Academic Assessment

Le résumé fourni par la source

Educational achievement directly impacts student&s;s future opportunities and success. It is widely recognized that a student&s;s academic achievement in primary and secondary grades can have a major impact on their ability to secure admission to college, obtain scholarships, and access well-paying careers. School psychologists have long been integral to assessing students’ reading, writing, and math skills when they struggle in school. Assessment is a critical component of the instructional process and can serve multiple purposes. Educators can use assessment data on an individual student&s;s current knowledge and skills for formative purposes to make midstream adjustments to instruction (e.g., intensify or de-intensify intervention support) and instructional decision-making (e.g., resource allocation, program evaluation). Educators can also use assessment data for summative purposes to determine whether the student has learned key content or skills. Additionally, in the context of special services and interventions, assessment data can be used for individual identification , understood broadly as a process to identify risk or more formally to identify a student with a disability in need of protections afforded under multiple federal laws. Despite these differences in how assessment data may be used for educational decision-making, there are specific considerations required to ensure we are implementing a fair and equitable assessment process with evidence for the validity and reliability of our decision-making framework. Assessment cannot meet the standards of fair, equitable, reliable, and valid in educational contexts if it is not situated in (and therefore useful for) informing instruction. Assessment should never occur in a vacuum, nor should we consider or discuss assessment outside the context of how the data obtained will inform instruction. In this chapter, we will examine several claims related to assessment and the assessment process in K-12 settings. Educational achievement directly impacts student&s;s future opportunities and success. It is widely recognized that a student&s;s academic achievement in primary and secondary grades can have a major impact on their ability to secure admission to college, obtain scholarships, and access well-paying careers. School psychologists have long been integral to assessing students’ reading, writing, and math skills when they struggle in school. Assessment is a critical component of the instructional process and can serve multiple purposes. Educators can use assessment data on an individual student&s;s current knowledge and skills for formative purposes to make midstream adjustments to instruction (e.g., intensify or de-intensify intervention support) and instructional decision-making (e.g., resource allocation, program evaluation). Educators can also use assessment data for summative purposes to determine whether the student has learned key content or skills. Additionally, in the context of special services and interventions, assessment data can be used for individual identification , understood broadly as a process to identify risk or more formally to identify a student with a disability in need of protections afforded under multiple federal laws. Despite these differences in how assessment data may be used for educational decision-making, there are specific considerations required to ensure we are implementing a fair and equitable assessment process with evidence for the validity and reliability of our decision-making framework. Assessment cannot meet the standards of fair, equitable, reliable, and valid in educational contexts if it is not situated in (and therefore useful for) informing instruction. Assessment should never occur in a vacuum, nor should we consider or discuss assessment outside the context of how the data obtained will inform instruction. In this chapter, we will examine several claims related to assessment and the assessment process in K-12 settings.

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