Purpose: Assessments used in the classroom can be designed locally by teachers or selected from any number of commercial or other professional sources. Regardless of an assessment's origin, teachers must first plan what they intend to accomplish with the assessment. Upon doing so, they can determine whether a pre-existing or new assessment will best meet their needs.
Purpose: Administering assessments includes conducting and scoring. Conducting the assessment addresses the when, where, and how of doing so. Scoring the assessment focuses on the scoring rubric, determining individual scores, and analyzing the results. Both are essential parts of administering the assessment.
Guideline: Conducting formative assessments on a regular basis may result in a data storage and retrieval issue for teachers. In determining where and how to store assessment data, consideration should be given to student access to personal data and assessment results in a way which maintains student privacy. Without this access, the effectiveness of the feedback between the teacher and student is adversely impacted.
This Washington State School Directors' Association guide explains how data dashboards can be a useful tool for monitoring student achievement and performance. While intended for school directors or school board members, its content may be useful to teachers.
This Maryland Department of Education resource offers an online workshop on "how to graph and analyze classroom data to create useful information." Though oriented toward the Maryland state assessment system, the content may be useful for all classroom teachers.
Purpose: When used properly, assessment results enhance instruction. It is incumbent upon teachers to understand, know how to interpret, and explain the results effectively to their students, parents, and other district and school staff members.
Purpose: Good assessments provide the basis for making adjustments in instruction as well as future assessments. Assessment results show teachers where changes need to be made in instructional approaches for groups of students or individual students. The assessment outcomes also show students what they need to do to improve their learning. Changes to instruction based on assessment results complete the learning cycle.