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Classroom Assessment Standards: How to Improve Assessment Practices in
K-12 Education
Draft #3
Joint Committee for Standards in Educational Evaluation
Draft 3 is not for dissemination. Draft 3 is for review purposes only.
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Overview
Classroom assessments are a central part of teaching and learning. Without assessment, we do
not know if students have learned what is expected of them nor can we plan for future
instruction. The Classroom Assessment Standards contains a set of standards and related
guidelines accepted by professional organizations as being important for consistent and accurate
classroom assessment practices. The standards and related guidelines presented in this document
identify key issues to consider when exercising the professional judgment required for fair,
equitable, and sound formative and summative assessments for all students. Classroom
assessment practices that adhere to these standards and guidelines can then be used with
confidence by teachers, administrators, students, and, where appropriate, parents/guardians to
better support and foster student learning.
Classroom assessment practices include a variety of procedures resulting in evidence of student
learning that can inform changes to ongoing teaching and student learning or can contribute to
important decisions such as report card grades. The size or scope of an assessment can vary, as
can the formality of the assessment. Below are three distinct examples of classroom assessment
practices that vary in their formality and consequences:
1. Formative assessments inform teachers and students about progress toward learning
expectations that can then be used to direct subsequent learning and teaching.
2. Larger projects may end up with a summative grade but have significant formative
components to support learning as students complete the projects—self-assessment of
progress, feedback from peers or teachers, review of drafts before a final version is
submitted.
3. Assessments may be combined to contribute to a final grade for a unit or course. These
are summative assessments, although the teacher may take the information into account
in future planning. However, the summative nature implies that often the learning
opportunity for the unit or course is over.
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When conducting an assessment, teachers must consider the consequences of the decisions to be
made in light of the information obtained. The outcomes of some assessments may be more
critical than others. For example, misinterpretation of the level of performance on an end-of-unit
test may result in incorrectly holding a student from proceeding to the next instructional unit in a
continuous-progress situation. In situations in which assessments are being used for summative
purposes, every effort should be made to ensure the assessment practices yield consistent and
accurate results. In contrast, assessments used primarily for formative purposes—such as a
question-and-answer session to determine the level of student understanding during a class
period—can be less stringent. Formative assessment is ongoing and often repeated during
instruction. Since this form of assessment is used primarily to guide teacher instruction and
student learning, it should rarely be counted toward a grade for a reporting period. In contrast,
summative assessments are administered at selected times during the reporting period to see if
the students have achieved the learning expectations for a teaching unit or a series of teaching
units. The results of these summative assessments should be thoughtfully combined to form a
summary comment or grade for the reporting period. Regardless of the purpose of the
assessment, adherence to the standards and guidelines presented in the Classroom Assessment
Standards will help teachers and students have an accurate understanding of a student’s learning,
both during and at the end of an instructional unit.
Assessment is broadly defined in the Classroom Assessment Standards as the process of
collecting, interpreting, and reporting information that can be used to inform teachers, students,
and, when applicable, parents/guardians or other users of assessment information about students’
progress in attaining the knowledge, skills, attitudes, and behaviors to be learned or acquired in
school. The standards and guidelines are the products of a comprehensive effort to reach
consensus on what constitutes sound principles that guide fair assessment of students and foster
learning in K–12 classrooms—whether in the classroom itself, lab, gym, or field trip. The
standards and accompanying guidelines should be considered as neither exhaustive nor
mandatory. However, educational organizations, institutions, and individual professionals who
support them and/or endorse their use are committing themselves to work to obtain fair,
equitable, and sound classroom assessment for all students.
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Organization
The Classroom Assessment Standards is organized into four domains:
 Student-Centered Principles
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Assessment Process
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Accuracy and Fairness
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Communication
Intentionally, the standards begin with the domain, Student-Centered Principles, which includes
the basis for implementing sound and fair classroom assessment practices focused on the
students to be assessed. The remaining domains align with the assessment process and follow a
logical progression from the selection and development of assessments to the communication of
the results. The Classroom Assessment Standards is intended to be as self-contained as possible.
Each standard includes a brief explanation and a set of guidelines that provide suggestions for
ways to meet each standard. Different standards may overlap somewhat, and some guidelines
may appear within more than one standard.
For the purposes of the Classroom Assessment Standards, the term “assessment” is used to
encompass all the strategies and techniques that a classroom teacher might use to collect
information from students about their progress toward attaining the knowledge, skills, attitudes,
or behaviors to be learned. These strategies and techniques include, but are not limited to, the
following: observations; text- and curriculum-embedded questions and tests; paper-and-pencil
tests; computer-assisted tests; oral questioning; benchmark or reference tests; peer- and selfassessments; performance assessments; writing samples; exhibitions; portfolio assessments; and
project and product assessments.
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Users of the Classroom Assessment Standards
The focus of the Classroom Assessment Standards at the classroom level stems from the belief
that strong continuous learning requires daily attention to gather, analyze, and effectively use
accurate assessment information to guide student learning. The ways in which different users can
use the standards, together with their guidelines, include, but are not limited to, the following
examples:
 Teachers and principals may use the standards to develop, strengthen, and reflect on
teacher expertise in conducting assessments.
 Teachers may use the standards to develop, administer, and score classroom
assessments that will yield accurate interpretations of their students’ performances,
which can then be used to foster student learning and development and, where needed,
adjust their instruction.
 School principals and education leaders may use the standards to develop written
policies and guidelines for assessing students in their schools.
 Students may use the standards to gain an understanding of their roles in classroom
assessment and how to use the results of classroom assessments to improve their own
learning.
 Parents/guardians may use the standards to learn how to understand the classroom
assessment process and results to assist their children’s learning.
 Instructors in pre-service and in-service programs may use the standards to identify
and teach the important aspects of sound classroom assessment practices.
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How and by whom these standards are used should be determined within the specific educational
context by the professionals involved. Educational settings vary widely across student
populations, states, and regions. Professional judgment must be used to identify which standards
are most appropriate for each assessment situation. The Joint Committee on Standards for
Educational Evaluation (JCSEE) cautions that the individual standards and guidelines are not
equally applicable in all classroom assessment situations. As such, these standards should not be
used as a “checklist” for purposes other than to guide and inform K–12 classroom teacher
practice.
Like its predecessor, The Student Evaluation Standards (2003), the Classroom Assessment
Standards focuses primarily on student assessment practices in the K–12 classroom and, as such,
provides a set of standards with accompanying guidelines for teachers, principals, and others
responsible for assessing students in the classroom or using assessment results and information.
It is not intended to inform large-scale standardized testing. Further, for learning to be most
effective, students should actively participate in the assessment process and effectively apply the
information gained to inform their future learning. In contrast to the previous edition, the revised
Classroom Assessment Standards contains only standards and guidelines, eliminating additional
supporting materials, and, as a consequence, is more concise than the first edition. The common
errors and illustrative examples found in the first edition are not included in an effort to achieve a
more streamlined version. Standards for the developers and users of large-scale educational
assessments are provided in the Standards for Educational and Psychological Testing (American
Educational Research Association, American Psychological Association, and the National
Council on Measurement in Education, in review).
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Classroom Assessment Standards
SC 1 Focus on Student Learning: Classroom assessment practices should result in teaching
and learning decisions that support the continuous learning of each student.
SC 2 Fairness and the Rights of Students: Classroom assessment practices should attend to
the principles of fairness and the rights of students in order to promote a respectful learning
environment.
SC 3 Students Eligible to Receive Special Education and Related Services: Classroom
assessment practices should be sensitive and diverse enough to accommodate students who are
eligible to receive special education and related services in order to obtain accurate information
about their learning.
SC 4 Cultural and Linguistic Diversity of Students: Classroom assessment practices should
be sensitive to the cultural and linguistic diversity of students in order to obtain accurate
information about their learning.
SC 5 Student Involvement in Assessment: Students should be involved in the assessment
process in order to increase their knowledge about the assessment process and how assessment
information can be used to further their learning.
AP 1 Policies for Classroom Assessment Practices: Classroom assessment policies should
guide assessment practices.
AP 2 Assessment Purpose: The purpose(s) of classroom assessments should be clearly
specified.
AP 3 Learning Expectations: Classroom assessment practices should align with the learning
expectations and instruction intended for each student.
AP 4 Assessment Appearance and Type: Classroom assessment practices should be in a form
that best allows students to demonstrate their learning.
AP 5 Assessment Preparation: The development and implementation of effective classroom
assessment practices require adequate preparation.
AP 6 Analysis of Student Responses: Student responses from classroom assessment practices
should be accurately and consistently analyzed.
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AP 7 Determination of Student Grades and Summary Comments: Classroom assessment
results should be summarized and interpreted so as to yield accurate and informative judgments
of each student’s performance in relation to the goals and expectations of instruction.
AP 8 Follow-Up on Assessment Results: Communication of classroom assessment information
to students, parents/guardians, and others with a legitimate need to know should include timely
follow-up activities that support continuous student learning.
AP 9 Access to Information: A student’s assessment information should be made available only
to the student and others with permission to receive the information.
AP 10 Reflection: Classroom assessment practices should be periodically reviewed to help
ensure continued alignment with current expected learning expectations, instructional practices,
and changes in student population.
AF 1 Assessment Accuracy and Validity: Effective classroom assessments should result in
decisions that provide accurate and valid information about each student’s knowledge and skills.
AF 2 Reliability: Classroom assessments should provide reliable information about the
performance of each student.
AF 3 Freedom from Bias: Every effort must be made to address and minimize the effect of bias
in classroom assessment practices.
AF 4 Context of Assessment: Unexpected events that disrupt the administration of a classroom
assessment should be considered when interpreting the results.
AF 5 Assessment Knowledge and Skills: Implementing valid and reliable classroom
assessments and using assessment results to support student learning requires assessment
knowledge and skills.
C 1 Informed Students and Parents/Guardians: The purposes of classroom assessment
practices and the uses of the results should be clearly communicated to students and, when
appropriate, parents/guardians and others with a legitimate need to know.
C 2 Effective Feedback: Assessment feedback should provide students with accurate, clear,
fair, and timely information that supports their learning.
C 3 Reporting: Student assessment reports should be clear, accurate, and useful to the
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audiences for whom they are intended.
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Student-Centered Principles
SC 1 Focus on Student Learning: Classroom assessment practices should result in teaching
and learning decisions that support the continuous learning of each student.
SC 2 Fairness and the Rights of Students: Classroom assessment practices should attend to
the principles of fairness and the rights of students in order to promote a respectful learning
environment.
SC 3 Students Eligible to Receive Special Education and Related Services: Classroom
assessment practices should be sensitive and diverse enough to accommodate students who are
eligible to receive special education and related services in order to obtain accurate information
about their learning.
SC 4 Cultural and Linguistic Diversity of Students: Classroom assessment practices should
be sensitive to the cultural and linguistic diversity of students in order to obtain accurate
information about their learning.
SC 5 Student Involvement in Assessment: Students should be involved in the assessment
process in order to increase their knowledge about the assessment process and how assessment
information can be used to further their learning.
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SC 1 Focus on Student Learning
Classroom assessment practices should result in teaching and learning decisions that support
the continuous learning of each student.
Explanation
Students benefit from different types of classroom assessment practices that elicit evidence of
their knowledge, skills, and abilities. Assessment practices, both those that are integrated
throughout and at the end of instruction, provide valuable information to both teachers and
students. Both teachers and students should have an active role in the assessment process.
Assessment practices should provide relevant information about each student’s strengths and
areas of need. Evidence from such practices enables teachers to support current and future
instruction. The timely feedback and guidance from these practices allow students to focus on
and adjust their own learning. Teachers, students, and others where appropriate should work
collaboratively to plan and implement next steps to best support each student’s continuous
learning.
Guidelines
Assessment practices that support teaching and learning include, but are not limited to, those that
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integrate classroom assessment practices as part of a regular and continuous process for
teaching and learning.
use assessment information to examine teaching practices and make adjustments when
necessary (e.g., provide a new activity for students, explain using a different metaphor or
representation, try different instructional approaches).
use assessment practices that appropriately serve formative or summative purposes to
accurately guide, monitor, or summarize students’ learning.
provide students with a variety of assessment opportunities (using different assessment
methods where appropriate) to demonstrate their knowledge, skills, and abilities.
use student response systems (e.g., individual whiteboards, ABCD cards, electronic
clickers, entrance/exit slips, hand signals) to gather information from all students for an
immediate sense of class knowledge and understanding.
teach students to use self-assessment to monitor and adjust their own learning.
teach students to use peer-assessments to provide descriptive feedback to support each
other’s learning.
use oral and written feedback to provide specific suggestions in a timely manner for
next steps to support continuous learning and growth.
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SC 2 Fairness and the Rights of Students
Classroom assessment practices should attend to the principles of fairness and the rights of
students in order to promote a respectful learning environment.
Explanation
Students can better demonstrate what they know when they believe they have been treated fairly.
Students of all ages are sensitive to issues of fairness. Sound assessment practices adhere to the
principles of fairness and rights of students, including attention to issues of ethical practice,
student confidentiality, privacy, health, and safety. Classroom assessment policies and practices
that are aligned with these rights contribute to sound educational practices that best support
student learning.
Guidelines
Fair classroom assessment practices include, but are not limited to, those that
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avoid topics that may be sensitive to groups of students, unless these topics are part of
the curriculum.
use language appropriate to each student’s level of understanding and language skills.
evaluate performances using a consistent set of criteria (formal or informal) across all
students.
result in decisions unaffected by preconceptions of students’ abilities, efforts, and
attitudes.
are sensitive to the implications of sharing student work with the class or others.
reschedule assessments, as needed, for students who were not able to take the
assessment in the scheduled time period.
Students have the right to
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know the purposes and uses of the assessment information.
know how their responses will be evaluated.
receive timely, specific, and accurate feedback that reflects their current knowledge and
skills and guides their subsequent learning.
receive required accommodations.
know that summative and personal assessment information (e.g., test scores, grades,
special education evaluations) will be treated in a confidential and private manner.
know how their grades will be determined.
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SC 3 Students Eligible to Receive Special Education and Related Services
Classroom assessment practices should be sensitive and diverse enough to accommodate
students who are eligible to receive special education and related services in order to obtain
accurate information about their learning.
Explanation
Many students are eligible to receive special education and related services for a variety of
reasons. Students who are eligible include those who have an Individualized Education Program
or a short- or long-term disability (e.g., injury, illness, or medical condition). Assessment
practices may need to be adjusted to take into account the different learning expectations for
some students or to allow for varied demonstration of their learning. Options include
accommodations, modifications, and alternate assessments. Accommodations do not alter the
content of the assessment, only the assessment process (e.g., provision of extra time, Braille, use
of colored paper). Test modifications involve changes to items within the test, but the construct
being assessed stays the same (e.g., additional scaffolding, simplification of language). An
alternate assessment is one in which the construct being assessed is itself modified.
Guidelines
Assessment practices that attend to students with special needs include those that
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differentiate between the different types of accommodations, modifications, or alternate
assessments and how they are aligned to instruction and the assessment purpose.
use assessment accommodations, modifications, or alternate assessments that comply
with local, state, and federal policies.
provide accommodations, modifications, or alternate assessments that are most
appropriate for the student with special needs on a regular basis for all types of
classroom assessments.
use formative and summative assessment practices that target the appropriate learning
expectations for students with special needs. These practices may require extensions
above or below the grade-level expectations.
work with learning/teaching support staff to provide appropriate assessments for
students who have a need for these assessments.
involve students and parents/guardians, whenever possible, in decisions about what
accommodations/modifications work best for the students.
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SC 4 Cultural and Linguistic Diversity of Students
Classroom assessment practices should be sensitive to the cultural and linguistic diversity of
students in order to obtain accurate information about their learning.
Explanation
Students represent a variety of cultural and linguistic backgrounds. If the cultural and linguistic
backgrounds are ignored, students may become alienated or disengaged from the learning and
assessment process. Teachers need to be aware of how such backgrounds may influence student
performance and the potential impact on learning. Teachers should be ready to provide
accommodations where needed.
Guidelines
Assessment practices that attend to issues of cultural diversity include those that
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acknowledge students’ cultural backgrounds.
are sensitive to those aspects of an assessment that may hamper students’ ability to
demonstrate their knowledge and understanding.
use that knowledge to adjust or scaffold assessment practices if necessary.
Assessment practices that attend to issues of linguistic diversity include those that
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acknowledge students’ differing linguistic abilities.
use that knowledge to adjust or scaffold assessment practices if necessary.
use assessment practices in which the language demands do not unfairly prevent the
students from understanding what is expected of them (e.g., read a text-heavy math
prompt to a student).
use assessment practices that allow students to accurately demonstrate their
understanding by responding in ways that accommodate their linguistic abilities, if the
response method is not relevant to the concept being assessed (e.g., allow a student to
respond orally rather than in writing).
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SC 5 Student Involvement in Assessment
Students should be involved in the assessment process in order to increase their knowledge about
the assessment process and how assessment information can be used to further their learning.
Explanation
Students benefit from opportunities to be involved in their assessments. Being able to assess their
own learning is an important skill for students as they develop into continuous learners. Peerassessment is valuable to both students receiving the feedback as well as those providing it when
done in an appropriate way. Student involvement in developing scoring guides helps students
better understand what is expected of them. Student-led conferences in which students lead their
parents/guardians through work samples or portfolios enable students to share what they have
accomplished directly with their parents/guardians. Such assessment practices allow students to
exercise analytical and evaluative skills, which may be illusive in the majority of instructional
practices. Through this heightened level of student engagement in the assessment process, there
can be a greater exchange of feedback than if the teacher is the sole source of feedback.
Additionally, students providing the feedback also benefit since it enables them to deepen their
own understanding of the success criteria and what they have done. Further, it is likely the
students, armed with the experience, will be better able to use the assessment results to foster
further learning. Teachers have a vital role in developing student skills in this area, first
modeling the process and then monitoring that it is done in appropriate ways.
Guidelines
Assessment practices that involve students include those that
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establish success criteria with students where appropriate by guiding students through a
process to consider what a quality learning product would look like, which could involve
using exemplary work to generate criteria.
provide students with age-appropriate, scaffolded learning experiences to help them
develop self-assessment and self-regulation skills.
model for students how to give appropriate peer feedback while monitoring and
supporting students as they give feedback to peers.
provide students with opportunities to evaluate their learning progress and check on the
accuracy of their own self-evaluation.
provide students with opportunities to use scoring criteria/rubrics to evaluate their own
learning, in the case of self-assessment, and to support their peers’ learning by providing
feedback using the rubrics, in the case of peer-assessment.
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Guidelines (continued)
Assessment practices that involve students include those that
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provide students with opportunities to react to and use data/observations from either selfor peer-assessment so that learning continues beyond the assessment with an appropriate
use of the information generated.
use student-led conferencing as a way to engage students in self-reflection about their
work and progress over a period of time by providing them with an audience (usually
parents/guardians and teacher) to talk with about their learning.
allow self- and peer-assessments to guide instructional decisions when appropriate.
recognize that self- and peer-assessment should not be used as part of a summative grade.
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Assessment Process
AP 1 Policies for Classroom Assessment Practices: Classroom assessment policies should
guide assessment practices.
AP 2 Assessment Purpose: The purpose(s) of classroom assessments should be clearly
specified.
AP 3 Learning Expectations: Classroom assessment practices should align with the learning
expectations and instruction intended for each student.
AP 4 Assessment Appearance and Type: Classroom assessment practices should be in a form
that best allows students to demonstrate their learning.
AP 5 Assessment Preparation: The development and implementation of effective classroom
assessment practices require adequate preparation.
AP 6 Analysis of Student Responses: Student responses from classroom assessment practices
should be accurately and consistently analyzed.
AP 7 Determination of Student Grades and Summary Comments: Classroom assessment
results should be summarized and interpreted so as to yield accurate and informative judgments
of each student’s performance in relation to the goals and expectations of instruction.
AP 8 Follow-Up on Assessment Results: Communication of classroom assessment information
to students, parents/guardians, and others with a legitimate need to know should include timely
follow-up activities that support continuous student learning.
AP 9 Access to Information: A student’s assessment information should be made available only
to the student and others with permission to receive the information.
AP 10 Reflection: Classroom assessment practices should be periodically reviewed to help
ensure continued alignment with current expected learning expectations, instructional practices,
and changes in student population.
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AP 1 Policies for Classroom Assessment Practices
Classroom assessment policies should guide assessment practices.
Explanation
Classroom assessment policies provide clear understanding of how teachers will conduct
classroom assessment practices and use assessment results. The assessment policies serve as
guidelines for assessing students fairly while protecting their rights and welfare. The policies
should reflect the consequences of the decisions made from the assessment results. For example,
policies regarding summative assessments need to be more explicit and extensive and written,
while those involving formative assessment practices may not be written and/or may involve less
detail (e.g., policies on end-of-year grades versus policies on daily assessments). Established
policies in a school allow a variety of classroom assessment practices to be conducted in
consistent, meaningful, and useful ways. These assessment policies should be communicated
clearly to students, parents/guardians, and others with a legitimate need to know.
Guidelines
Clear procedures and policies on classroom assessment practices include those that
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develop, implement, and maintain classroom assessment policies and practices that are
aligned with written school, district, and state classroom assessment policies and
practices.
reflect the nature of the decisions to be made from the classroom assessment results,
taking into account whether the assessment results are to be used for formative or
summative purposes.
provide students, parents/guardians, and others with a legitimate need to know with
written classroom assessment policies and procedures for the year and, when
appropriate, for a particular assessment.
review, modify, and adapt the policies as needed, communicate changes to students,
parents/guardians, and others with a legitimate need to know.
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Guidelines (continued)
Clear procedures and policies on classroom assessment practices include those that
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may contain the following:
o Purposes of assessments
o Guidelines for developing and choosing assessment methods and procedures
o Roles and responsibilities of students, teachers, principals, parents/guardians,
and others in the assessment process
o Guidelines for scoring
o Guidelines for handling missing assignments or work
o Guidelines for what is to be included in course grades
o Procedures for summarizing, interpreting, and reporting results to students
o Procedures for handling issues such as plagiarism or cheating
o Guidelines for handling an unexpected event occurring during an assessment that
may affect results
o Guidelines for protecting student confidentiality
o Procedures for appealing a student’s score, grade, or report
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AP 2 Assessment Purposes
The purpose(s) of classroom assessments should be clearly specified.
Explanation
The focus of both formative and summative classroom assessment practices is to support student
learning. Given this, the effectiveness of an assessment will be enhanced if it is developed with a
clear purpose in mind. Purposes may range from obtaining diagnostic information at the start of
instruction to determining grades to be reported at the end of a year. For example, assessment
purposes may include
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providing evidence of learning to inform instructional decisions and practice.
providing immediate feedback on current learning to students.
engaging students in self-assessment to develop an understanding of their own learning.
engaging students in peer-assessment to support peers’ learning and to deepen the
learning of the students doing the peer-assessment.
informing students and parents/guardians about the level of achievement of the learning
expectations for a defined period.
making diagnostic and placement decisions to place students into appropriate
instructional groups or to receive individualized instruction.
Guidelines
To identify the purposes of a specific assessment practice, consider the following questions:
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Why is the assessment to be conducted? For example, how will the assessment results be
used to further students’ learning and inform teaching?
Who will be assessed? For example, is the classroom assessment intended for all students
in the classroom or for subgroups of students (e.g., students with special assessment
needs or those with limited English language proficiency skills)?
What will be assessed, including learning expectations and state benchmarks (content,
process skills [e.g., thinking skills, problem-solving skills], performance skills, and
attitudes)?
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AP 3 Learning Expectations
Classroom assessment practices should align with the learning expectations and instruction
intended for each student.
Explanation
Learning expectations provide the critical foundation for teaching and learning. Clear statements
of what students are to learn lesson-by-lesson provide direction for both instruction and
assessment. These statements may be derived from curriculum materials and national, state, or
local standards. Classroom assessment practices aligned with the learning expectations and the
instructional approaches used provide accurate information about student learning, including the
student’s strengths and areas of need, while also fostering continued learning.
Guidelines
Accurate, meaningful, and useful assessments include those that
 align learning expectations with the full range of knowledge, skills, and abilities
students are expected to demonstrate.
 provide clear learning expectations in language students can understand, and provide a
method to share the clear learning expectations with students for each lesson.
 recognize that all learning expectations are not equally important and do not require
similar assessments.
 plan classroom assessment practices together with instruction so they are aligned to the
learning expectations.
 connect the scoring criteria to learning expectations in a transparent way for students,
and, where appropriate, involve students in the development of scoring criteria.
 share exemplars with students to illustrate what achievement of the learning
expectations looks like.
 use informal checks of students’ progress toward the learning expectations at the end of
a lesson to get a pulse of each class.
 use classroom assessment practices that provide information of sufficient depth and
breadth about what the students have learned, with an emphasis on key expectations.
 include questions, whenever possible and appropriate, that anticipate common
misconceptions or misunderstandings students may have in relation to the learning
expectations.
 obtain additional assessment information when students’ progress toward the learning
expectations is unclear.
 collaborate with peers to review learning expectations and their alignment with
assessment practices.
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AP 4 Assessment Appearance and Type
Classroom assessment practices should be in a form that best allows students to demonstrate
their learning.
Explanation
Classroom assessment practices are more effective when careful attention is given to the
structure and format of the assessment. For example, the instructions provided and the
readability of the assessment should maximize student performance. Sufficient time, space to
enter answers, and, when needed, materials and supplies should be available to allow students to
complete the assessment tasks. Failure to attend to issues such as these will lead to incorrect
interpretations of students’ performance on the assessment.
Guidelines
Consider the following guidelines when developing assessments that enable students to best
demonstrate their learning:
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When selecting or developing classroom assessments delivered in a written or
computer-based form (e.g., multiple-choice, open response, projects), consider the
following:
o Age-appropriateness of the assessment
o Text difficulty
o Amount of space for answers
o Formatting of the questions
o Clarity of diagrams and illustrations
When presenting classroom assessments in an oral form (e.g., class questioning),
consider the following:
o Complexity of word choice
o Volume level of voice
o Complexity of questions and directions (e.g., multistep tasks)
Provide students with verbal or written instructions that are clear, complete, and easy to
understand, and confirm that students are able to complete the assessment tasks as
required.
Provide opportunities for students to practice with new assessment formats.
Design or choose assessments that are as engaging as possible to students, building in as
much authenticity as possible, to motivate students to show their best learning.
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Guidelines (continued)
Consider the following guidelines when developing assessments that enable students to best
demonstrate their learning:


Be available to answer students’ questions that may arise during the assessment process,
and be sure the answer to a specific question does not betray the expected or correct
answer.
Monitor students’ progress to determine whether extra time is required for some or all
of the students.
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AP 5 Assessment Preparation
The development and implementation of effective classroom assessment practices require
adequate preparation.
Explanation
Classroom assessment practices require adequate preparation to obtain accurate information
about student learning. This preparation includes sufficient opportunity for students to learn and
prepare for an assessment, and sufficient time and resources to develop/select and administer
assessments. Consideration should be given to the resources required to score student responses,
record results, develop feedback comments, compute grades, prepare reports, review student
work collaboratively with colleagues, and use the results to inform instruction. The preparation
required should reflect the complexity of the assessment. For example, the preparation required
for the evaluation of a portfolio assessment may be extensive, while the preparation for a startof-lesson oral discussion to determine base-line knowledge of a class before starting a new topic
may require less-extensive preparation. The resources necessary for effective classroom
assessments include, but are not limited to, the following: time, assessment materials, software,
computer access, and scoring materials (e.g., rubrics, guides, keys).
Guidelines
Adequate preparation for classroom assessment practices includes
 consideration of the complexity of the learning the students will be required to
demonstrate and the time and resources required for the learning to occur.
 sufficient notice to students of upcoming assessments, especially if these
assessments will be used for summative purposes.
 sufficient materials and resources (e.g., print and computer resources, lab equipment
and materials, art supplies).
 adequate time to develop or adapt assessments, prepare scoring guides (keys,
rubrics), complete scoring, provide timely feedback to students, record results
and/or prepare report cards in electronic or hard-copy format.
 structures in the school that allow collaboration with colleagues on assessment
practices (e.g., common planning time, learning communities).
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AP 6 Analysis of Student Responses
Student responses from classroom assessment practices should be accurately and
consistently analyzed.
Explanation
When the judgments of students’ performances are aligned with the purposes of the assessment
and with the learning expectations measured by the assessment, and are consistently and
accurately made, the judgments will provide a more sound indication of what students have
learned and can do and will better support subsequent teaching and learning. The form and
purpose of the assessment will largely dictate the most appropriate analysis that is accurate and
timely. The objectivity of the methods used to analyze student responses will vary depending on
the nature of the assessment items and tasks. Many forms of assessments only require a verbal or
written descriptive comment (e.g., questions, peer- and self-assessment). Others can be
numerically scored. To better ensure consistency of the judgments made in subjectively scored
assessments, clearly developed scoring guides or success criteria (analytic scales, scoring rubrics,
rating scales, checklists) that describe important facets to be demonstrated at each level of
performance should be developed and used.
Guidelines
Accurate and consistent analyses of student responses include those that




connect the purposes of different types of scoring or judging procedures (e.g., analytic,
holistic, checking for understanding) with the different methods of evaluation
associated with the procedures (e.g., use of rating scales, checklists, scoring rubrics,
categorization of student responses into like groups).
use procedures for judging student responses that are in relation to the learning
expectation and avoid those aspects of the response not related to the intended learning
(e.g., stylistic issues such as writing structure and format if they are not part of the
assessment focus).
use descriptive comments to clarify, support, and direct students’ learning rather than
provide simple praise or punishment.
enable collaboration with colleagues to develop and collectively apply procedures for
judging student responses and work.
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Guidelines (continued)
Accurate and consistent analyses of student responses include those that

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

reduce subjectivity through the use of analytic scales or scoring rubrics that
o focus on key aspects of learning,
o convey clear expectations of performance to students,
o weight different components according to their importance in the intended
learning expectations,
o use descriptors for levels of performance that sufficiently discriminate across
these levels, and
o provide clear descriptions of levels to support students’ subsequent learning.
remove the influence of factors irrelevant to the performance or learning product being
judged. Irrelevant factors include
o stylistic factors such as vocabulary and sentence structure when the intent of a
written assessment is to assess content and thinking alone;
o a general tendency to be too generous or too severe; and
o the halo effect, where a general impression or previous rating influences the
present rating.
adjust scoring in light of unanticipated but appropriate responses. The modified
procedure should then be used to rescore all previously scored responses.
do not include results from student responses that suggest flaws in an assessment. If the
results suggest flaws, the assessment should be revised before it is used again.
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AP 7 Determination of Student Grades and Summary Comments
Classroom assessment results should be summarized and interpreted so as to yield accurate
and informative judgments of each student’s performance in relation to the goals and
expectations of instruction.
Explanation
Grades and summary comments, when interpreted, serve a variety of functions. They inform
students of their progress. Parents, teachers, counselors, and administrators use them to guide
teaching, determine promotion, identify students for special attention (e.g., honors, remediation),
and help students develop future plans. Grades and comments also provide a basis for reporting
to other schools in the case of school transfer and, in the case of senior high school students,
post-secondary institutions and prospective employers. The procedures used to summarize and
interpret classroom assessment results from a series of related assessments for a reporting period
should reflect the purposes for which the assessments were used. These assessments should
accurately portray the level of student performance at judicious points during the learning
sequence. A single comment or grade cannot adequately serve all functions. For example, grades
used to summarize achievement are most effective when they reflect only achievement. When
such grades include other aspects of student performance—including effort, amount (as opposed
to quality) of work completed, neatness, class participation, personal conduct, or punctuality—
not only do the grades lose their meaningfulness as a measure of achievement, but they also
suppress information concerning other important aspects of learning and invite inequities. Thus,
to more adequately and fairly summarize the different aspects of student performance, letter
grades for achievement can be complemented with alternate summary forms (e.g., checklists,
written comments) suitable for summarizing results related to these other behaviors.
Guidelines
Accurate grades and useful comments are the result of practices that


follow school or district written policy when summarizing and interpreting assessment
results for the purposes of grading.
use grading procedures that accurately reflect the individual education plans for
students with special needs.
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Guidelines (continued)
Accurate grades and useful comments are the result of practices that









interpret students’ assessment results with respect to each student’s goals and learning
expectations. Particular attention should be paid to irrelevant sources of information not
related to these expectations. These sources may include the following:
o Personal opinions regarding individual or subgroups of students in the class
o A student’s effort, participation, discipline issues, and other behaviors
o A personal tendency to be overly severe or generous when determining grades
and summary comments
base grades and summary comments on the results of more than one assessment.
ensure grades summarize only achievement and not other behaviors such as effort,
amount (as opposed to quality) of work completed, neatness, class participation,
personal conduct, or punctuality.
disregard earlier results and information if subsequent assessments indicate a student
has since met the learning expectations. While documentation of differences in
performance across time can provide information about learning and progress, early
information may not be appropriate for determining “final” levels of achievement.
avoid assigning grades to individual students based on group work, unless the construct
being assessed is related to group work (e.g., teamwork, communication, cooperation).
provide information on how to treat work not completed and clearly providing for
communicating such procedures. This may include consideration of:
o the use of zero scores,
o consequences for failing to hand work in on time, and
o methods for students to complete missing work or alternative ways for students to
demonstrate their achievement of learning expectations.
combine summary comments and grades in a way that ensures each result receives its
intended emphasis or weight.
calibrate grading practices through discussions in professional learning communities
with grade-level or department colleagues.
explain to students and their parents/guardians the way grades are formulated and
interpreted.
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AP 8 Follow-Up on Assessment Results
Communication of classroom assessment information to students, parents/guardians, and others
with a legitimate need to know should include timely follow-up activities that support continuous
student learning.
Explanation
No matter how sound the classroom assessment practice is or how consistent and accurate the
assessment results are, the value of assessment lies in the use of the results to help support
subsequent student learning. Follow-up activities should help students build upon their strengths
and address their areas for growth, thereby helping to close the gap between what the students
are expected to learn and what they have learned.
Guidelines
Effective follow-up procedures include those that







use assessment information to guide instruction if students have not already mastered
the concept (e.g., re-teach or present a previous concept in a new way to some or all of
the students, provide an instructional activity to support understanding, engage peers to
help other students understand).
differentiate between feedback and follow-up provided to a group of students and
individual students.
include regularly scheduled conferences with students and their parents/guardians so
that follow-up activities are clearly understood and completed.
involve students in implementing relevant follow-up activities and help them
understand how these activities support learning.
establish a plan to monitor the results of follow-up activities, checking to see that
feedback has been provided and that students have had the opportunity to build and/or
improve upon their performance.
monitor the effects of follow-up and consider possible negative consequences of such
activities (e.g., a student concentrates on one activity to the detriment of other ongoing
learning).
help create future lessons based on assessment results to provide the best opportunity
for student success in continued learning (e.g., curriculum and instructional
improvement).
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AP 9 Access to Information
A student’s assessment information should be made available only to the student and others with
permission to receive the information.
Explanation
Assessment information should only be available to those people to whom it applies: students
and their parents/guardians and teachers, or other educational personnel who have a legitimate
right to use the information on behalf, or in support, of the students. Student-level assessment
information may also be made available to others who have justification and authorization for
this information (e.g., post-secondary institutions, potential employers, researchers). The policy
for releasing student assessment information must be in accordance with applicable laws and
should be guided by a release policy developed at the district and/or school level. The
consideration of access also includes those classroom activities that may result in the release of
students’ assessment information to their peers.
Guidelines
Appropriate access to information results from practices that




follow current federal, state, district, and school regulations concerning the
confidentiality and release of student assessment information.
establish and follow a systematic method for recording and storing classroom
assessment information to protect the integrity and confidentiality of students’
assessment records. This may include the following:
o Methods to confidentially collect assessment information gathered during
regular class activities, especially if such information serves summative
purposes
o Identification of individuals who should have access to the records
o Information to be kept secure (e.g., paper files, online files)
o Location for storing the secure information (e.g., locked files, secure password)
o Backup procedures, especially in the case of online files
o Duration of time the secure information is stored
o Removal and destruction of outdated information
o Transfer of secure information from one teacher to another or from one school
to another
o Steps to take if assessment results are lost or information is jeopardized
obtain appropriate permission to release or publicly display the products of students’
learning without sharing assessment information.
Use exemplars that cannot be linked to individual students or recognized by their peers.
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AP 10 Reflection
Classroom assessment practices should be periodically reviewed to help ensure continued
alignment with current learning expectations, instructional practices, and changes in student
population.
Explanation
Sound classroom assessment practices include opportunities for reflection and changes to the
assessments, both short-term and long-term. The continued effectiveness of formative and
summative classroom assessment practices requires ongoing review. Changes in student learning
expectations and curriculum and changes in student population over time may lead to the need
for changes in classroom assessment practices and procedures. Further, given the evolving nature
of assessment, new developments in classroom assessment practices should be reviewed and
used if found to be appropriate for the context in which the new assessment will be used.
Guidelines
Effective review and reflection includes activities that
 examine current classroom assessment practices to be sure they yield sound and useful
information to enhance students’ learning. Types of questions to ask include the
following:
o What worked in the assessment and why?
o To what extent does the students’ performance accurately reflect their
competencies on the learning being assessed as opposed to reflecting anomalies
in the assessment?
o Do students’ responses indicate that they misunderstood what was being asked
on the assessment, suggesting that the wording of the assessment needs
revision?
o What should be changed in the assessment or done differently?
o What evidence do I have that the students have learned what was taught in the
lesson or in today’s classroom?
o What are the instructional implications for the next class or day?
o What are the instructional implications for ongoing learning?
o Do any students need additional support before moving on to the next lesson?
 use opportunities to incorporate formative assessment practices to guide and support
students’ learning.
 provide opportunities to become proficient in current and sound classroom assessment
practices.
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Guidelines (continued)
Effective review and reflection includes activities that
 enable revisions to be made to current classroom assessment practices as needed to
meet the assessments’ intended uses.
 monitor the success of follow-up instructional activities.
 engage colleagues in professional learning communities to help explore ways to

improve assessments and students’ responses to assessments.
include professional seminars and workshops on new developments in assessment
practice.
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Accuracy and Fairness
AF 1 Assessment Accuracy and Validity: Effective classroom assessments should result in
decisions that provide accurate and valid information about each student’s knowledge and skills.
AF 2 Reliability: Classroom assessments should provide reliable information about the
performance of each student.
AF 3 Freedom from Bias: Every effort must be made to address and minimize the effect of bias
in classroom assessment practices.
AF 4 Context of Assessment: Unexpected events that disrupt the administration of a classroom
assessment should be considered when interpreting the results.
AF 5 Assessment Knowledge and Skills: Implementing valid and reliable classroom
assessments and using assessment results to support student learning requires assessment
knowledge and skills.
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AF 1 Assessment Accuracy and Validity
Effective classroom assessments should result in decisions that provide accurate and valid
information about each student’s knowledge and skills.
Explanation
Validity refers to the degree to which inferences or decisions made from assessments results are
accurate. Regardless of the nature of the assessment—formative or summative—classroom
assessment methods should result in decisions regarding the knowledge, skills, attitudes, and
behaviors possessed and/or displayed by students that are accurate and not open to
misinterpretation. Unintentional harm (e.g., misclassification of students) may arise from
assessment results that are misleading, incorrect, or misinterpreted. Every effort must be made to
create and develop assessments that accurately assess the desired learning outcomes with clearly
understood results.
Guidelines
Consider the following practices to facilitate the valid interpretations of students’ assessment
results.
 Determine the purpose and scope of the assessment and align that purpose and scope
with the assessment process.
 Recognize the differences between formative assessments (used to inform students and
teachers of daily achievement and used to plan the next day’s lesson) and summative
assessments such as those used for end-of-year grading.
 Use more than one assessment or type of assessment, as needed, to obtain a more
complete picture about each student’s strengths and areas of need so that strengths can
be built upon and areas of need addressed.
 Provide clear instructions and, when necessary, provide a sample question, activity, or
task to support students’ understanding of what is required in the assessment.
 Ensure that scoring is not influenced by factors irrelevant to the performance or product
being scored. Irrelevant factors include
o stylistic factors such as vocabulary and sentence structure when the intent of a
written assessment is to assess content and thinking alone;
o a general tendency to be too generous or too severe; and
o the halo effect, where a general impression or previous rating influences the
present rating.
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Guidelines (continued)
Consider the following practices to facilitate the valid interpretations of students’ assessment
results.
 Account for the backgrounds and learning experiences of each student, and note any
problems that may arise when collecting and scoring the student’s responses,
interpreting assessment results, or determining grades.
 Summarize separately, depending on the purpose and scope of the assessment,
achievement, effort, participation, and other behaviors.
 Revise classroom assessment methods as required (e.g., if students are confused by the
wording of a question), ensuring that subsequent use of the revised assessment will
provide valid interpretations.
 Obtain evidence that inferences from classroom assessment instruments translated
and/or adapted into another language, modified to accommodate a special need or
learning disability, or transferred from another context (e.g., paper-and-pencil to
computer administration) are valid for the intended purpose.
 Recognize that different assessments may more effectively serve the intended purpose
and that the effectiveness may vary across individual students or groups of students.
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AF 2 Reliability
Classroom assessments should provide reliable information about the performance
of each student.
Explanation
Reliability refers to the degree of consistency of the assessment results. For example, in the case
of an essay or performance task, would the scoring be the same if two different teachers scored
the students’ responses? Would the students obtain the same set of scores on one form of a test as
opposed to another form of the test developed to assess the same knowledge and skill? Any time
a sample of a student’s work or performance is obtained for assessment purposes, the question of
whether the information is consistent enough to be used for the intended purposes must be
addressed.
As the consequences of individual assessments increase, the need for high reliability increases.
Greater reliability is required for information sources such as final examination scores that
contribute heavily to final course grades. Much of a teacher’s judgment of students, particularly
in the early grades or during classroom activities, focuses on student learning and feedback
during the instructional process. During instruction, teachers provide quick, often brief,
judgments based on limited student information. This type of information likely will have low
reliability. However, because the continuing dialogue, both individually and with a class as a
whole, allows for review and correction of misperceptions, the negative consequences of low
reliability are likely to be small in these situations.
Guidelines
Assessment practices that exhibit appropriate levels of reliability include those that
 take into account whether the assessments are formative or summative.
 arrange items and tasks in a logical order that students can easily follow to enhance
consistency.
 provide items, tasks, instructions, and scoring guides that have been proofread prior to
administration of the assessment to avoid confusion among students.
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Guidelines (continued)
Assessment practices that exhibit appropriate levels of reliability include those that
 provide for the development and scoring of classroom assessments using procedures
that enhance consistency (inter-rater reliability). These may include the following:
o Fully defined scoring guides (analytic scales, scoring rubrics)
o Anchor papers (sample student work representing different performance levels
pre-scored and annotated as to why each received the particular score)
o Protocols for administering and scoring assessments and combining different
assessment results
o Multiple markers (teacher moderation)
o Rescoring of assessments that are incorrectly scored or graded
 recognize that the conditions in which classroom assessments are administered and
scored may influence consistency of the results (e.g., time of day, unexpected events,
heating/cooling of classroom, noise, scorer fatigue).
 incorporate technical assessment concepts such as reliability and decision consistency
and the factors that influence reliability and decision consistency and accuracy (e.g.,
multiple assessments help minimize inconsistency).
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AF 3 Freedom from Bias
Every effort must be made to address and minimize the effect of bias in classroom assessment
practices.
Explanation
Bias occurs when irrelevant or arbitrary factors systematically influence interpretations and
results made that affect the performance of an individual student or a subgroup of students. For
example, sometimes grades may be inflated or lowered or there might be a preconception of
what a student can or cannot do. Bias may also occur when variables—such as cultural and
language differences, physical, mental, and developmental disabilities, gender or racial
stereotypes, and socioeconomic status—are not fairly accounted for when interpreting results
from an assessment. Bias can also occur more subtly due to unfair assessment coverage of
expected learning outcomes. For example, the extent to which an assessment method includes
irrelevant components (e.g., reading difficulty where reading is not the focus of the assessment),
the scores for some of the students (e.g., poorer readers) may be impacted. It may not be
possible to totally eliminate all forms of bias from classroom assessments. However, teachers
and others who assess students’ learning should recognize that bias is an ever-present concern to
student assessment and be vigilant and resistant to the sources of bias, including plans for
identifying and addressing bias.
Guidelines
Consider the following practices to limit the effects of bias:
 Recognize sources of potential bias, such as items or tasks that favor one group of
students over another.




Guard against the overuse of one or more types of assessment.
Avoid language that is overly confusing or complex thus assessing unintended skills.
Consider all irrelevant information when assessments are scored or graded.
Avoid any tendencies to be overly severe or generous when interpreting specific student
responses.
 Exclude factors not included in the learning expectations (e.g., attendance, effort, work
habits).
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Guidelines (continued)
Consider the following practices to limit the effects of bias:
 Avoid assessment topics that may disturb or be too sensitive to students unless there is a
prescribed requirement to assess these topics.
 Develop scoring procedures or grading guidelines, taking into account the avoidance of
factors that may bias scoring or grading (e.g., stylistic factors, previous expectations,
severe, or lenient scoring).
 Consider factors that may inappropriately influence student performance, including
o
o
o
o
o
cultural and language differences,
special needs of students,
gender and racial stereotypes,
socioeconomic status, and
parental influence.
 Understand and guard against personal values versus learning objectives when
o
o
o
o
developing or selecting assessment items and tasks,
developing and applying scoring rubrics and evaluating students’ work,
adding written comments regarding students’ performances, and
formulating grades and summary comments.
 Recognize that not all differences in performance on specific items or assessment tasks
may constitute bias; instead, they may reflect real systematic differences, thereby
providing valuable information to guide students’ further learning.
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AF 4 Context of Assessment
Unexpected events that disrupt the administration of a classroom assessment should be
considered when interpreting the results.
Explanation
In contrast to bias, temporary unexpected events beyond the students’ control that interfere with
an assessment may adversely influence student performance. These may include external events
(e.g., fire alarm, tornado drills) or internal events (e.g., student illness, unexpected personal
event). Ignoring such influences can lead to invalid interpretations, incorrect decisions, and
follow-up actions that may not be beneficial to the students’ learning.
Guidelines
Consider the following practices to minimize the impact of unexpected events or contextual
factors that impact classroom assessments:
 Develop a consistent procedure or policy to guide decisions about how unexpected
events will be accounted for in making interpretations and decisions from the
assessment results.
 Document unexpected events.
 Provide all students with sufficient opportunities to demonstrate the knowledge and
skills acquired at a different time or when the event has been resolved.
 Monitor students during assessments when unexpected events occur, and document any
noted changes in the behaviors of students or the behavior of an individual student.
 Interpret assessment results taking into account the influence of unexpected events on a
student or group of students.
 Record unusual or atypical behavior by individual students, and try to determine the
cause of the behavior before interpreting or using the assessment results.
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AF 5 Assessment Knowledge and Skills
Implementing valid and reliable classroom assessments and using assessment results to support
student learning requires assessment knowledge and skills.
Explanation
Reliable classroom assessments result in valid interpretations about what students know and can
do, leading to the support of continuous effective student learning. The selection and
development of such assessments requires a certain level of knowledge and skill. Teachers and
others who assess students in the classroom should engage in the appropriate level of
professional development aimed at acquiring and enhancing the knowledge and skills to
effectively develop or choose classroom assessments. Such knowledge and skills include the
following: selection and development, administration, collection, analysis of data, formulation of
interpretations, and communication of decisions that enhance and foster student learning.
Continuous learning through self-assessment and ongoing job-embedded professional
development by those responsible for assessing students will increase the effectiveness of
assessment practices and lead to increased student learning.
Guidelines
Consider the following guidelines to develop knowledge and skills regarding assessment
practices:
 Understand the differences between formative and summative assessments and the
consequences associated with each.
 Create or select appropriate assessments to provide sufficient opportunities for students
to demonstrate their knowledge and skills.
 Collect relevant and representative data and information.
 Score students’ assessments accurately and consistently using answer keys and/or
scoring guidelines (e.g., analytic scales, scoring rubrics).





Analyze and combine assessment data and information correctly.
Interpret assessment results and information accurately.
Make sound decisions that further student learning.
Produce reports that are timely, clear, accurate, and useful.
Modify classroom assessment practices when provided with new professional and
research knowledge about the design, development, administration, and use of
assessments.
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Guidelines (continued)
Consider the following guidelines to develop knowledge and skills regarding assessment
practices:
 Maintain and enhance assessment competence. Activities may include the following
activities:
o Identifying one’s own strengths and areas of need
o Addressing areas of need
o Attending ongoing professional development related to assessment
o Working with other teachers in professional learning groups to enhance
collectively assessment knowledge and skills.
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Communication
C 1 Informed Students and Parents/Guardians: The purposes of classroom assessment
practices and the uses of the results should be clearly communicated to students and, when
appropriate, parents/guardians and others with a legitimate need to know.
C 2 Effective Feedback: Assessment feedback should provide students with accurate, clear,
fair, and timely information that supports their learning.
C 3 Reporting: Student assessment reports should be clear, accurate, and useful to the
audiences for whom they are intended.
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C 1 Informed Students and Parents/Guardians
The purposes of classroom assessment practices and the uses of the results should be clearly
communicated to students and, when appropriate, parents/guardians and others with a
legitimate need to know.
Explanation
Clear communication of the purposes and uses of classroom assessments helps clarify the
rationale for the ways these assessments can support teaching and learning. The more
students and, when appropriate, parents/guardians and others with a legitimate need to
know fully understand the purpose(s) and procedure(s) of classroom assessment, the
more likely they will be to support the assessment process and understand and use the
results. The level of information provided to students may need to be of greater detail and
immediacy to actively engage them in the assessment process. Parents/guardians and
others may need broader information to understand and support the assessment processes
and results.
Guidelines
Clear communication practices include those that




inform students, parents/guardians, and others who need to know early in the school
year of the assessment policies and practices that will be used during the year.
describe the purpose of each assessment to students so that they know how the evidence
will be used, and encourage them to ask questions to clarify their understanding of the
purpose.
inform students about the formative assessment practices to be used to support their
learning and the expectations for them to engage in and use the evidence from these
assessments.
inform students about any assessment that will be used for grading or preparing a
summary comment. Provide them with information about
o how they are to answer assessment questions and/or their involvement in a
given assessment activity;
o how their performance will be scored or judged, along with the evaluation
criteria used; and
o how the results will contribute to the determination of grades or summary
comments.
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Guidelines (continued)
Clear communication practices include those that


provide parents/guardians with information about the purposes and uses of the
assessments to be used in their child’s classroom (e.g., newsletters, websites, parentteacher meetings).
provide opportunities for sharing the purposes and uses of assessment practices with
colleagues, professional learning groups, administrators, and others on a regular basis,
including opportunities for asking for reactions and suggestions for improvement when
needed.
Draft 3 is not for dissemination. Draft 3 is for review purposes only.
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C 2 Effective Feedback
Assessment feedback should provide students with accurate, clear, fair, and timely information
that supports their learning.
Explanation
Students benefit from assessment feedback that describes features of a student’s performance in
relation to the specific learning expectations being measured. The feedback might be from
ongoing formative assessments or from intermittent summative assessments. To be most
effective, feedback should be timely and allow students and, where appropriate,
parents/guardians to see what students know and can do now, where they should be, and how
they can improve their learning. When effective feedback is provided, students are more likely to
use the information to build upon their strengths and address their areas of need.
Guidelines
Effective feedback practices include those that
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are specific and directly related to student performance on the assessment.
identify both strengths and areas of need, and provide strategies to address the areas of
need while building on strengths.
provide students with opportunities for self-reflection, and help them use feedback to
support and guide their own future learning.
provide students with opportunities, whenever possible, to use the feedback to revise
their work accordingly, and base any grade/score at least to some extent on the revised
work.
share with parents/guardians the specific feedback provided to their child, as
appropriate, so that they can also support their child’s ongoing learning.
give feedback, either without or prior to a grade/score, to encourage students to focus on
the feedback rather than the grade/score.
help students use summative grades/scores to reflect on their current knowledge, skills,
and abilities, and use the information to direct their subsequent learning.
Draft 3 is not for dissemination. Draft 3 is for review purposes only.
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C 3 Reporting
Student assessment reports should be clear, accurate, and useful to the audiences for whom
they are intended.
Explanation
Students benefit when verbal and written reports to students, their parents/guardians, and others
who have a legitimate need to know accurately reflect in a timely manner what the students have
learned in the classroom. For example, students should be provided assessment information
about how they are doing as they learn and before they write the final exam. These reports are
often oral. In contrast, the purpose of more formal written reports is to communicate clearly the
level of student performance in relation to the attainment of the learning expectations for a
reporting period. Classroom reports have several important educational functions, including the
identification of student strengths and areas of need and decisions concerning future class
placement, retention/promotion, and admission. To facilitate comprehension by all stakeholders,
reporting methods may need to be adapted or modified to communicate assessment information
and results in a timely, clear and accurate way. Further, the type of reporting may need to be
flexible to meet the needs of specific subpopulations of students or parents/guardians.
Guidelines
Effective reporting practices include those that
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follow the student reporting plan (teacher-, school-, and/or district-developed) that
conveys to students, parents/guardians, and others with a legitimate need to know
timely, accurate, and useful information about student progress and achievement. This
plan may include the following:
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A description of the goals and learning expectations for the reporting period
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Separate information about academic achievement from personal factors such
as effort, attitude, and discipline
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Descriptions of student strengths and areas of need
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Suggestions for how to address the areas for of need and build on strengths.
use easy-to-understand, jargon-free language.
provide students and their parents/guardians with information about how to access
reports, whether provided in hard copy or electronic, and monitor accessibility.
provide reports for students with special needs based on their individual education
plans.
Draft 3 is not for dissemination. Draft 3 is for review purposes only.
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Guidelines (continued)
Effective reporting practices include those that
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work with school or district administrators to address the needs of parents who may
have limited-English language proficiency skills and/or literacy skills in order to
facilitate these parents’ understanding of their child’s progress.
Draft 3 is not for dissemination. Draft 3 is for review purposes only.