Assessing Student Learning

Collecting and Using Multiple Sources of Information to Assess Student Learning

PTS Name: Assessing Student Learning

Element: Collecting and using multiple sources of information to assess
student learning

Use a variety of assessments to determine what students know and are able to do?
Select, design, and use assessment tools appropriate to what is being assessed?
Know that the assessment tools I use are matched to and support my goals for student learning?
Collect, select, and reflect upon evidence of student learning?
Work with families to gather information about all students and their learning?
Ensure that my grades are based on multiple sources of information?
Assess my students to support student learning goals, district standards, and family expectations?
Use standardized test, diagnostic tools, and developmental assessments to understand
student progress?
Use a range of assessment strategies to implement and monitor individualized student learning goals (including IEP goals)?

Using formal assessments to measure student progress (e.g., ARIS data reports, State exams, ECLAS/EL-SOL, EPAL, report cards)
Using portfolios to enable students to demonstrate achievement and progress over time through a variety of modalities
Including feedback from support staff and families to create a holistic picture of student progress
Using observations of students during independent, small group, and whole group activities to capture evidence of student learning

Tracking student progress or basing grades using only one or two types of assessments (e.g., using only teacher-generated essays or only standardized multiple-choice tests)
Ignoring the information gained from assessment tools when planning lessons or making decisions about instruction
Neglecting to utilize data from informal and non-traditional assessments (e.g. class participation, displays of verbal comprehension, etc.)