Effective instruction depends on accurate assessment data, which requires the skillful use of multiple measures of student achievement. Measure student performance on content standards When we review the California content standards, we are struck by the depth and breadth of the subject matter. To achieve the standards, students must not only demonstrate a command of basic knowledge in specified subject areas, but must think critically, solve problems, and apply knowledge, as well. If our goal is to gather accurate assessment data, we must provide students with a range of opportunities with which to demonstrate their knowledge and skills. Other students excel at the recall of information, while some classmates are more adept at performance-like tasks.
Some students best express themselves through writing, while others favor other forms of expression.
The reliance on any particular form of assessment will work to the advantage of some students and the disadvantage of others, thereby limiting our ability to accurately assess student learning. Provide all students with multiple opportunities to demonstrate what they know and are able to do The level of confidence we have in our assessment of student achievement is related to the number of pieces of evidence we have. Simply put, the more evidence we have, the more confidence we have in our judgment. The reason we collect assessment data is to make inferences as to student learning, and those inferences affect instructional decision making. The accuracy of the inference, and the confidence we have in the inference, are increased by the use of multiple measures.