1.0 Introduction

Assessment literacy is the ability to design, implement, interpret, and respond to assessments in a way that supports student learning. It enables educators to gather meaningful evidence of student progress and adjust instruction to meet learner needs.

Assessment is not just about assigning grades—it’s about understanding what students know, what they can do, and how to help them grow.

2.0 Learning Objectives

By the end of this session, students should be able to:

1. Distinguish between formative, summative, diagnostic, and benchmark assessments.

2. Understand and apply the principles of authentic assessment.

3. Design and interpret rubrics.

4. Analyze assessment data to inform instructional decision-making.

5. Reflect on ethical and equitable assessment practices.

3.0 Types of Assessment

3.1 Formative Assessment

• Conducted during learning.

• Purpose: Monitor progress, provide feedback, inform instruction.

• Examples:

  • Exit tickets

  • Think-pair-share activities

  • Classroom polling tools (e.g., Kahoot, Mentimeter)

  • Observations and checklists

🧠 Formative = Assessment for learning

3.2 Summative Assessment

• Conducted after learning.

• Purpose: Evaluate overall achievement.

• Examples:

  • Final exams

  • Term papers

  • Portfolios

  • End-of-unit projects

📘 Summative = Assessment of learning

3.3 Diagnostic Assessment

• Purpose: Identify prior knowledge, skills, and learning gaps before instruction.

• Examples: Pre-tests, skills inventories

3.4 Benchmark Assessment

• Administered periodically to monitor student performance against standards or goals.

• Often standardized and used to track school-wide progress.

4.0 Authentic Assessment

Authentic assessment evaluates students’ ability to apply knowledge in real-world contexts.

Characteristics

• Relevant to students’ lives and interests

• Engages higher-order thinking

• Often collaborative and performance-based

Examples

Benefits

• Encourages critical thinking and creativity

• Builds transferable skills

• Provides a fuller picture of student ability

5.0 Designing Rubrics

Rubrics are tools that provide structured and consistent evaluation of student work.

5.1 Elements of a Rubric

• Criteria – what is being assessed (e.g., organization, argument quality)

• Performance Levels – (e.g., Excellent, Good, Fair, Needs Improvement)

• Descriptors – what each level looks like for each criterion

5.2 Types of Rubrics

💡 Best practice: Share rubrics before the task to guide student work.

6.0 Using Assessment Data

Assessment is only useful if the information it provides is used to improve learning.

6.1 Sources of Data

• Tests and quizzes

• Student work samples

• Behavioral observations

• Attendance and participation records

6.2 The Data Use Cycle

1. Collect – Gather data from various sources

2. Analyze – Identify strengths, gaps, trends

3. Plan – Adjust instruction or provide interventions

4. Act – Implement strategies or support

5. Reflect – Evaluate the effectiveness of actions

📊 Example: After a formative quiz reveals 40% of students struggling with a concept, the teacher reteaches it using a different approach.

7.0 Equity and Ethics in Assessment

Assessments must be fair, unbiased, and supportive of all learners.

7.1 Best Practices

• Avoid cultural or linguistic bias

• Provide accommodations (e.g., extra time, translated materials)

• Use multiple assessment types to capture diverse strengths

• Be transparent in grading criteria and expectations

• Protect confidentiality of student data

8.0 Activities and Applications

1. Rubric Design Workshop
   Design a rubric for a group presentation or research project.

2. Assessment Sorting
   Sort a list of assessments into formative, summative, diagnostic, and authentic.

3. Data Interpretation Task
   Review fictional student data to identify trends and suggest instructional changes.

4. Reflection Journal Prompt
   Reflect on how a specific form of assessment (e.g., feedback or peer review) shaped your own learning.

9.0 Summary

• Assessment literacy empowers educators to design meaningful evaluations and interpret results for better instruction.

• Formative and summative assessments serve different but complementary roles.

• Authentic assessments reflect real-world application and deepen engagement.

• Rubrics clarify expectations and ensure consistency.

• Data-informed instruction helps personalize learning and promote equity.

Next Week (Week 12):

Social Contexts of Learning — Exploring how culture, socioeconomic status, and peer dynamics influence educational experiences and outcomes.