Assess Meant?

There are several essential questions that should be considered when determining which classroom assessment to use:

1. What is learning goal or outcome is being measured?
2. What evidence is required to demonstrate students have achieved the learning goal being measured?
3. What type of assessment will render that result?

Assessment is valuable if it provides evidence that it should. The assessment must measure the knowledge, skills, or abilities that match the learning objectives. 

There are a variety of assessments including factual tests and performance assessments. There are informal assessments such as day-to-day observation and formative assessments such as concept maps representing understanding or exit tickets. More formal assessments include summative assessments such as midterm examinations, encompassing projects, research papers, and performance recitals. The difference is that formative assessments tend to be lower stakes (low to no point value) where summative assessments tend to be higher stakes (higher point value). However both types of assessment provide invaluable information with regard to student performance and can offer data that assists the educator in developing an appropriate learning environment for all students. 

The decision on which type of assessment to use can also depend upon:

1. The type of information being taught
2. The purpose of instruction
3. What the instructor wishes to learn from the assessment

Another important piece to consider is that assessment can be incorporated into the learning environment and the curriculum without interrupting the learner, unlike many of the current standardized tests, which often require reorganization of the academic learning schedule. Performance assessments might include a speech or oral presentation, having a conversation about a specific topic, creating a poem or writing project, or conducting a survey and evaluating and explaining the results.