Illinois State Board of Education
Introduction to Creating a Balanced
Assessment System
Presented by:
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Making Assessments Work….
A Teaching Perspective
Advance Illinois. (n.d.). Making assessments work: A teaching perspective.
Retrieved from: http://www.advanceillinois.org/making-assessments-
work--video-series-pages-355.php
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In this presentation, we will address:
• Recognizing purposes of assessment and how
assessments, including assessments for
student growth, fit together in a balanced
system
• Defining/clarifying terms that describe the
components of a balanced assessment
system
• Sharing examples of formative, interim, and
summative assessments
• Reviewing current local assessment systems
in relation to a balanced assessment system
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Why Assess?
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Improve student outcomes
Adjust instruction
Make data-based decisions
Improve student engagement
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Illinois State Board of Education
Assessment is:
The process of collecting and interpreting
information that informs educators, students, and
families about students’ progress in attaining the
knowledge, skills, attitudes, and
behaviors to be learned or
acquired in school (JCSEE, 2013).
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Illinois State Board of Education
An assessment system that uses multiple and
varied measures of student performance
provides more valid and reliable evidence of
the influence that educators have on student
growth (JCSEE, 2013).
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Balanced Assessment and
Student Growth
• All assessments can be used to show
student growth
– Joint committee determination
– Purpose of the assessment
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Balanced Assessment System
A balanced assessment
system is the strategic use
of formative, interim, and
summative measures of
student performance to
address immediate student
needs, inform ongoing
instructional changes, and
guide long-term
educational improvement.
https://sites.google.com/a/dcsdk12.org/bas
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Illinois State Board of Education
The goals of a balanced assessment
system are 1) to ensure that assessments
are being used for their defined purpose;
2) to streamline the assessment process
reducing the amount of assessment; and
3) to increase the use of appropriate
assessment data.
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Terminology
• Using common terminology is very
important
• There are many, many assessment
glossaries with multiple terms for the same
concept/process
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Definitions
• Formative assessments are designed to
provide regular feedback to teachers so they can
adjust instruction to improve student learning.
• Interim assessments are designed to identify
strengths and weaknesses in curriculum and
instruction.
• Summative assessments are designed to
measure overall curriculum and program
effectiveness. These assessments are
standardized to allow comparison across student
groups.
(Wiliam, 2011; Perie, Marion, & Gong 2009; Popham, 2009)
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Balanced Assessment System
Measuring Student Growth: A Collaborative Process
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Summative
End of Course/Year Assessments
Performance-Based Assessments
Portfolios
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Mid-Year Assessments
Unit/Chapter Assessments
Performance-Based Assessments
Interim
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Performance-Based Assessments
Self/Peer Assessments
Discussion/Observation/Checklists
Formative
Frequency of Administration
Adapted from Perie, Marion, & Gong (2009)
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PERA Definitions
• Type I assessment
– An assessment that measures a certain group of students in
the same manner with the same potential assessment items,
is scored by a non-district entity, and is widely administered
beyond Illinois
• Type II assessment
– An assessment developed or adopted and approved by the
school district and used on a district-wide basis that is given
by all teachers in a given grade or subject area
• Type III assessment
– An assessment that is rigorous, aligned with the course’s
curriculum, and that the evaluator and teacher determine
measures student learning
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Classroom Example: Literacy
• Formative- Running record; classroom
rubric used for monitoring guided reading
responses
• Interim- Fountas & Pinnell Benchmark
Assessment System, 2nd Edition
(3x annually)
• Summative- PARCC and MAP®
Examples listed are for purposes of illustration and are not endorsed by the ISBE
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Classroom Example: English
• Formative assessment – Exit slips for
reading comprehension skills; checklist for
reading comprehension used during group
discussions
• Interim assessment - Scholastic Reading
Inventory (completed fall and spring)
• Summative assessment – PARCC
Examples listed are for purposes of illustration and are not endorsed by the ISBE
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Classroom Example: Music
• Formative- rubric to assess singing on
pitch; classroom rubric to assess playing in
rhythm; classroom listening assessment
• Interim- district-developed interim
assessments containing performance tasks
for rhythm and an evaluation tool (given 3x
a year)
• Summative- none
Examples listed are for purposes of illustration and are not endorsed by the ISBE
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Assessment Use: Four Corners
• What is the purpose of each
assessment?
• What data are gathered from each
assessment?
• How are you currently using these
assessment data?
• What data do you STILL need to
determine your students’ growth?
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Illinois State Board of Education
Reflection
• How might you integrate and streamline your
assessments to create a balanced assessment
system?
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Illinois State Board of Education
Contact Information:
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