School Improvement in Maryland

Assessing FOR Learning

The ultimate goal for monitoring student progress is to ensure that all students are successful in attaining proficiency on state and district standards. Teachers need to teach and assess the indicators they are responsible for teaching on an ongoing basis so that they will know where their students are at any given time in relationship to those indicators.

Teachers need to regularly ask these four questions:

  1. What do I want my students to know and do?
  2. Where are my students?
  3. What evidence do I have to know that?
  4. What do I plan to do about it?

Resources for Assessing for Learning

Using Classroom Data to Monitor Student Progress is a PowerPoint presentation that leads staff through the logic of how standards-based reform has created the need for teachers to monitor student progress.

Inside the Black Box: Raising Standards Through Classroom Assessment by Paul Black and Dylan Wiliam in the Phi Delta Kappan argues that there is firm evidence showing that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.

James W. Pellegrino, Naomi Chudowsky, and Robert Glaser, eds., Knowing What Students Know: The Science and Design of Educational Assessment (Washington, D.C.: National Academy Press, 2001). Read Executive Summary

How Classroom Assessments Improve Learning by Thomas R. Guskey in the February 2003 issue of Educational Leadership argues that the assessments most likely to improve student achievement are those that teachers create.

Go Ahead, Teach to the Test is an NCTM online article about formative assessments.