Skip to content
Assessment data thoughts
- Assessment quality is critical. A weak test provides bad data.
- More bang for the buck, spend time and money on creating quality assessments, not cool technology.
- Only high-quality district assessments provide useful data.
- Dashboards are not as helpful to teachers as most think.
- Use state test data for information on student groups and trends. The data tells you more about parents, school programs, and environment than individual teachers.
- District assessment programs should focus on big picture decisions, not individual classrooms.
- District assessments designed to help classroom instructional decisions try to accomplish too much.
- Predictive assessment data is useful as long as they don’t take significant time or money.
- Predictive assessments used for state test planning narrow curriculum.
- Diagnostic assessments should be used by teams and departments to plan for instruction and reaching goals, not for prediction.
- District programs benefit from different data sets than the classroom and are the reason classroom teachers do not always understand the thinking behind district assessments.
- Classroom assessments produce better information for the teacher than district tests.
- Teachers need support creating classroom assessments.
- High-quality curriculum and materials help improve performance data.
- Short term or constant change in focus does not lead to long term success.