and graphs), I

include the next steps in the process, and clarifying questions. I believe what I currently do now

as formative feedback supports student learning but does not really help with their understanding

of the content. Lastly, I go over with the entire class the biggest misconception and most

common mistake students have about the content material.

Assessment for Learning (in my school/district)

Definition

Assessment for learning can also be identified as formative assessment. Formative

assessment is defined as the “formal and informal process teachers and students use to gather

evidence for the purpose of improving student learning” (Chappuis, J., Striggins, R., Chappuis,

S. & Arter, J., 2012). Formative assessment is a process and is a continuous learning sequence

that occurs during instruction. Some formative assessment practices during this sequence

include: diagnosing student needs, planning next steps in instruction, giving students targeted

practice, and offering feedback (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012). The

purpose of these practices to is to close the gap between a learners’ current situation and where

they want to be in their learning and achievement. In order to close the learner gap, teachers ask

themselves a cycle of three questions: 1- Where is the learner now? 2- Where is the learning
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going? 3- How can I get them there? (Cambridge Assessment International Education). To

address these three questions during the formative process, there are seven strategies teachers

implement for formative assessments: 1- Provide students with clear and understandable learning

targets; 2- Use examples of strong and weak work (provide models); 3- Offer regular descriptive

feedback; 4- Teach students to self-assess and set goals; 5- Design lessons to focus on one

learning target at a time; 6- Teach students focused revision; 7- Engage students in self-reflection

and let them keep track of and share their learning (Chappuis, J., Striggins, R., Chappuis, S. &

Arter, J., 2012). Ultimately, assessment for learning supports student learning, which informs

students and teachers about their progress towards the mastery of the learning targets.

Components Within My System

Within my Professional Learning Community (PLC), of teachers who teach the same

subject at my school, we implement Common Formative Assessments (CFAs). Our CFAs are

created together, to assess student learning and understanding of the content material.

Unfortunately, even though we create common “formative” assessments, they are actually

summative assessments. Our CFAs are summative because they are given after learning has

occurred, in order to evaluate the sufficiency of learning by measuring students’ learning to a

learning target. The purpose of the CFAs is to make a judgement about students’ competence,

and then adjust teaching and instruction so that students still have the opportunity to meet the

learning targets. Instead, we should be monitoring our instruction while students are still

learning the content, as it should be for a true formative assessment.

Taking this class has helped me truly understand what it means to be a formative and

summative assessment. My goal is to take this information back to my PLC and restructure our

plan of CFAs to truly reflect that of a formative assessment.

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Assessment Results & Communication

After implementing a CFA, each teacher in the PLC gathers their own data, and shares

with the entire group. Together we look at student data to analyze the most missed questions and

common misconceptions. Student data is meant to drive teacher instruction. Based on the CFA

results, teacher instruction is modified and adjusted to help support students in meeting the

learning targets (which they were unable to meet on the CFA). Students will then have another

opportunity to demonstrate their knowledge of the learning targets, during the next CFA which is

spiraled.

In order to effectively gather, compare, and analyze student data, CFAs are multiple

choice questions. With multiple choice questions, students are provided with little feedback.

The only information students receive is which questions they got correct/incorrect.

Gap Analysis

What Needs to be Changed or Improved to Create a More Balanced Assessment System?

First, we need to establish what makes a balanced assessment. A balanced assessment is

both formative and summative. “A balanced assessment system serves a variety of purposes,

uses a variety of measures and meets the information and decision making needs of all

assessment users and the classroom building and district levels” (Chappuis, Commondore, &

Striggins, 2017). In creating a high-quality balanced classroom assessment there are five keys:

1- Clear purpose; 2- Clear targets; 3- Sound design; 4- Effective communication; 5- Student

involvement. “Effective Instruction Begins with Purposeful Assessments” by Cobb (2013)

differentiates between assessment and evaluation. Assessment is both diagnostic and formative.

Evaluation is a summation and is used upon completion of instruction; it is the final analysis of

instruction and assessment. Cobb gives three recommendations to change the approach of
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assessment: 1- Make assessments useful for students and teachers; 2- Follow corrective

instruction; 3- More than one opportunity to demonstrate success. In reference to a balanced and

effective assessment, Cobb suggests: creating time frames to assess, establishing vertical teams,

talking about assessments with colleagues, gathering baseline data, working with data, and

planning the next steps. Additionally, Cobb describes the reciprocal relationship between

curriculum, assessment, and instruction.

One of the biggest improvements that needs to happen with creating and implementing

balanced assessments in the classroom, needs to happen in the classroom. The change needs to

start with the teacher. Much of classroom assessment is not understood because there is a lack of

assessment literacy (Gewertz, (2015). Teachers are not provided with the “preparation in how to

create quality classroom assessments or how to communicate with others about the achievement

of their students using either test scores or report card grades” (Striggins, 2014, p.2). As stated

by Striggins (2014), societies chronic assessment problems are due a widespread lack of training

and understanding of sound assessment practices. This lack of knowledge and training effects

all: teachers, principals, district leaders, and state education leaders. Having the proper training

and knowledge of assessment is what will help minimize the achievement gap.

One other thing educators must understand is the students’ view point of assessment,

especially their emotional standpoint. “Our testing practices are in crisis. They are currently

doing as much harm as good for student learning” (Striggins, 2014, p.2). Students are over

tested, both with high-stakes and classroom assessments. “Traditional testing practices in the

United States are based on instructional and motivational principles that cause many students to

give up hopelessness and accept failure rather than driving them toward academic success”

(Striggins, 2014, p.3). In creating a balanced assessment, it is important for students to believe
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that success is within reach if they try (Gewertz, 2015). For students to believe that success is

within reach, a Growth Mindset is needed. Through the lens of a Growth Mindset students learn

that their mathematical skills and abilities can be built. Their focus then becomes on the

progress made by getting better, versus performance outcomes (Ragan, 2016). Assessment

systems then should reflect the purist of true understanding and learning, rather than that of good

grades (Striggins, 2014).

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Resources

Acosta-Teller, E., Amador-Lankster, C., Anderson, L., Crow, N., Dickenson, P., Elder, D.,

Fabry, D., Gilbert, S., Karell, D., Reynolds, T., & Tolbert, D. (2016). The Inspired

Teacher and Seven Literacies Defined. Abstract retrieved from ATP 600: The Inspired

Educator

Assessment Literacy Defined. National Task Force on Assessment Education. [PDF].

Retrieved from: https://www.assessmenteducation.org/wp-content/uploads/Assessment

Literacy-Definition.2017.01.25.pdf

Assessment Literacy Standards. Michigan Assessment Consortium.

Authentic Educating. (2012). Education Philosophy Inventory Results. Retrieved from

http://www.authenticeducating.com/education-philosophy-inventory/process.php

Cambridge Assessment International Education. What is Assessment for Learning? Retrieved

from: https://cambridge-community.org.uk/professional -development/gswafl/index. html

Chappuis, S., Commondore, C., & Striggins, R. (2017). Balanced Assessment Systems:

Leadership, Quality, and the Role of Classroom Assessment. Thousand Oaks, CA: Corwin

Chappuis, J., Striggins, R., Chappuis, S. & Arter, J. (2012). Classroom Assessment for Student

Learning: Doing it Right- Doing it Well (2nd ed.). Boston, MA: Pearson Education, Inc.

Cobb, C. (2003). Effective instruction begins with purposeful assessments. (Speaking to

Administrators and Reading Specialists). The Reading Teacher, 57(4), 386-388.

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Cohen, L.M, & Gelbrich, J. (1999). Philosophical Perspectives in Education. Retrieved from

https://oregonstate.edu/instruct/ed416/PP3.html

Gewertz, C. (2015). Formative-assessment misconceptions. Education Week, 35(12) Retrieved

from: https://nuls.idm.oclc.org/login?url=https://search-proquest-com.nuls.idm.oclc.org

/docview/1735348420?accountid=25320

Michigan Assessment Consortium. Assessment Literacy Standards.

MSAP 600- The Inspired Educator Developing and Educational Philosophy. Educational

Philosophy: The Intellectual Foundations of American Education. [PowerPoint Slides].

National Task Force on Assessment Education. Assessment Literacy Defined. [PDF]. Retrieved

from: https://www.assessmenteducation.org/wp-content/uploads/Assessment-Literacy-

Definition.2017.01.25.pdf

Ragan, T. (2016, November 6). Growth Mindset Introduction: What it is, How it Works, and

Why it Matters. [Video file]. Retrieved from: https://youtu.be/75GFzikmRY0

Striggins, R. (2014). Revolutionize Assessment. Thousand Oaks, CA: Corwin

Study.com. Progressivism: Overview & Practical Teaching Examples. Retrieved from:

https://study.com/academy/lesson/progressivism-overview-practical-teaching

examples.html

Sullo, Bob. (2013). The Inspiring Teacher, Making A Positive Difference In Students’ Lives.

New Jersey: Funderstanding LLC

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The Scots College. Educational Philosophy: What Is It All About? Retrieved from:

https://www.tsc.nsw.edu.au/tscnews/educational-philosophy-what-is-it-all-about

Witte, R.H. (2010). Assessment Literacy in Today’s Classroom.