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Assessment Literacy Survey
Michelle Matesic
American College of Education
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Assessment Literacy
Classroom assessments are seen as a vital part of learning for both students and teachers.
Studies have shown that assessments have had an effect on how teachers teach and how students
learn (Amua-Sekyi, 2016, p.1). It is crucial that a school and teachers are assessment literate
because it helps teachers and administrators recognize sound and unsound assessments.
Assessment literacy also helps students receive the best education they can. Using assessment
literacy can help teachers discover different assessment techniques as well as utilizing the data
from assessments to help better their practice. According to Amua-Sekyi, “Assessment is integral
to teaching and learning activities in school and mediates the interaction between teachers and
students in the classroom (2016, p. 1).”
Part 1
Following the Personal Survey of Assessment Literacy provided from the American
College of Education I was able to see where my strengths and weaknesses lie in regard to
assessment literacy. My average from the Criteria section of the survey was a 3.9. The greatest
area of strength is that assessments are an ongoing series of interrelated events that reveal student
learning over time. While creating my lessons and assessments, I ensure that each lesson uses
previous knowledge from prior lessons. This is done so that while the students are learning new
concepts they are also retaining what was previously taught. Students are also monitored and
given formative assessments to ensure they are grasping concepts of the lesson. I also ensure that
there is a balance of assessment, curriculum, and instruction feedback to improve student
performance. Students receive pre-assessments so I can see what they know and how I will have
to adjust my curriculum and instruction.
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During teaching, previously mentioned informal assessments also help to me discover
what needs to be improved. For example, I teach my students weaving and during that lesson I
assess the students on their practice and then give them a summative assessment at the end of the
lesson to test their knowledge on weaving vocabulary and skills. During this lesson I had realized
that many students were struggling with the weaving process. This showed me that my
presentation of the weaving technique had to be changed. I adjusted the way I taught weaving to
my students and realized that more of the student grasped the concept and enjoyed the project.
When it comes to criteria of my assessments, a weakness for me is working with colleague to
design common assessments. I do not have a coworker who teaches the same subject matter as
me in my school so designing common assessments with another teacher is difficult.
In the area of Prior to Test Design in the survey my average was a 5. For test design,
since I am the sole creator of my assessments for my students I have control of the different
factors listed. When it comes to Writing the Test I am strong in all aspects of the survey except
for asking for feedback from colleagues or conducting a field trial for some of my teacher-made
tests. As an art teacher I do not have a program that provides with previously made assessments.
I create my own assessments based off of the state standards and district curriculum. However,
since I am the only art teacher in my school it is difficult for me to meet with a team and get
feedback from colleagues. In the last two sections of the survey, Test Administration and After
Testing, my average for both was a 5. I ensure that my students receive clear directions; a fair
testing environment and that they are monitored while testing. Data compiled from the
assessments is used to help guide me as well as the students. For example, I give my students
pre-test in the beginning of the school year to see what prior knowledge they have and what
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needs to be worked on. This helps guide me to create my lessons in accordance with the district
curriculum.
Part 2
Not only do the teachers have to be assessment literate, the school itself has to be
assessment literate as well. An assessment literate school will help the students to reach their full
potential. According the School Survey of Assessment Literacy, my school averaged a 4.4 for
criteria. A strength noted from my school is being able to distinguish between sound and
unsound assessments. Administrators and supervisors accomplish this through routine
observations and holding grade level meetings that discuss assessments. Our school also ensures
that assessments are used every few weeks to identify effective areas of instruction and those
needing improvement. The school has programs in place that have benchmark assessments for
the students. This allows students and teachers to discover if they need to reinforce certain
concepts. The school also encourages teachers to use a variety of traditional and alternative
assessments. Administrators try to ensure that these different types of assessments are shared
among colleagues. Also, in our school communication is very important. Our administrators are
very keen on providing parents with regular communication about student performance and
assessments that are given out.
In our school, there are criteria areas of assessment literacy that do need work, such as
ensuring assessment, curriculum, and instruction are balanced in the school. Our state has a
standardized test called PARCC and many times teachers have to spend their time teaching about
the test or techniques for the test. We also have reading programs that have premade assessments
that teachers have to complete. This can be very time consuming as well as take away from
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valuable teaching time. These summative tests can have negative affects on teaching and this
idea can be seen from Paul Black’s “vicious” triangle. According to Mark Wilson:
Black’s “vicious triangle” illustrates the way that teachers’ plans for their students
learning can be squeezed between the demands of the curriculum and the large-scale
assessments that are used for evaluative purposes. This can have multiple harmful effects,
including the replacement of teaching the curriculum with “teaching the test” and related
reductions in student engagements and teacher morale (2018, p. 7).
The school also has some weakness in the Test Design area of the survey, where it averaged 3.5.
I believe that we do our best to define expectations of the test and what information will be used
however when it comes to summative assessments it is what is provided from the state or
educational companies. Our schools are strong in the aspect of ensuring that all teachers are
familiar with testing modification and accommodations legally and ethically required for
students. The school psychologists and guidance counselors sit down with each teacher and
discuss their students’ individual education plan and ensure that they know their testing
modifications.
Our school has strengths in the Writing Common Assessments in the survey. Grade level
teams are brought together to ensure that the assessments are clearly and concisely written and
that items focus on the core of the discipline. Most teachers work with their colleagues to receive
feedback from their assessments. As for the last two sections of the survey, our school is very
privy on ensuring that all students receive fair treatment while testing. Directions are clear and
the testing environment is conducive to maximum student performance. Teacher use test scores
to adjust their instruction and improve student performance. They are encourage by
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administration to communicate scores with parents and students so everyone know what goal
they are working towards.
Conclusion
After completing the two surveys, it provided me with different strength and limitations
that the school and myself have concerning assessment literacy. With my own assessments I
need to work on conferring with other colleagues as well as learning more about scaffolding.
Upon completed the School Survey it can be noticed that my school has many strengths when it
comes to criteria of assessments and the stages of writing, administering, and scoring
assessments. One of the school’s limitations is ensuring that the assessment, curriculum, and
instruction are balanced. I believe that the school and teachers need ensure that students continue
to be engaged instead of falling into “teaching to the test” and this can happen with a better and
complete understanding of assessment literacy.
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References
Amua-Sekyi, E. T. (2016). Assessment, Student Learning and Classroom Practice: A
Review. Journal Of Education And Practice, 7(21), 1-6.
Wilson, M. (2018). Making Measurement Important for Education: The Crucial Role of
Classroom Assessment. Educational Measurement: Issues And Practice, 37(1), 5-20.