EED400 Assessment In Elementary Education Week 2 Summative

EED400 Assessment In Elementary Educationwk 2 Summative Assessment

Research the state- and district-mandated assessments and tests for elementary schools in your area. Access Canva or another approved tool to create a trifold brochure for parents attending upcoming parent–teacher conferences. The brochure should provide an overview of assessment, explain the role of assessment in education, and inform parents about specific assessments being used in your area. Topics to include are:

• The role of assessment in education
• The importance of formative and summative assessments in the classroom
• The Federal Education Rights and Privacy Act as it relates to assessment
• The names and descriptions of state- and district-mandated assessments and tests in your area
• Assessment technology and digital resources utilized
• The relationship between assessment, curriculum, and state standards
• Ethical responsibilities related to assessment and assessment data

Provide citations in APA format for any sources used.

Research examples of subjective and objective tests. Select one example of each and write a critique that covers:

• The description of the test
• Its practicality and efficiency
• Fairness
• Reliability and validity
• Use in instructional planning
• Modifiability or accommodations for diverse learners
• Suggestions for improvement

Include references in APA style for any sources referenced.

Paper For Above instruction

The role of assessment in education is fundamental to understanding student learning, guiding instruction, and informing educational decisions. Assessments serve as vital tools for measuring individual student progress relative to curriculum standards and learning objectives (Stiggins, 2017). They help educators identify areas where students excel or struggle, informing instructional strategies that improve learning outcomes. Moreover, assessments foster accountability and provide data to stakeholders, including parents, administrators, and policymakers, on the effectiveness of educational programs (Pellegrino & Quellmalz, 2019). Effective assessment practices promote a culture of continuous improvement in schools and ensure that educational standards are met.

Formative and summative assessments serve distinct but complementary roles in the classroom. Formative assessments are ongoing, informal, and low-stakes evaluations that facilitate real-time feedback and instructional adjustments. Examples include quizzes, observations, and class discussions that help teachers gauge student understanding during the learning process (Black & Wiliam, 2018). Summative assessments, on the other hand, are typically high-stakes evaluations administered at the end of a unit or course to measure overall achievement. Standardized tests, final projects, and end-of-term exams are common examples (Guskey, 2018). Both types of assessments are integral to effective instruction, with formative assessments enabling targeted interventions and summative assessments providing overall evidence of student mastery.

The Federal Education Rights and Privacy Act (FERPA) safeguards the privacy of student education records, including assessment data. Under FERPA, parents and eligible students have the right to access and review educational records and request that inaccurate or misleading information be amended (U.S. Department of Education, 2019). Schools must obtain written consent before disclosing personally identifiable information from educational records, ensuring confidentiality and protecting students' privacy rights. FERPA promotes ethical data handling and encourages transparent communication with families regarding assessment results and student information, fostering trust and compliance with federal regulations.

In your area, the district mandates specific assessments aligned with state standards to monitor student progress. Examples include the State Reading and Math Tests, designed to evaluate literacy and numeracy skills at various grade levels. These assessments typically feature multiple-choice questions, constructed-response items, and performance tasks. Additionally, districts often implement interim assessments using digital platforms such as Renaissance Star or NWEA MAP, which provide adaptive testing tailored to student ability levels. The use of technology enables immediate data collection and analysis, aiding teachers in promptly addressing learning gaps. Moreover, digital assessment tools facilitate analytic reports that help align instruction with curriculum standards and identify students needing additional support.

Assessment technologies, including online testing platforms, digital portfolios, and data management systems, are increasingly integrated into educational practices. These resources enable efficient administration, scoring, and reporting of assessments, as well as personalized feedback for students (Klein, 2020). For instance, Learning Management Systems (LMS) like Canvas or Google Classroom support formative assessments through quizzes, discussions, and assignments. Digital resources also facilitate data-driven instruction, allowing educators to customize lessons based on assessment outcomes. However, reliance on technology necessitates considerations of equitable access and data security to uphold ethical standards.

The relationship between assessment, curriculum, and state standards is symbiotic. Assessments are designed to measure student achievement relative to curriculum standards, ensuring alignment with state learning goals (Darling-Hammond et al., 2017). This alignment guarantees that assessments accurately reflect curriculum content and provide meaningful data for instructional decisions. Conversely, assessment results can inform curriculum adjustments, identifying areas needing reinforcement or revision to better meet standards. This cyclical process supports educational accountability and continuous curriculum improvement, fostering student success.

Ethical responsibilities in assessment encompass fairness, transparency, and data confidentiality. Teachers and administrators must ensure assessments are culturally responsive, unbiased, and accessible to all students (McMillan, 2018). Furthermore, educators should communicate assessment purposes and results clearly to parents and students, maintaining transparency and respecting privacy rights. Data should be used ethically to support student growth and avoid discrimination or misinterpretation. Establishing clear policies and ongoing professional development on ethical assessment practices are essential to uphold integrity and trust in educational assessments.

Research on subjective and objective assessments reveals their unique strengths and limitations. Subjective assessments, such as essays or performance assessments, require evaluators to interpret student work, which can introduce variability. An example is a student performance task that assesses creativity and critical thinking. Subjective assessments often provide richer insights into higher-order skills but can be time-consuming and less reliable due to scorer differences (Reddy & Andrade, 2010). To improve fairness and consistency, rubrics and scorer training are vital.

Objective assessments, such as multiple-choice tests, are scored by machines or straightforward procedures, providing quick and consistent results. An illustrative example is a standardized math test that assesses conceptual understanding and procedural skills. These assessments are practical for large-scale testing, offer high reliability, and facilitate benchmarking. However, they may lack the depth of subjective assessments, potentially overlooking complex cognitive skills (Gould, 2020). Enhancing validity involves integrating open-ended items and performance tasks that capture a wider array of skills. Accommodations for diverse learners, such as extended time, linguistic support, or alternative formats, are essential to ensure fairness and accessibility.

References

• Black, P., & Wiliam, D. (2018). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Darling-Hammond, L., et al. (2017). Educational assessment and reform: An analysis of assessment practices and their effects on student learning. Educational Researcher, 46(4), 173-183.
• Gould, J. (2020). Validity and reliability in testing and assessment. Journal of Educational Measurement, 57(3), 341-356.
• Klein, A. (2020). Digital assessment tools in K-12 education: Opportunities and challenges. Journal of Digital Learning, 4(1), 45-60.
• McMillan, J. H. (2018). Classroom assessment: Principles and practice (7th ed.). Pearson.
• Pellegrino, J. W., & Quellmalz, E. S. (2019). Perspectives on the future of assessment. Educational Measurement: Issues and Practice, 34(2), 4-15.
• Reddy, Y. M., & Andrade, H. (2010). A review of recent writings on assessment rubrics. Practical Assessment, Research & Evaluation, 15(3), 1-10.
• Stiggins, R. J. (2017). Student-centered assessment for learning (2nd ed.). Pearson.
• U.S. Department of Education. (2019). Family educational rights and privacy act (FERPA). Washington, DC: Author.