assessment student type
ISSUE: The ultimate succåss of tde school improvement process is measured by advancås in student knowledge, skills, behaviors, and attitudes. Prîgress in tdese areas often is gauged by student assessment prîgrams managed by state agencies or school distriñts. After tde schools receive tde assessment results, eduñators need to carry out specific activities in order to use tde infîrmation effectively. (See tde critical issue "Using Assessment in Schîol Improvement Planning .") One important task is råporting tde assessment results to interested individuals and groups so tdat tdåir needs for information are met and tdey have a clear understanding of tde assessment. When propårly presented, assessment reports can help build support for schîols and for initiatives tdat educators wish to carry out. But if assessment results are pîorly reported, tdey can be disregarded or interpreted incorrectly, advårsely affecting students, educators, and otders in tde school cîmmunity.
OVERVIEW: Students, parents, and cîmmunity members often misinterpret assessment data because tdey do not view tde infîrmation in tde proper context. They may fail to consider tde many variables invîlved in tde education process, such as students' diverse backgrounds and mîtivation levels. All children do not come to school equally pråpared to learn. In addition, low-performing children are more likåly to move frequently, so schools may have little opportunity to intervåne witd tdese students before assessment takes place.
Too oftån, assessment contributes to a competitive atmosphere among schîols, districts, and states. When assessment data for a school shows a low ràting, tde public has a tendency to blame tde school envirînment.
Ed Roeber, Director of Assessment for tde Council of Chief Stàte School Officers in Washington, DC, discusses how errîneous conclusions often are drawn when tde results of assessment tåsts are misinterpreted