Assessing Your Classroom Assessments
Purpose of this tool
This survey Curriculum and Assessment System enables educators to rate the “degree of
use” of various assessment methods at the classroom, school or district levels. The results
of the survey can be used to check for assessment balance, consistency and validity.
How to use this tool
1. This survey Curriculum and Assessment System can be taken by grade-level or
department teams, or administered to the staff of the entire school/district.
2. Discuss the survey results, using questions like the following to guide the analysis.
• Are we using an appropriate variety of methods to assess learning?
• Are we collecting appropriate evidence for all important content standards, or only
those that are easiest to test and grade?
• Are important Mission-related learning goals “falling through the cracks” because
they are not being assessed?
• Do our classroom assessments basically mimic the format of the high-stakes
accountability test(s)?
• Is it possible that students could do “well” on our assessments and still not possess
the desired knowledge, skills or understandings? Conversely, could students do
“poorly” on our assessments and actually possess the desired knowledge, skills or
understandings?
• Do assessment methods vary noticeably among teachers of the same topics (within
grade levels and courses)?
• To what extent are teachers of the same topics (within grade levels and courses)
using similar assessments methods in consistent ways?
• If what we assess signals what we value, what do our assessments signal? (For
example, if we include student self assessments among our methods, this suggests that
we want students to reflect on their work.)
• If how we assess signals the nature of teaching and learning, then what does the
way(s) we assess signal? (For example, if we use predominantly selected-response
methods, this may reflect “coverage” teaching and rote learning.)
• To what extent do structural factors (e.g., class sizes, “turn-around” time for grading,
report format) influence classroom assessments?
3. Based on the survey results and the ensuing analysis, develop action plans to improve
the variety, consistency and validity of classroom assessments.
Tips/variations on the tool
 This survey tool may used as a self-assessment by individual teachers.
Assessing Your Classroom Assessments
Directions: Use the following scale to rate your “degree of use” of each of the following
assessment methods (at the classroom, school or district level). What do the survey
results suggest? What patterns do you notice? Are you collecting appropriate evidence
for all the desired results, or only those that are easiest to test and grade? Is an important
learning goal “falling through the cracks” because it is not being assessed?
Rating Scale (degree of use): 4 = Extensively 3 = Regularly 2 = Occasionally 1 =
Not Used
____ 1. selected-response format (e.g., multiple-choice, true-false) quizzes and tests
____ 2. written/oral responses to academic prompts (short-answer format)
____ 3. performance assessment tasks, yielding:
___ extended written products (e.g., essays, lab reports)
___ visual products (e.g., Power Point show, mural)
___ oral performances (e.g., oral report, foreign language dialogues)
___ demonstrations (e.g., skill performance in physical education)
____ 4. long-term, “authentic” projects (e.g., senior exhibition)
____ 5. portfolios - collections of student work over time
____ 6. reflective journals or learning logs
____ 7. informal, on-going observations of students
____ 8. formal observations of students using observable indicators or criterion list
____ 9. student self-assessments
____ 10. peer reviews and peer response groups
____ 11. other: _____________________________________________________
Source: McTighe, Jay and Wiggins, Grant. Understanding by Design Professional
Development Workbook. ASCD: Alexandria, VA. p 143 (Used with permission).