# data[].attributes.body
- First, it's important to determine what type of assessment you will administer; formative or summative. It's often a good idea to start with formative so you are able to scaffold and learn the desired skills needed for summative assessments.

- "Once you have reviewed you course goals and learning objectives and aligned your assessments to those objectives, you can begin to design the assessments themselves, usually some combination of exams, projects, papers, labs, quizzes, homework, etc."

- I chose this article because it demonstrated how you should use a step-by-step approach to design an assessment, all while making sure your goals are clear. Without clear goals, an assessment is not going to be effective.

-Step 2: Choose and design assessments. (n.d.). Welcome to the Center for Teaching and Learning | Center for Teaching and Learning | Georgia Institute of Technology | Atlanta, GA. https://ctl.gatech.edu/step-2-choose-and-design-assessments

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- "The analysis and interpretation of data should support the fundamental purpose of assessment: establishing and understanding where learners are in an aspect of their learning at the time of assessment."

- The first step after an assessment is to read and collect the data, make sense of it, and clarify what the evidence indicates. Determine what further actions need to be taken for the student, not just based off one assessment, but rather a multitude. Always remember to collaborate with colleagues about your findings.

- This article is important because it explains what steps to take after an assessment has been given, which many professionals forget the follow-up stage.

- How to interpret assessment data. (n.d.). Department of Education and Training Victoria. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/eitinterpret.aspx

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- "As Wisconsin implements new three-dimensional standards and assessments, educators will need to work together to understand what "three-dimensional" means for science instruction." The three-dimensional standards are "what students know", " how students think", and "What students do".

- I chose this article because I like that it focuses on three different aspects while assessing, not just one.

- There are 6 steps to follow when assessing students in the science content area. The steps in order are listed: determine a phenomenon, work with practices, form a learning target, flesh out the scenario, create a vision of proficiency, and then reflect.

- Creating NGSS-aligned performance tasks – Part 1. (n.d.). Wisconsin Science and STEM Education. https://wisdpiscience.blogspot.com/2017/03/creating-ngss-aligned-performance-tasks.html

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..."ensuring that formal and informal assessment reveals students' progress toward intended learning goals."

Department of Education and training Victoria. (n.d.). Department of Education and Training Victoria. https://www.education.vic.gov.au/Pages/default.aspx

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"Interpretation is more straight forward when you are examining results that might answer questions you have built into the design of the assessment activity. Sharing the findings with colleagues and discussing possible interpretations can widen your view of the results and help you overcome your own biases."

https://champlain.instructure.com/courses/200147/pages/interpreting-results#:~:text=Interpretation%20is%20more%20straight%20forward,you%20overcome%20your%20own%20biases.

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"I'd like to share three great tools that you can use to take quick English language arts (ELA) data on students that are either in your building right now, or just a click away.
1. Curriculum-Based Measurement Assessment
2. Qualitative Reading Inventory (QRI)
3. CORE phonics survey

The three key assessments for English language arts teachers. (2018, August 16). Ace.edu. https://www.ace.edu/blog/post/2018/08/16/the-three-key-assessments-for-english-language-arts-teachers

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- "Other key understandings of assessment and its design and validation include the multiple purposes assessment may serve in the educational system, including formative, summative, and evaluative functions, and that the design of any assessment must be optimized for its intended purpose and interpretive use"

- I chose this article because it discussed the types of assessments that we have talked about in class and their validity; another topic covered in this course.

- As a teacher, it is important to use the best fit assessment for a given circumstance to foster academic achievement. Assessments are tricky, so you have to find out what works best for your class and the diverse group of learners you will have.

- James W. Pellegrino, Louis V. DiBello & Susan R. Goldman (2016) A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments, Educational Psychologist, 51:1, 59-81, DOI: 10.1080/00461520.2016.1145550

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"Tasks
1. Identify primary users
2. Decide purpose
3. Specify the key evaluation questions
4. Determine what 'success' looks like"

Frame. (2021, February 16). BetterEvaluation. https://www.betterevaluation.org/en/rainbow_framework/frame

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"Clearly defining student learning outcomes within the context of a curriculum provides shape and direction for assessment leading to meaningful, transformative results."

LibGuides: Information literacy assessment toolkit: Framing assessment. (2021, May 24). https://libguides.palni.edu/c.php?g=692280&p=5331366

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" Step back and look at the larger picture

Why are we doing this project?

What is our goal?

What do we hope to achieve?

How does this project improve how we serve students?"

Framing a project with assessment in mind. (n.d.). Greenfield Community College. https://www.gcc.mass.edu/assessment/assessment/

# data[].attributes.body
"Achieving an understanding of young children's learning is deeply rooted in teachers' powers of observation."

Framing the assessment discussion. (n.d.). ProQuest | Better research, better learning, better insights. https://www.proquest.com/docview/197692785

# data[].attributes.body
"Why is this assessment important? We engage in assessment for a variety of reasons: to understand student learning, improve teaching, or for accountability purposes such as accreditation."

Designing an assessment plan • Center for excellence in learning and teaching • Iowa State University. (n.d.). Home • Center for Excellence in Learning and Teaching • Iowa State University. https://www.celt.iastate.edu/teaching/assessment-and-evaluation/designing-an-assessment-plan/

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"Plan assessments that measure specific outcomes for your course. Instead of choosing quizzes and tests that are easy to grade or assignment types common to your discipline, carefully consider what assessments will best help students practice important skills. When assignments and feedback are aligned to learning outcomes, and you share this alignment with students, they have a greater appreciation for your course and develop more effective strategies for study and practice targeted at achieving those outcomes (Wang, et al., 2013)."

Designing assessments of student learning. (n.d.). Teaching & Learning Resource Center. https://teaching.resources.osu.edu/teaching-topics/designing-assessments-student

# data[].attributes.body
"Focus & articulate assessment questions: Which outcome/goal should be under focus? What do faculty want to know or curious about?"
Design assessment. (n.d.). Center for Teaching & Learning. https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment

# data[].attributes.body
"Present the data in relation to the program’s identified goals and objectives."

Analysis of assessment results. (n.d.). Academic Programs and Planning. https://academicprograms.calpoly.edu/analysis-assessment-results

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"When communicating assessment results, the primary goal should always be to encourage action. Along these lines, results have the best chance of being used when they 1) tell a meaningful story, 2) are clear, concise, and compelling, and 3) adequately address reasonable critiques."

Reporting & use of assessment results. (2021, March 8). James Madison University - JMU. https://www.jmu.edu/assessment/sass/AC-step-seven.shtml

# data[].attributes.body
"Creating False Connections between Averaged Data and Real Students. Despite its connotation, there are actually very few students who are the living embodiment of averaged data.  Most of our students have instructional needs—both strengths and weaknesses—which vary greatly from the average score."

Interpreting educational assessment data correctly – Common mistakes to avoid. (2016, November 23). Teach. Learn. Grow. https://www.nwea.org/blog/2013/interpreting-educational-assessment-data-correctly-common-mistakes-to-avoid/

# data[].attributes.body
"Within the last few years, research studies from around the world have shown that assessment can help students learn science, as well as measure how much science they have learned (Black &amp; Wiliam, 1998; Wiliam, Lee, Harrison, &amp; Black, 2004)."

Improving the way we grade science. (2021, June 29). ASCD. https://www.ascd.org/el/articles/improving-the-way-we-grade-science

# data[].attributes.body
"SBG (standards based grading) also looks at a progression over time. For example, students may not understand the content in their early work. But, that isn't the goal. The goal is for students to meet the standard by the end of the unit (or the end of the school year). Therefore, only summative assessments count toward final grades."

Standards-based grading in your science class. (2022, April 14). Teaching Science in 3D. https://teachingsciencein3d.com/standards-based-grading/

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"As the primary audience, I need to get a feeling for the papers. Before I make a mark on papers, I read them all first. This encourages me to look at students’ ideas and reflect as a reader—not immediately as a grader. (I believe there is a difference.)"

How to grade writing as an English teacher. (2017, May 6). Language Arts Classroom. https://languageartsclassroom.com/2017/05/how-to-grade-writing.html