ASSESSMENT LITERACY STANDARDS - A NATIONAL IMPERATIVE - BRIEF // FALL 2017 - MICHIGAN ASSESSMENT CONSORTIUM
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Assessment Literacy Standards A National Imperative BRIEF // FALL 2017
“Assessment literacy is the
set of beliefs, knowledge
and practices about
assessment that lead a
teacher, administrator,
policymaker, or students
and their families, to use
assessment to improve
student learning and
achievement.”
Michigan Assessment Consortium. (2017). Assessment Literacy Standards.
Mason, MI : Michigan Assessment Consortium.
2 Assessment Literacy Standards // Version 5.1
Purpose
Student assessment has become increasingly important to educators, students,
their families, and the public. Yet, despite the link between instruction and
assessment—and the proliferation of large-scale and classroom assessment
programs—most of those affected by student assessment (students, their
families, teachers, school administrators, and local and state policymakers)
may not understand the assessment tools and strategies used, their pur-
poses, the types of assessment that can best match purposes for assess-
ment, and the strengths and shortcomings of the various types of measures.
They are also not prepared to use the results from these assessments to
benefit students—to improve their learning and their achievement.
Because of these issues, the Michigan Assess- achievement and educational accomplishment,
ment Consortium (MAC) has undertaken an as well as to guide improved learning, is criti-
effort to create “Assessment Literacy Stan- cal. Understanding what assessment can and
dards” for various individuals who are affected cannot accomplish is important to ensure that
by student assessments. Assessment literacy such information is used in the most positive
standards for students and their families, teach- and accurate manner possible.
ers, administrators and policymakers will serve
The standards are not intended to be technical
as the foundation from which the field comes
in nature, nor should the standards be di-
to understand what assessment literacy means
vorced from consideration of the various ways
and the role and purpose of comprehensive,
in which teachers instruct and students learn
balanced, quality assessment systems. This set
in classrooms and elsewhere. The emphasis
of assessment literacy standards shows what
of the standards is on assessment for learn-
assessment literate students and their families,
ing. This includes student self-assessment and
teachers, administrators and policy makers
goal setting. Consequently, balance is a critical
value, know, and can do. The ultimate goal of
component of the standards: (a) Balance needs
the MAC is that the assessment literacy stan-
to exist between multiple measures, which
dards are used to inform policy and program
may include formative assessment strategies, TABLE of contents
development and decisions regarding assess- Assessment Literacy
as well as interim and summative assessments,
ment practices, teacher preparation, adminis- Standards for:
and (b) Balance of multiple uses of assessments
trative certification, educator evaluation, and Elementary Students
such as diagnostic, placement, and progress,
school accreditation. and Their Families.................... 5
as well as users such as students and their
The purpose of the standards is driven by both families, parents, educators and policymakers, Secondary Students
and Their Families.................... 6
the users and uses of assessment. Assessment is critical to the effective use of assessment
Teachers.................................... 8
literacy is essential in this era where important results. It is the intention of the MAC that
decisions are being made about students, accomplishing these standards will improve cur- Building Administrators........ 10
educators, and educational systems based on ricula, instruction, and assessment, all leading District Administrators.......... 12
the data collected from students. Understand- to improved student achievement. Policymakers........................... 14
ing the appropriate roles that student assess- Glossary.................................. 16
ment can play to determine levels of student Appendices............................. 18
MichiganAssessment 3
Consortium.org
Assessment Development Format and Use
Literacy Standards The standards are intended for long-term use The Assessment Literacy Standards were written
in the field of education as opposed to being a for five groups of individuals:
temporal topic that fades from importance with
·· Students and Their Families
Local and State the rise of new issues. A number of documents
Policymakers ·· Classroom Teachers
were used in the development of the standards
·· Building Administrators
at the five levels. A list of these documents is
·· District Administrators
also included. One of these documents, Assess-
·· Policymakers
ment Literacy in Michigan Education (Roeber,
District
2011), provided the basic multifaceted frame- The standards for each group who are assess-
Administrators
work of assessment literacy and was used to ment literate are separated into Dispositions,
align the standards for these groups. A brief Knowledge, and Performance.
Administrator bibliography of resources is provided at the end
·· Dispositions: standards address what
Building
Certification of the document.
the individuals who are assessment literate
Administrators
After the standards were drafted, they were believe regarding assessment.
sent to various authors and experts in order to
·· Knowledge: standards specify the particular
solicit suggestions and support for the project.
Pre-Service vocabulary, processes and practices
Teachers Revisions based on the feedback were complet-
Teachers
that individuals who are assessment literate
ed in the spring of 2013. A protocol for review
comprehend.
of the standards by Michigan educators was
created and posted on the MAC website. Board ·· Performance: standards address the skills
members of the MAC and others hosted review and competencies for which individuals who
Students sessions to obtain additional suggestions to the are assessment literate be proficient.
and Their
Families standards. Final revisions were made based on
A purposeful decision was made to include
feedback received at the Michigan School Test-
all the relevant standards for each of the five
ing Conference in February 2014.
groups, understanding that some redundancy
would result. It was considered critical to include
Goals all the standards for each group in order that
There are two primary goals for developing the the standards of any of the five groups could
Assessment Literacy Standards: stand alone, and yet remain comprehensive. In
addition, understanding the standards for the
1. Create a set of standards that provides the
different groups increases the overall under-
dispositions, knowledge and skills various
standing for individuals within a group.
parties who are assessment literate need to
possess and use in order to maximize the The Glossary and Appendices provide definitions
benefits of student assessments, and reduce/ of the terms in the Assessment Literacy Standards
eliminate the negative impacts or conse- as a tool for greater understanding of the intent
quences of assessment. and meaning of the standards.
2. Develop and implement activities and materi- The Appendices provide useful reference mate-
als that can be used to increase the knowl- rial about assessment practices.
edge and skills of assessment users: educa-
tors, parents/guardians, and policymakers.
The ultimate goal of this effort is to create a
more assessment-literate population able to
better use student assessments to improve
student learning and achievement.
The standards are intended for long-term use in the
field of education as opposed to being a temporal
topic that fades from importance with the rise of
new issues.
4 Assessment Literacy Standards // Version 5.1
Assessment Literacy Standards //
Elementary
Students and
their families
Dispositions Performance
Elementary students and their families who Elementary students and their families who
are assessment literate believe that students: are assessment literate are able to:
A. Learn best when they know the targets for their learning. A. Use feedback to improve their learning.
B. Learn from taking quality assessments. B. Use rubrics to look at their work and that of their peers.
C. Learn from effective feedback provided on their work from C. Use assessment results to improve their achievement.
their teachers. D. Use assessments and assessment feedback to improve their
D. Are responsible for their own learning. attitude toward learning.
E. Need to use assessment results to learn more. E. Explain their assessment results to their teachers and their
parents/guardians.
Knowledge
F. Keep track of their own learning over time.
Elementary students and their families who
are assessment literate know:
A. That there are different reasons for taking assessments.
B. That different types of assessments are used in the classroom.
C. That different types of assessments provide different types of
information about what they know and can do.
D. How to use rubrics to assess their own work.
E. How to use assessment results to reflect on their learning
and to set goals for future learning.
MichiganAssessment 5
Consortium.org
Assessment Literacy Standards //
Secondary
Students and
their families
Dispositions Performance
Secondary students and their families who are Secondary students and their families who are
assessment literate believe that students: assessment literate are able to:
A. Learn best when they know the targets for their learning. A. Use learning targets to understand the standards and to
B. Learn from taking quality assessments. support their learning.
C. Learn from effective feedback provided on their work from B. Use feedback to decide on how to improve their achieve-
their teachers. ment.
D. Are responsible for their own learning. C. Use different protocols for looking at their work with peers
and teachers.
E. Can use self-monitoring to improve their achievement.
D. Use assessment feedback to improve their attitudes, aspira-
F. Need to use their own assessment results to learn more.
tions, mindsets and achievement.
Knowledge E. Interpret and explain their assessment results to their teachers
and their parents/guardians.
Secondary students and their families who are
F. Use multiple sources of data over time to identify trends in
assessment literate know: their learning.
A. That there are different reasons for taking assessments.
1. Improving their achievement and learning
2. Student accountability and grading
3. Providing information that predicts their future perfor-
mance/achievement
B. That different types of assessments are used in the classroom.
1. Selected response: Multiple-Choice, True-False, Matching
2. Constructed response: Short or Extended Written Response
3. Performance: Written responses, presentations or products
4. Personal Communication: Observations and Interviews
C. That different types of assessments provide different types of
information about what they know and can do.
D. How to use rubrics to assess their own work.
E. That feedback can be descriptive vs. evaluative.
F. How to use assessment results to reflect on their learning
and to set goals for future learning.
6 Assessment Literacy Standards // Version 5.1
Assessment literacy standards
for students and their families,
teachers, administrators
and policymakers will serve as
the foundation from which
the field comes to understand
what assessment literacy means
and the role and purpose
of comprehensive, balanced,
quality assessment systems.
MichiganAssessment 7
Consortium.org
Assessment Literacy Standards //
Teachers
Dispositions Knowledge
Teachers who are assessment literate believe: Teachers who are assessment literate know:
A. All educators must be proficient in their understanding and A. A balanced assessment system consists of both of the following:
use of assessment. 1. Different users have different assessment purposes.
B. An effective assessment system must balance different 2. Different assessment purposes may require different
purposes for different users and use varied methods of assessment methods.
assessment and communication. B. There are different purposes for student assessment:
C. When assessment is done correctly, the resulting data can be 1. Student improvement
used to make sound educational decisions. 2. Instructional program improvement
3. Student, teacher or system accountability
D. Multiple measures can provide a more balanced picture of a
4. Program evaluation
student or a school.
5. Prediction of future performance/achievement
E. Quality assessments are a critical attribute of effective teach-
C. The definitions of and uses for different types of assessments:
ing and learning.
1. Summative assessment
F. Assessment results should be used to make instructional 2. Interim benchmark assessment
decisions to improve student learning. 3. Formative-assessment practices
G. Clear learning targets, understood by students, are neces- 4. Criterion vs. norm-referenced assessment interpretations
sary for learning and assessment. D. The differences between the types of assessment tools:
H. Effective feedback is critical to support learning. 1. Achievement
I. Students should be active partners in learning how to use 2. Aptitude
assessment results to improve their learning. 3. Diagnostic
4. Screening
J. Students can use instructionally-sensitive assessment results
to improve their learning. E. The different types of assessment methods best matched to
learning targets:
K. Good classroom assessment and quality instruction are intri-
1. Selected response: Multiple-choice, True-False, Matching
cately linked to each other.
2. Constructed response: Short or Extended Written Response
L. Grading is an exercise in professional judgment, not just a 3. Performance: Written responses, presentations or products
numerical, mechanical exercise. 4. Personal Communication: Observations and interviews
F. Non-technical understanding of statistical concepts associ-
ated with assessment:
1. Measures of central tendency
2. Measures of variability
3. Reliability
8 Assessment Literacy Standards // Version 5.1
Knowledge continued PERFORMANCE continued
4. Validity: A characteristic of the use of the assessment, E. Implement the 5-step process for assessment development:
not the assessment itself 1. Plan the assessment
5. Bias/sensitivity 2. Develop the assessment items
6. Correlation vs. causation 3. Review and critique the assessment items
G. How to develop or select high quality assessments: 4. Field test the items to see if they work
1. Determine the purpose for assessing 5. Review and revise the items
2. Determine the standards or learning targets to be F. Use assessment data within appropriate, ethical and legal
assessed guidelines.
3. Select the assessment methods appropriate to learning
G. Use a variety of protocols for looking at and scoring student
targets and assessment purpose(s)
work.
4. Design a test plan or blueprint that will permit confident
conclusions about achievement H. Accurately determine and communicate levels of proficiency.
5. Select or construct the necessary assessment items and I. Use assessment results to make appropriate instructional
scoring tools where needed decisions for individual students and groups of students.
6. Field test the items in advance or review them before J. Provide timely, descriptive and actionable feedback to stu-
reporting the results dents based on assessment results.
7. Improve the assessment through review and analysis to
K. Support student use of assessment feedback to improve
eliminate bias and distortion
attitudes, aspirations, mindsets and achievement.
8. Assessments can be purchased or developed locally; each
approach has advantages and challenges L. Use grading practices that result in grades that are accurate,
consistent, meaningful and supportive of learning.
H. There are different ways to report results:
1. Normative interpretations and M. Use assessment results appropriately to modify instruction
2. Criterion-referenced interpretations to improve student achievement.
I. What assessment data validly reflects a teacher’s effectiveness N. Collaboratively analyze data and use data to improve
instruction.
J. How to translate standards into clear learning targets that
are written in student-friendly language and used as the O. Use multiple sources of data over time to identify trends in
basis for the everyday curriculum. learning.
K. What assessment accommodations are available and when P. Use data management systems to access and analyze data.
to use them with students with disabilities and English Q. Communicate effectively with students, parents/guardians,
Language Learners. other teachers, administrators and community stakeholders
L. How to provide effective feedback from assessments suit- about student learning.
able for different audiences: descriptive vs.evaluative R. Seek to increase their knowledge and skills in assessment.
M. How to use and create scoring tools (guides, rubrics, check-
lists, scoring rules, standards) Teachers who are assessment literate pro-
N. Sound grading and reporting practices mote the use of assessment data to improve
O. How to engage students in using their own assessment student learning through the alignment of
results for reflection and goal setting
curriculum, instruction and assessment by:
Performance A. Implementing district-developed learning progressions
Teachers who are assessment literate are able to: B. Clearly explaining how to analylize and use asessment results.
A. Self-assess their work and model this for students. C. Using assessment results, including subgroup performance,
B. Select and use various assessment methods appropriate to to influence the classroom’s curriculum and instructional
assessment purposes and learning targets. program.
C. Use learning targets aligned to the standards and under- D. Using multiple sources of data over time to identify trends
stood by students to guide instruction. in learning.
D. Use learning progressions to guide instruction and assessment. E. Using assessment results to reflect on their own effectiveness.
MichiganAssessment 9
Consortium.org
Assessment Literacy Standards //
Building
administrators
Dispositions Knowledge
Building Administrators who are assessment Building Administrators who are assessment
literate believe: literate know:
A. All educators must be proficient in their understanding and A. A balanced assessment system consists of both of the following:
use of assessment. 1. Different users have different assessment purposes
B. An effective assessment system must balance different 2. Different assessment purposes may require different
purposes for different users and use appropriate assessment assessment methods
methods to measure different learning targets. B. There are different purposes for student assessment:
C. When assessment is done correctly, the resulting data can be 1. Student improvement
used to make sound educational decisions. 2. Instructional program improvement
3. Student, teacher or system accountability
D. Multiple measures can provide a more balanced picture of a
4. Program evaluation
student or a school.
5. Prediction of future performance/achievement
E. Quality assessments are a critical attribute of effective teach-
C. The definitions of and uses for different types of assessments:
ing and learning.
1. Summative assessment
F. Assessment results should be used to make instructional 2. Interim benchmark assessment
decisions that impact learning. 3. Formative-assessment practices
G. Clear learning targets, understood by students, are neces- 4. Criterion vs. norm-referenced assessment interpretations
sary for learning and assessment. D. The differences between the types of assessment tools:
H. Effective feedback is critical to support learning. 1. Achievement
I. Students should be active partners in their learning and 2. Aptitude
assessment. 3. Diagnostic
4. Screening
J. Students can use instructionally-sensitive assessment results to
improve their learning. E. The different types of assessment methods and when teachers
should use each:
K. Time and resources are needed to:
1. Selected response: Multiple-choice, True-False, Matching
1. Learn to select or develop assessments
2. Constructed response: Short or Extended written response
2. Administer assessments
3. Performance: Written responses, presentations or products
3. Use the assessment results appropriately
4. Personal Communication: Observations and interviews
L. Good classroom assessment and quality instruction are intri-
F. Non-technical understanding of statistical concepts associ-
cately linked to each other.
ated with assessment:
M. Grading is an exercise in professional judgment, not just a 1. Measures of central tendency
numerical, mechanical exercise. 2. Measures of variability
N. Appropriate, high-quality assessment practices should be
used in all classrooms.
10 Assessment Literacy Standards // Version 5.1Knowledge continued Building Administrators who are assessment
3. Reliability literate promote a culture of appropriate
4. Validity: a characteristic of the use of the assessment, not assessment practice by:
the assessment itself
A. Promoting assessment literacy for self and staff through:
5. Bias/sensitivity
1. Professional Learning Communities
6. Correlation vs. causation
2. Targeted and Differentiated Professional Development
G. How to develop or select high quality assessments: 3. Walk-throughs (data collection – goal setting)
1. Determine the purpose for assessment 4. Educator evaluation practices (i.e., program, teacher,
2. Determine the standards or learning targets to be assessed and administrator)
3. Select the assessment methods appropriate to learning
B. Providing time and support for staff to implement a bal-
targets and assessment purpose(s)
anced assessment system by providing opportunities to
4. Design a test plan or blueprint that will permit confident
develop skills in:
conclusions about achievement
1. Using instructionally embedded formative assessment
5. Select or construct the necessary assessment items with
2. Administering assessments
scoring guides where needed
3. Scoring/Analyzing results
6. Field test the items in advance or review them before
4. Developing instructional plans based on results
reporting the results
5. Developing school improvement plans based on results
7. Improve the assessment through review and analysis to
eliminate bias and distortion C. Assuring that each and every staff member is:
8. Assessments can be purchased or developed locally; each 1. A confident, competent master themselves of the targets
approach has advantages and challenges 2. Sufficiently assessment literate to assess their assigned tar-
gets, productively in both formative and summative ways.
H. There are two ways to report results, and specific circum-
stances when each is useful: D. Holding building-level staff accountable for implementing.
1. Normative interpretations and
2. Criterion-referenced interpretations Building Administrators who are assessment
I. Assessment data that validly reflects a teacher’s effectiveness. literate promote the use of assessment data to
Performance improve student learning through the alignment
Building Administrators who are assessment of curriculum, instruction and assessment by:
literate are able to: A. Implementing district-developed learning progressions.
A. Use assessment data within appropriate, ethical and legal B. Assuring horizontally and vertically aligned curriculum,
guidelines. instruction and assessment in the building.
B. Understand and communicate levels of proficiency accurately. C. Clearly explaining how to analyze and use assessment results.
C. Use assessment results to make appropriate instructional D. Leading dialogues with staff in interpreting results and
decisions for groups of students. creating goals for improvement.
D. Collaboratively analyze data and use data to improve E. Assisting teachers in collaboratively analyzing and using
instruction. data in a professional learning community.
E. Use multiple sources of data over time to identify trends in F. Using assessment results, including subgroup performance, to
learning. influence the school’s curriculum and instructional program.
F. Use data management systems to access and analyze data. G. Using multiple data sources over time to identify learning trends.
G. Communicate effectively with students, parents, other H. Using assessment data to reflect on effectiveness of teach-
teachers, administrators and community stakeholders about ers’ instructional strategies.
student learning. I. Incorporating assessment knowledge in evaluation practices
H. Seek to increase their knowledge and skills in assessment. (i.e., program, teacher, and administrator).
J. Clearly communicating results to various constituents
through a coherent communication system that uses a
variety of methods.
K. Using data management systems to access and analyze data.
L. Using assessment data within appropriate, ethical, and legal
guidelines.
MichiganAssessment 11
Consortium.orgAssessment Literacy Standards //
District
administrators
Dispositions Knowledge
District Administrators who are assessment District Administrators who are
literate believe: assessment literate know:
A. All educators must be proficient in their understanding and A. A balanced assessment system consists of both of the
use of assessment. following:
B. An effective assessment system must balance different 1. Different users have different assessment purposes
purposes for different users and use varied methods of 2. Different assessment purposes may require different
assessment and communication. assessment methods
C. When assessment is done correctly, the resulting data can be B. There are different purposes for student assessment:
used to make sound educational decisions. 1. Student improvement
2. Instructional program improvement
D. Multiple measures can provide a more balanced picture of a
3. Student, teacher or system accountability
student or a school.
4. Program evaluation
E. Quality assessments are a critical attribute of effective teach- 5. Prediction ofPrediction future performance/achievement
ing and learning.
C. The definitions of and uses for different types of assessments:
F. Assessment results should be used to make instructional 1. Summative assessment
decisions that impact learning. 2. Interim benchmark assessment
G. Clear learning targets, understood by students, are neces- 3. Formative-assessment practices
sary for learning and assessment. 4. Criterion vs. norm-referenced assessment interpretations
H. Students should be active partners in their learning and D. The differences between the types of assessment tools:
assessment. 1. Achievement
I. Students can use instructionally-sensitive assessment results to 2. Aptitude
improve their learning. 3. Diagnostic
4. Screening,
J. Users of assessments require time to learn to select, develop,
and administer the assessments, as well as use the assess- E. The different types of assessment methods and when educa-
ment results appropriately, and resources are needed to carry tors should use each:
out these activities. 1. Selected response: Multiple-choice, True-False, Matching
2. Constructed response: Short or Extended written response
K. Good classroom assessment and quality instruction are
3. Performance: Written responses, presentations or products
intricately linked to each other.
4. Personal Communication: Observations and interviews
L. Grading is an exercise in professional judgment, not just a
F. Non-technical understanding of statistical concepts associ-
numerical, mechanical exercise.
ated with assessment:
M. Appropriate, high-quality assessment practices should be 1. Measures of central tendency
used in all buildings. 2. Measures of variability
12 Assessment Literacy Standards // Version 5.1Knowledge continued PERFORMANCE continued
3. Reliability A. Promoting assessment literacy for self and staff through:
4. Validity: a characteristic of the use of the assessment, not 1. Professional Learning Communities
the assessment itself 2. Targeted and Differentiated Professional Development
5. Bias/sensitivity 3. Walk-throughs (data collection – goal setting)
6. Correlation vs. causation 4. Educator evaluation practices (i.e., program, teacher,
G. How to develop or select high quality assessments: and administrator)
1. Determine the purpose for assessment B. Providing time and support for staff to implement a balanced
2. Determine the standards or learning targets to be assessed assessment system by providing opportunities to develop skills
3. Select the assessment methods appropriate to learning in:
targets and assessment purpose(s) 1. Using instructionally embedded formative assessment
4. Design a test plan or blueprint that will permit confident 2. Selecting, creating, and developing assessments
conclusions about achievement 3. Administering assessments
5. Select or construct the necessary assessment items with 4. Scoring/Analyzing results
scoring guides where needed 5. Developing instructional plans based on results
6. Field test the items in advance or review them before 6. Developing school improvement plans based on results
reporting the results
C. Instituting policies with supportive resources (time and budget)
7. Improve the assessment through review and analysis to
to implement a balanced system of assessment in the district.
eliminate bias and distortion
8. Assessments can be purchased or developed locally; each D. Assuring that each and every staff member is:
approach has advantages and challenges 1. A confident, competent master themselves of the targets
that they are responsible for teaching
H. There are two ways to report results, and specific circum-
2. Sufficiently assessment literate to assess their assigned tar-
stances when each is useful:
gets productively in both formative and summative ways.
1. Normative interpretations
2. Criterion-referenced interpretations E. Holding building-level staff accountable for implementing
high quality assessments.
I. The multiple sources of assessment data that validly reflect
a teacher’s effectiveness.
District Administrators who are assessment
District Administrators who are assessment literate promote the use of assessment data to
literate are able to: improve student learning through the alignment
A. Use assessment data within appropriate, ethical and legal of curriculum, instruction and assessment by:
guidelines. A. Developing learning progressions to implement the
B. Understand and communicate levels of proficiency accurately. district-wide standards.
C. Use assessment results to make appropriate instructional B. Assuring horizontally and vertically aligned curriculum,
decisions for groups of students. instruction, and assessment in the building.
D. Collaboratively analyze data and use data to improve C. Clearly explaining how to analyze and use assessment results.
instruction. D. Leading dialogues with staff in interpreting results and
E. Use multiple sources of data over time to identify trends in creating goals for improvement.
learning. E. Assisting teachers in collaboratively analyzing and using
F. Use data management systems to access and analyze data. data in a professional learning community.
G. Communicate effectively with students, parents, other F. Using assessment results, including subgroup performance, to
teachers, administrators and community stakeholders about influence the district’s curriculum and instructional program.
student learning. G. Using multiple data sources over time to identify learning trends.
H. Seek to increase their knowledge and skills in assessment. H. Using assessment data to reflect on effectiveness of principals’
instructional leadership.
Performance I. Incorporating assessment knowledge in evaluation practices
District Administrators who are assessment (i.e., program, administrator).
literate promote a culture of appropriate J. Clearly communicating results to various constituents
assessment practice by: through a coherent system that uses a variety of methods.
K. Using data management systems to access and analyze data.
MichiganAssessment 13
Consortium.orgAssessment Literacy Standards //
policymakers
Dispositions Knowledge continued
Policymakers who are assessment literate E. There are two ways to report results, and specific circum-
believe: stances when each is useful:
1. Norm-referenced interpretations
A. Teacher and administrator certification standards should
2. Criterion-referenced interpretations
include competence in assessment as a criterion for licensing.
F. There are several essential technical standards for high quality
B. A balanced assessment system is essential at the local school
assessments:
district level (using summative and interim assessments, as
1. Reliability—Do the assessments produce replicable scores?
well as formative assessment practices).
2. Validity—Is there evidence that supports the intended
C. Assessments closer to the classroom usually have a greater uses of the assessment?
impact on improving student achievement.
G. Assessments can be purchased or developed locally; each
D. Teachers and administrators need formal training in the devel- approach has advantages and challenges.
opment and use of assessments to increase student success.
H. There are a number of steps in the assessment development
E. Important decisions about schools, educators or students process to produce high quality assessments.
should be made on the basis of accurate and multiple sources
I. There is little evidence to suggest that local, state, national
of data.
and international summative assessments, in themselves,
Knowledge improve education or student learning.
Policymakers who are assessment literate know: J. Users of assessments require time to learn to administer
assessments and use the results appropriately, and resources
A. A balanced assessment system consists of both of the following:
may be needed to carry out these activities.
1. Different users have different assessment purposes
2. Different assessment purposes may require different K. Which student measures are appropriate for teacher and
assessment methods administrator evaluation.
B. There are different purposes for student assessment: Performance
1. Student improvement
2. Instructional program improvement
Policymakers who are assessment literate:
3. Student, teacher or system accountability A. Provide the necessary authorization and resources (time,
4. Program evaluation money and staff) to create and implement quality balanced
5. Prediction of future performance/achievement assessment systems.
C. The differences between the types of assessments in a bal- B. Ensure that only high-quality assessments will be selected/
anced system of assessment: developed and used.
1. Summative Assessments C. Strive to learn more about how assessment can be used to
2. Interim Benchmark Assessments improve student achievement.
3. Formative Assessments D. Support activities to improve their assessment literacy and that
D. There are different ways to measure student achievement; of their staff.
each has advantages and challenges.
14 Assessment Literacy Standards // Version 5.1It is the intention of the MAC that accomplishing these standards
will improve curricula, instruction, and assessment, all leading to
improved student achievement.
Acknowledgements Reference Documents
Developed by the Michigan Assessment Used for MAC Assessment
Consortium Board of Directors (2011-2013) and Literacy Standards
members of the MAC Knowledge and Practices American Federation of Teachers, National
Committee (2012-2014): Judith Dorsch Backes Council on Measurement in Education, and the
(chair), Molly Bruzewski, Kathryn Dewsbury- National Education Association. “Standards for
White, Patricia Farrell-Cole, Patricia McNeill, Teacher Competence in Educational Assessment
Edward Roeber. of Students,” Buros Institute of Mental Mea-
surements. http://www.unl.edu/buros/bimm/
Additional reviews provided in 2016 and 2017
html/article3.html
by the MAC Assessment Development and
Review Committee, Denise Brady (co-chair), Jim Brookhart, Susan M. “Educational Assessment
Gullen, and Ed Roeber (co-chair). Knowledge and Skills for Teachers,” Educational
Measurement: Issues and Practices, Spring 2011,
With special appreciation to these national
Vol. 30, No. 1, pp. 3-12.
assessment experts for their thoughtful input
and review: Susan Brookhart, Carol Commo- Chappuis, Jan. Learning Team Facilitator
Policymaker Audiences dore, Ken O’Connor, James Popham, and Rick Handbook: A Resource for Collaborative Study
Stiggins. of Classroom Assessment for Student Learning.
Pearson, 2007. pp. 55-59.
State-Level The following organizations contributed to the
·· State Board of Education refinement of the Assessment Literacy Stan- Chappuis, S., Stiggins, R., Arter, J. and Chappuis,
·· Superintendent of dards as a result of: presentations, focus groups, J. Assessment FOR Learning: An Action Guide for
Public Instruction online surveys, and individual member and School Leaders. Pearson, Second Ed., 2009, p. 99.
·· Legislature leader reviews:
Chappius, Steve, Commodore, Carol and Stiggins,
1. House Education
·· Bay-Arenac ISD Rick. Assessment Balance and Quality: An Action
Committee
·· Lenawaee ISD Guide for School Leaders. Pearson, Third Edition, 2010.
2. Senate Education
·· Council of Chief State School Officers
Committee O’Connor, Ken. How to Grade for Learning
(CCSSO) — National Conference on
3. Legislative Staff K-12. Corwin, 2009.
Student Assessment
4. House and Senate
·· Michigan Association of School Popham, James. Everything School Leaders Need to
Fiscal Agencies
Administrators (MASA) Know About Assessment, Corwin, 2010.
·· Governor
·· Michigan Association of Intermediate School
5. Governor’s Education Staff Roeber, Edward. “Assessment Literacy in Michigan
District Administrators (MAISA)
·· Department of Management Education” and “Preparing Michigan Educators in
·· Michigan Elementary and Middle School
and Budget Assessment,” East Lansing, MI: Michigan State Univer-
Principal’s Association (MEMPSA)
sity, Presentation, 2011. roeber@msu.edu
·· Michigan Association of Secondary School
Local-Level Principals (MAASP) Educational Leadership Policy Standards: ISLLC
·· Local Board of Education ·· Michigan Association of Supervision and 2008, Appendix 2: ISLLC 2008 at a Glance.” Na-
·· Local School Superintendents Curriculum and Development (MIASCD) tional Policy Board for Educational Administration
·· Michigan School Improvement Facilitator’s (NPBEA), adopted December 12, 2007.
Network (MSIFN)
“Model Core Teaching Standards: A Resource for
·· Michigan School Testing Conference (MSTC)
Dialogue,” CCSSO’s Interstate Teacher Assess-
·· Marquette Alger ISD
ment and Support Consortium (InTASC), Council
·· Reeths-Puffer School District
of Chief State School Officers, July 2010. http://
·· Wayne RESA
www.ccsso,org/intasc
·· Wexford-Missaukee ISD
“Standards for Teacher Competence in Edu-
cational Assessment of Students,” American
Federation of Teachers, National Council on
In 2017, the Michigan State Board of Measurement in Education, and the
Education endorsed the MAC Assessment National Education Association. Buros Institute
of Mental Measurements. http://www.unl.edu/
Literacy Standards for the State of Michigan. buros/bimm/html/article3. html
MichiganAssessment 15
Consortium.orgAssessment Literacy Standards //
GLOSSARY
Accountability Assessment Methods Balance of Representation
Holding educators or others responsible for Selected-Response Item In this type of item, The match between the relative emphasis of
the performance of students, educators, or students select a correct answer from among concept areas in a set of content standards
school programs. several answer choices. This items type and the assessment that measures those
includes multiple-choice, true/false items, and standards. The key question is does the
Achievement Level matching items. The multiple-choice item balance of representation in the assessment
The standard of performance set through format is the selected-response format most match that of the content standards?
a standardsetting procedure. Also called used in a large-scale assessment program.
a “performance standard.” Defines how Balanced Assessment System
well students need to do on an assessment Constructed-Response/Item The item type The use of different types of assessment for
to meet or exceed predefined targets for requires the individual to create their own different purposes. Can also mean the use of
achievement, such as “proficient.” answer(s) rather than select from prewritten assessments for learning (to guide it as it is
options. There are usually several ways in occurring) and of learning (to measure how
Achievement Test which these items can be answered correctly. much students have learned at the end of
A test used to determine the current level of These items are scored using a standardized instruction).
knowledge and skills of an individual. scoring rubric that is objective and clearly
defined. Bias
Alignment The manner in which a test question is posed
Refers to whether an assessment item Performance Assessment These are types that disadvantages some students (due to
measures any part (ideally, the most of assessments that require the student to factors other than their knowledge of the
important part) of a content standard. Also perform some activity. There are two types, topic being assessed.)
refers to how much of a set of content distinguished by their complexity and the
standards that an assessment instrument length of time students have to respond to Causation
measures. them. This is a demonstration that one variable has
a direct and predictable impact on another
Two-Way Alignment refers to how much of Performance Task In this assessment, students variable.
a set of content standards is measured by an have days, weeks, or months to compose
assessment instrument, as well as, whether a response. Thus, these assessments may Cognitive Complexity
the assessment instrument covers most, if not involve multiple responses of different types The type(s) of mental processing (i.e.,
all, of the set of content standards. to multiple prompts. The resultant work thinking skills) required by an item or set
may be lengthy and compromise of multiple of items. This may refer to the Depth of
Aptitude Knowledge (Webb), Bloom’s Taxonomy, or
A term to describe the ability of an individual parts. Embedded in the Task may be written
response items, presentations, papers, other definition of thinking skills.
to carry out a task or activity. Also indicates
the extent to which an individual will be student self reflections, and so forth. Constructed- or Written-response Items
successful in a future activity. Performance Event This is an on-demand Test items that require students to write out
performance assessment on which students their responses. Often, responses take the
Aptitude Test form of short- or extended-response essays,
A test used to determine the ability of an are given little or no time to rehearse their
performance nor limited opportunities to although other items might ask students to
individual to carry out a task or activity. Also draw a picture, construct a table, show a
indicates the extent to which an individual improve their initial performance. Such
assessments may take a class period or less to flow chart, and so forth. A traditional “fill
will be successful in a future activity. in the blank” type question is also a written
administer.
Assessment Administration Procedures response item. Constructed- or written-
The set of policies, guidelines, and/or Personal Communication An assessment response items typically require a checklist or
procedures in place to help ensure that the conducted one-on-one between an adult rubric for scoring.
administration of an assessment provides and a student- sometimes an observation or
interview. Correlation
valid results consistent with the designed This is a demonstration that two variables
purpose of the assessment. Assessment Purposes move in the same or opposite manner,
Student Improvement Using test results although there is no proof that one causes
to review past instruction or to alter future the other.
instruction provided to the student, due to
performance on the test. Criteria
A basis for making a judgment.
Accountability Using test results to hold
educators or others responsible for the Criterion-referenced (and interpretation)
performance of students, educators, or Relating a test score to a pre-established
school programs. absolute standard of performance.
Program Evaluation Using results to Data Management System
determine the success of a program and A computer software system that is used to
perhaps to suggest improvements. store educational data and to permit these
data to be retrieved and analyzed.
Prediction Using test results to determine
the likelihood of a success of an individual in
some future activity.
16 Assessment Literacy Standards // Version 5.1Depth of Knowledge (DOK) Instructionally Embedded Performance Assessments
A taxonomy of four levels, developed by Assessments or activities that occur while Assessments where students are asked to
Norm Webb, that can be used to classify the instruction is taking place. perform in some way, such as completing
cognitive complexity of test items, content an experiment in science, conducting an
standards, and learning objectives. Interim investigation in science, singing, acting out
An assessment program that is administered a character in a theatrical production, or
Diagnostic Test periodically to students, such as at the completing a painting in an arts class. The
A test used to determine the areas of conclusion of each marking period. products of performance assessment can be
strength and weakness of an individual. many types. Performance assessments typically
Interviews
Dispositions In this type of assessment, a teacher typically require a checklist or a rubric for scoring.
Attitudes or beliefs about something. works with an individual student, asks a series Performance Event
of planned and/or unplanned questions, and This is an on-demand performance assessment
Distortion records students’ responses to the questions.
A factor in the assessment process that does on which students are given little or no
not permit the accurate determination of Item time to rehearse their performance nor
student performance or that of a school or An assessment question, problem, or exercise. limited opportunities to improve their initial
district. The individual measures used in a test. performance. Such assessments may take a
class period or less to administer. One of two
Essential Learnings Learning Progressions types of assessments that require the student
A set of prioritized outcomes, derived from The sequence of learning topics that students to perform some activity. These two types are
state standards, that helps focus on the may go through to learn an important topic. distinguished by their complexity and the length
most needed aspects of the curriculum for of time students have to respond to them.
instructional planning purposes. Learning Targets
The individual learning skills for teaching and/ Performance Task
Feedback or testing. On this assessment, students have days,
Information about performance provided by weeks, or months to compose a response.
another person or an instrument. Levels of Proficiency
Thus, these assessments may involve multiple
The different levels of performance on an
responses of different types to multiple
Field Test assessment.
prompts. The resultant work may be lengthy
Trying out of newly-created items in a
Measures of Central Tendency: Mean, and comprised of multiple parts. Embedded
formal manner on a representative sample
Mode and Median in the Task may be written response items,
of students.
Mean The arithmetic average of a set of presentations, papers, student self reflections,
Formative Assessment data, calculated by adding up all the scores and so forth. One of two types of assessments
Information collected and used by teachers and dividing by the number of scores. that require the student to perform some
and students during instruction to improve activity. These two types are distinguished
teaching and learning as it is occurring. Mode The most frequently occurring score in by their complexity and the length of time
a set of scores. students have to respond to them.
Grading
Rating an individual or program on the basis Median The score at the middle point in a set Personal Communication
of external standards. of scores. An assessment conducted one-on-one
between an adult and a student—sometimes
High Quality Assessment Measures of Variability:
an observation or interview.
An assessment externally judged to be of Variance and Standard Deviation
superior quality. Variance The deviation of each score in a Pilot Testing
set of scores from the mean score of the set, A preliminary use of assessment items to see if
Horizontally Aligned squared. they work. If they don’t, they may be discarded
The alignment of instruction provided by or revised. If they do work, the next step is to
multiple teachers teaching the same content at Standard Deviation The square root of the
field test them.
the same grade or in the same course. variance of each score in a set of scores,
divided by the number of scores. Placement Test
Instructional Decisions A test used to determine the best program or
The choices made by educators as they teach. Multiple Measures
treatment for an individual.
The use of different types of measures to
Instructional Objective assess students or programs from somewhat Prediction
A statement that specifies what a learner different perspectives in order to obtain a The use of test results to determine the
will know and be able to do as a result of broader picture of students or a program. likelihood of success of an individual in some
instruction. Most often found in curriculum future activity.
framework documents. Norm-Referenced
(and /interpretation) Professional Development
Instructional Program Improvement The comparison of a student or school (Targeted and Differentiated) The learning
The use of the test results to determine areas score to a representative sample of students programs and experiences provided to in-
of the instructional program that need to be or schools – the norm group. Scores are service educators to improve their knowledge
modified and improved. interpreted as above or below the average and skills, and thus, their performance on
(mean score) of the norm group. the job.
MichiganAssessment 17
Consortium.orgAssessment Literacy Standards //
GLOSSARY
Professional Learning Communities Scoring Rubrics Success Criteria
Small groups of educators who work on a Often used to score constructed response Statements that tells students what they
common issue or program over a period of items, and performance tasks and should know, understand and be able to do,
time for the purposes of increasing educator performance events. A rubric establishes the at the end of a lesson. These criteria identify
effectiveness and student results. expectations for performance and delineates elements of quality that will be present
what a response must include. Performance in student work. These criteria become
Program Evaluation levels are described for each dimension or the measures teachers use to determine
The use of test results to determine the criteria of the performance task, performance proficiency.
success of a program and perhaps to suggest event, or constructed response item. Sample
improvements to it. student work drawn from actual responses Summative Assessment
used to illustrate performance levels for each As assessment of performance, conducted
Progress Monitoring Test at the conclusion of a course or program
A test used to gauge the improvement in dimension/criteria are sometimes attached to
a rubric. completion.
performance of an individual or a program.
Screening Test Test Blueprint
Protocols A document that describes the key attributes
Protocols are an agreed upon set of guidelines A test used to determine eligibility of an
individual for a program or activity. of a new assessment, such as standards to be
for conversation; a code of behavior for groups assessed, the types and numbers of items to be
to use when exploring ideas. Selected-Response Items written, and how the results of the assessment
Quality Assessment A test item that requires students to pick a will be reported to different audiences.
A judgment that an assessment is of high response from among two or more answer
choices provided for each item. Multiple- Types of Assessments
quality. Different ways of assessing students or
choice, true-false, and matching items are
Reliability all examples of selected response items. programs.
A determination of the internal consistency, Multiple-choice items are the most frequently Unpacking Standards
comparability or stability of an assessment. A used type of selected-response items. To determine the key attributes and aspects
necessary but not sufficient condition for an of a content standard.
assessment to be useful. Selection Test
A test used to determine which individuals Validity
Reporting will most likely be successful in a program. The collection of evidence to support the
Describing the performance of a student on intended uses of an assessment. Note: The test
an assessment in written or verbal terms. Sensitivity
The use of a topic in an assessment item itself is not “valid” or “not valid.” It is the uses
Rigor that some students may find troubling or of the assessment that are or are not valid.
The level of knowledge necessary to achieve offensive. Vertically Aligned
a content standard or to correctly respond The alignment of instruction provided by
to an assessment item. Typically measured Standard
The larger expectations we express in multiple teachers teaching in the same
in the Depth of Knowledge category, one of content area across two or more grades.
four dimensions of the Webb Alignment Tool, association with knowledge, skills and
developed by Norm Webb, Wisconsin Center dispositions, comprising entire disciplines Walk-Through
for Education Research. (mathematics, science, etc.). A dry-run of a process or a procedure.
Student-Friendly Language Also can mean a school administrator
Scoring who periodically observes teachers in their
The process of determining how well a Writing of some educational language in
a jargon-free manner understandable by classrooms.
student did on an assessment.
students.
Scoring Checklists
This might be a series of steps used to remind Student Improvement
students about a complete performance or The use of test results to review past
used to score the responses of students. instruction or to alter future instruction
provided to the student, due to performance
Scoring Guide on the test.
A scoring guide is composed of a rationale
for the correct or preferred responses to the Subgroup Performance
assessment. A guide includes one or more The performance of a subset of the students
scoring rubrics, examples of student responses in a larger group, examined to assure that all
for each score level of each rubric, and sets of groups of students in a school are doing well
pre-scored student papers used to train, certify, academically.
and monitor the scorers.
18 Assessment Literacy Standards // Version 5.1The mission of the Michigan
Assessment Consortium is
to improve student learning
and achievement through a
coherent system of curriculum,
balanced assessment and
effective instruction. We
do this by collaboratively
promoting assessment
knowledge and practice;
providing professional learning
opportunities; and providing
and sharing assessment tools,
products and resources.
MichiganAssessment 19
Consortium.orgMichigan Assessment
Consortium is a profes-
sional association of
educators who believe
quality education depends
on accurate, balanced,
meaningful assessment.
MAC members work
together with educators
to advance assessment
literacy and advocate for
assessment education and
excellence.
1980 North College Road, Mason, MI 48854 · 517-816-4520
To learn more about the
Michigan Assessment Consortium
and the resources it has created:
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