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My school district redesigned our common assessments because teachers were "over assessing" during the school year...we will see how this goes this year!

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The author indicates that diagnostic assessments establish students strengths and weaknesses, which permit the instructor to remediate.  As someone who is diving into the research around deficit language and bias, I would respectfully submit that we are looking for strengths and areas of unfinished instructions so we can provide on-ramps to success with grade level learning!!

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"Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes"

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diagnostic assessment  - know your audience 

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diagnostic assessment  - know your audience 

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"...adjust the curriculum to meet each pupil's unique needs."

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"Most teachers do not know well how to engage in [formative assessments]"... very true!

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A test can be valid, but not reliable.

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The powers in the reliability of the rubric 

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The powers in the reliability of the rubric 

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'If the rubric is well designed, several instructors could score the same paper using the rubric and arrive at similar scores.'

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Assessments are NOT just for the end of instruction and should be used as part of the instruction as a tool for teachers to inform their instruction.

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The author speaks about assessments that are aligned to classroom objectives that reflect real-world applications. Everyone in both groups said those authentic assessments were the ones that they enjoyed the most.

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Diagnostic assessments assist teachers with instructional planning prior to instruction- Where are the students now? What needs to be remediated and/or adjusted?

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Formative and diagnostic assessments should NOT be graded - they should be low stakes and designed to improve teaching and learning.

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I really like the idea of authentic assessment, connecting to the real world is part of my job, the best assessment should reflect that. Even with low stakes (you're not getting fired for messing it up!)

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I really like the idea of authentic assessment, connecting to the real world is part of my job, the best assessment should reflect that. Even with low stakes (you're not getting fired for messing it up!)

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Assessment should not merely be done to students, rather it should be done for students, to guide and enhance their learning.

If students feel like assessment is something DONE to them, we need to rethink our assessment approach.

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"Assessments should not merely be done to students; rather, it should also be done for students, to guide and enhance their learning." 

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"Assessments should not merely be done to students; rather, it should also be done for students, to guide and enhance their learning." 

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To me, this comes back to the idea of why you're assessing at all—to show how well the students are learning and can apply their knowledge. Why does any of their learning matter outside of the class?

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Assessments need clear and explicitly stated purposes

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For a learning endeavor to be successful, a learner must have answers to basic questions:

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For a learning endeavor to be successful, a learner must have answers to basic questions:

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1. Where am I going?
2. Where am I now?
3. How do I get where I am going?
4. How will I know when I get there?

I wonder if our current assessment systems provide this for students.

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Assessment is best when it is ongoing

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Putting students first does not mean putting adults last. (A comment related to the comments around Volume & the investment/sustainability around over assessing for staff and the community we serve. 

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Putting students first does not mean putting adults last. (A comment related to the comments around Volume & the investment/sustainability around over assessing for staff and the community we serve. 

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Diagnostic provides visibility and correlates to the sentiment about the relationship between teaching and learning.

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Diagnostic provides visibility and correlates to the sentiment about the relationship between teaching and learning.