Assessment Analysis, Communication, and Feedback
Item Analysis
Although time consuming, a detailed item analysis reveals helpful information about students as well as assessments. Strategies to analyze a selected response assessment are described below.
Feedback
In order for student assessment information to improve curriculum, instruction, and student learning, accurate analysis of assessment results must be followed by feedback to the student and teacher. In Classroom Instruction that Works, Marzano (date) identified four generalizations to guide the effective use of feedback. Feedback that positively impacts student learning is:
- criterion-referenced
- related to specific knowledge and skills
- student-centered, student-involved
- timely with additional opportunities to perform
Feedback at the beginning, during, and at the end of the instructional process are all necessary to provide students the best learning opportunities.
- Feedback at the Beginning of the Instructional Process
- Feedback to the Student During the Instructional Process
- Feedback to the Teacher During the Instructional Process
- Feedback at the End of the Instructional Process
Feedback at the Beginning of the Instructional Process
Feedback to the Student During the Instructional Process
Feedback to the Teacher During the Instructional Process
Feedback at the End of the Instructional Process
Student Involved in Assessment
Student involvement in assessment is key to unlocking the potential of assessment as a learning tool. Below are questions to consider while planning to include students in assessing their learning.
- How do teachers assure that assessments will be useful measures of learning?
- How do teachers encourage students to assess their work?
- How do teachers develop relationships with students that promote student involved assessment?
- How do teachers set up situations so that students are more involved in determining the course of their learning?
- What are some ways that students can use communication skills to empower themselves in their learning?