David M. Callejo Pérez & Sebastían R. DíazWest Virginia University

Collecting Assessments

The tasks used to assess what the students know and can do need to reflect the tasks they will encounter in the world outside schools, not those limited to schools themselves.

The tasks used to assess students should reveal how students go about solving a problem, not only the solutions they formulated.

Assessment tasks should reflect the values of the intellectual community from which they are derived.

Assessment tasks need not be limited to solo performance. Many of the most important tasks we undertake require group efforts.

Assessment tasks should think about more than one possible solution and one possible answer to a problem.

Assessment tasks should have curricular relevance, but limited by the curriculum itself.

Assessment tasks should require students to display a sensitivity to configurations or wholes, not simply discrete elements.

Assessment tasks should permit the student to select a form of representation they choose to use to display what has been learned.

Criterion-Referenced Measures Compares the student to the instructional aim,

rather than to others (Norm-Reference Test) Teacher-created tests can be more accurate because

of the teacher-student relationship Running Records Rubrics

A Retelling Rubric and Holistic Journal Rubric Formative and Summative Rubrics

Present the Evidence

According to James Popham (2008) in Transformative Assessment, there are 4 levels in formative assessment:

Social Compact of Assessment Assessment is a process, a series of authentic

conversations, which are public and open. Learners Teachers Administrators Community Politicians

Stakeholders need to value an open community based upon ideals in which freedom of expression is protected, civility is affirmed, and appreciation and understanding of individual differences are honored; where we value a caring community in which the well being of each person is important.