Assessment

Brown says testing is a “method of measuring a person’s ability or knowledge in a given domain.” He also clarifies assessment as an “ongoing process that encompasses a much wider domain.” I found his explanations helpful. He was able to make clear distinctions between the two, which are commonly used interchangeably.  Teachers are constantly assessing and testing for knowledge. At times it is overwhelming how much “testing” is imposed upon students. However, I can appreciate an assessment that is used to drive and inform instruction. Brown discusses practicality of tests. I found that section interesting. It reminded me of the ACCESS test we give students once a year to measure their progress in their English language development. I find that the test, which takes an entire week, is extremely long but yields extremely important and informative data. It gives me information to help in determining proficiency levels in specific domains and it helps me in planning for instruction. According to Brown, the time it takes to complete is impractical (which I agree). I do believe it is reliable, and valid. My only problem is that there is a social studies portion where students must identify symbol of the U.S. and for that portion I believe it is a bit unreliable. Are they measuring listening comprehension or knowledge of culture? They know this test is being taken by CLD students who are probably from different cultures. I would expect questions to be of subject matter that all would already be familiar with. As far as classroom assessments I tend to make my own. I ensure reliability I tend to use rubrics. I also use digital portfolios, conference notes, self assessments, traditional tests, observations, and many informal observations. I think what is most important though is that your assessment informs your instruction. If you give assessments and tests for the sake of testing it is a waste of everyone’s time, especially if it is not a valid, reliable, or authentic assessment.