Section 4 Characteristics of an Effective Interim Assessment System to be used for Instructional Purposes Once educational leaders are clear about purposes for the interim assessment system, they still face myriad additional considerations and decisions. This section provides guidance in sorting through those considerations and decisions by identifying characteristics of effective interim assessment systems. It is important to note at the outset that there is little research on what kinds of educational results can reasonably be expected from interim assessment and thus little evidence about the characteristics of an effective interim assessment system. Our sense, however, is that it is reasonable to expect that interim assessments, when well designed, can accomplish evaluative, predictive and instructional purposes. Our work with many states and districts and conversations with state, district and assessment leaders suggests some common sense guidance that can help guide decision making until better evidence is developed. Here we focus on the characteristics of interim assessments for instructional purposes. This is because most districts appear to want to use assessments for this purpose, most vendors say their assessments can meet that purpose, and we have more concerns about claims for instructional purposes then for evaluative and predictive purposes. A. General Design Characteristics There is no one-size-fits-all assessment, only a best design for a desired use and the existing constraints and resources. We recognize that some districts or states will be looking to purchase an already-available assessment system, while others will be looking to create a system customized to their needs. The considerations described below are appropriate for both approaches. The general characteristics of any interim assessment that is to be used for instructional purposes include: • Not all multiple-choice. • Provision for qualitative insights about understandings and misconceptions and not just a numeric score. • Immediate implications for what to do besides re-teaching every missed item. • Rich representation of the content standards students are expected to master • High quality test items that are directly linked to the content standards and specific teaching units • A good fit within the curriculum so that the test is an extension of the learning rather than a time-out from learning • A good fit with curriculum pacing so that students are not tested on content not yet taught 7
Achieve/Aspen/Center for Assessment—Policy Brief