The Assessment Process

(teachers use evidence of student learning against standards to judge proficiency) have become common language in the 21st century classroom, this book stretches those thoughts to assert that assessment is learning—a catalyst. We should think of assessment not as its noun form but rather as a verb, assess—an action word that encompasses the means of observing, collecting data, and responding based on what the student needs. This might involve throwing some well-structured plans out the window in favor of in-the-moment reactions and responses, but teachers can center these on one critical element—support that students need at this juncture in order to learn. Assessing in this manner will increase hope and inspire learning. In service of this mindset shift, in the following sections, we explain how assessment is a process and then go into further detail about what you can expect as you read this book.

This book outlines assessment not as an event but as a process by which teachers can increase learning both for themselves and their teams as well as for their students. Just as a catalyst can bring about change, sound assessment practices transform the learning experience. Assessment is learning when students understand their learning objectives and can take an active role in monitoring their own progress. Assessment is learning when students can design their own path to proficiency with the guidance of a teacher and when feedback and coaching play an integral role in the learning process. Assessment is learning when teachers and students view it not as a punitive practice but as an instructional support that promotes students’ growth.

Figure I.1 provides a structure of the assessment process for the classroom teacher or teacher team looking to create a more student-centered learning experience. Aligned with the work of Grant Wiggins and Jay McTighe (1998, 2005) in Understanding by Design, this backward design of assessment allows teachers to engage in instruction with a clear picture of what students will be learning and the intended rigor. It also gives teachers clear steps for using ongoing assessment to keep students well informed of their progress and coach them forward. By intentionally designing the final destination, teachers can be more mindful and intentional in their design of assessment and instruction. By engaging in this process as a team, teachers collectively understand intended outcomes and how assessment supports learning along the way. This ensures an equitable learning experience for students.