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Running Record: REVIEW OF SUPPORTING ARTICLE

Artifact #3

Review of Supporting Article:


Nine Principles of Good Practice for Assessing Student Learning
Veronica Sandoval
National University

In partial fulfillment for the requirements for


TED 690 Capstone
Professor Barbara Ray
October 14, 2015

Running Record: REVIEW OF SUPPORTING ARTICLE

Abstract
Assessment is not an end in itself but a vehicle for educational improvement. Its effective
practice endorses a vision of the kinds of learning we most value for students helping them
achieve. As we know ongoing formal and informal diagnostic assessment are Best Practices in
the differentiated classroom. It is important that teachers find meaningful and useful assessment
tools that provide students with useful feedback that promotes students development.

Running Record: REVIEW OF SUPPORTING ARTICLE

This article discusses nine principles of good practice for assessing students learning. The
first principle states that the assessment of student learning begins with educational values. It
states that assessment is not an end in itself but a vehicle for educational improvement and that
assessment should be ongoing. As we know there is different types of assessment that serve
many purposes. For example Informal formative assessments, and formal assessment which are
given at benchmark points in learning.
The next principle states that assessment is most effective when it reflects an
understanding of learning as multidimensional, integrated, and revealed in performance over
time. It reveals that students learn in many ways that the knowledge and abilities, values,
attitudes that affect both academic success and performance should go beyond the classroom
being able to apply this knowledge in their everyday life. It also states that assessment works
best when the program it seeks to improve has clear, explicitly stated purposes. It is important
that students have clear objectives of what they are learning and the means of how they will
achieve the content standards. So students know what it is expected of them. The article also
states that Assessment can help teachers understand which students learn best under what
conditions; with such information the teacher has the capacity to improve the whole of their
learning.
While assessment its seen as a teachers responsibility, the aim over time is to involve
people from across the educational community as a collaborative activity. The point of
assessment is not to collect data and return "results"; it is a method that starts with the questions
of decision-makers, and this data then helps guide teaching improvement. The push to improve
educational performance is a primary goal of leadership that will improve the quality of student

Running Record: REVIEW OF SUPPORTING ARTICLE

education for institutions planning, and personnel resolutions. Through assessment, educators
meet responsibilities to students and to the public. With the common core state standards
teachers are free to provide students with whatever tools and knowledge their professional
judgment and experience identify as most helpful for meeting the goals set out in the Standards.

Running Record: REVIEW OF SUPPORTING ARTICLE

Reference
American Association for Higher Education (2015) Nine Principles of Good Practice for
Assessing

Student Learning Retrieved on October 10, 2015 from:

http://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/AssessmentAndGra
ding/9Principles.pdf