Meaningful Assessment

Abstract

The purpose of the chapter is to assist teachers to provide meaningful assessments that enable them to explain the results to learners, parents, and fellow educators and determine what learning activities are needed. Assessment is a complex term because it implies so many diverse ideas: tests, examinations, rubrics, grades, performance reports, and evaluations. Clearly, there is a need for teachers to clarify and determine which assessment approach fits the different learning goals that comprise the curriculum. The chapter opens with a challenge for readers to consider a variety of assessment metaphors based on current research and the views of different assessment specialists. The chapter then examines the different assessment approaches based on their contexts of the approach and also clarifies what each approach can and cannot provide. Selected response, constructed response, observations, interviews, authentic performances, projects, and portfolios are described in light of their contexts. The chapter ends with a reflection to determine a personal assessment metaphor.