Required Readings Resources Brooks Hart S Nitko A 2019 Educa

Required Readings Resourcesbrookhart S Nitko A 2019 Educa

Readings Resources: Brookhart, S., & Nitko, A. (2019). Educational assessment of students (8th ed.). Chapters 6, 7, 8, and 15 cover planning for integrating assessment and instruction, diagnostic and formative assessments, providing formative feedback, and evaluating and grading student achievement, respectively.

After reading this week’s resources, respond to the following prompt: When and how should assessment take place in an educational setting? (400 words).

Create an assessment plan for a Unit of Study. The plan should incorporate your goals and objectives from week 1 and follow the provided Assessment Plan template. The plan must include the standard selected, corresponding goals and objectives, diagnostic or pre-unit assessment strategy, lessons aligned with objectives, formative assessments, quizzes, independent investigations (performance assessments), and a summative assessment. Clearly state how each assessment type will be conducted, timed, and how results will inform instruction. This plan will be used as part of your grading and future assessment question development.

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Assessment in educational settings is a systematic process that occurs at multiple points to enhance student learning and achievement. Effective assessment strategies are integrated throughout the instructional process, beginning with diagnostic assessments, progressing through formative assessments, and culminating with summative evaluations. This layered approach ensures that instruction is responsive, tailored to student needs, and aligned with learning objectives.

Initially, assessment should take place before instruction begins, utilizing diagnostic assessments to identify students' prior knowledge, misconceptions, and readiness levels. These assessments, such as pre-tests or surveys, enable educators to tailor instruction, differentiate activities, and set realistic learning goals. By understanding students' baseline knowledge, teachers can plan lessons that directly address gaps and misconceptions, thereby promoting more effective learning (Brookhart & Nitko, 2019).

Throughout the instructional process, formative assessments should be embedded within lessons. These assessments include observations, quizzes, exit slips, peer assessments, and quick writes. The primary purpose is to monitor student understanding in real-time, provide immediate feedback, and adjust teaching strategies accordingly (Brookhart et al., 2019). For example, after Lesson 1, an informal quiz can help determine if students are grasping key concepts, guiding subsequent lesson planning. Results from formative assessments should inform instruction by highlighting areas requiring reteaching or enrichment, ensuring that students remain on track to meet their learning goals.

At designated points during the unit, quizzes serve as more formal formative assessments to evaluate ongoing mastery of content. These assessments are scheduled at key junctures, such as after major lessons or before summative assessments, providing data on student progress. Teachers analyze quiz results to identify topics that need reinforcement, allowing for targeted review or remediation (Brookhart & Nitko, 2019).

Performance assessments, such as independent investigations, are used to measure higher-order thinking skills and application of knowledge. These are typically scheduled towards the end of the instructional period, allowing students to demonstrate their understanding through projects, presentations, or written reports. The assessment criteria are aligned with objectives, and results inform both student feedback and instructional refinement.

The unit concludes with a summative assessment, designed to evaluate overall mastery of the standard and objectives. This could be a test, comprehensive project, or portfolio review. The content assessed reflects the essential concepts covered during instruction. Results from the summative assessment provide data on student achievement, guiding future instruction, identifying students who need additional support, and informing grading decisions.

In summary, assessment in education is most effective when integrated systematically at multiple points in the instructional process. Diagnostic assessments set the foundation, formative assessments guide ongoing instruction, and summative evaluations measure overall achievement. Using assessments strategically ensures that instruction is responsive, equitable, and aligned with learning goals, ultimately supporting student success (Brookhart & Nitko, 2019; Black & Wiliam, 1998).

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
• Brookhart, S., & Nitko, A. (2019). Educational assessment of students (8th ed.). Pearson.
• Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Council of Chief State School Officers.
• Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2014). Classroom assessment for student learning. Pearson.
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
• Wilson, M. (2005). Constructing Measures: An Item Response Modeling Approach. Erlbaum.
• Paulsen, K. (2003). A Guide to Using Formative Assessment to Improve Learning and Teaching. National Center on Educational Outcomes.