Research shows that teachers who collect and analyze assessment results and modify instruction based on the data are more effective at improving student learning than those who do not engage in these practices (Perie, Marion, & Gong, 2009; Stiggins, 2005). When these efforts are part of a larger assessment strategy that incorporates a variety of assessments throughout the year, teachers are equipped with more robust data that is often more insightful. This data can then be used to influence teaching immediately. However, educators often find it difficult to analyze student test data for several reasons (Coburn & Talbert, 2006).
Unable to use the data to impact instruction
Data from these summative assessments, especially state-mandated assessments, can be disaggregated to identify student strengths and weaknesses—providing important information on how the instructional program should be adjusted for the upcoming school year, but having no impact on the school year that has just concluded (Hueber, 2009).
Data arrives after students have left for summer
Teachers often have an abundance of data. The problem is that the data is from classroom assessments that are not correlated to state-level assessments. When the state assessment results arrive at the end of the school year, it’s typically months after students have left for the summer.
Not frequent enough to inform learning
Because the nature of summative assessments is to judge rather than to improve student performance, they are given at the end of an instructional unit, school semester, or school year. Although informative, summative assessments do not occur frequently enough to affect timely instructional decisions.
How to Fix it: A clear and comprehensive assessment strategy
As explained above, since summative assessment data arrives too late to make an impact, critical instructional decisions cannot be based upon them (Stiggins, 2005). That’s why the practice of using formative and interim assessments is critical for making timely instructional decisions that will improve current instruction. The practice is so impactful that, “when implemented well, formative assessment can effectively double the speed of student learning,” according to Wiliam. Additionally, these formative assessments help educators make more accurate predictions about the results of the larger summative assessments that students take at the end of the year.
Although there is an ongoing tradition in schools to give assessments, there is limited access to timely data that’s useful for informing instruction. Wayman and Stringfield (2006) stated that schools are in “the paradoxical situation of being both data-rich and information poor” (p. 464). Starting the year with diagnostic assessments and incorporating benchmark assessments throughout the year offers more timely and useful data to help address the issue. Paired with regular formative assessments to check for understanding, this tactic is the basis for a strong assessment strategy.
Using a formative assessment platform provides educators with valuable data that allows them to link student achievement to instructional objectives (Halverson, 2010), especially a platform that has the ability to offer interim and formative assessments. This provides teachers with standards-based assessments and timely and accurate data to inform instructional practices, allowing teachers to be both data and information rich.
When selecting a formative assessment system, there are certain tell-tale signs you should look out for to make sure you’re making the best purchasing decision. To see how your system stacks up, get the checklist here.
See the formative assessment system checklist
We know that doing what’s best for students is every educator’s top priority and that addressing equity and learning gaps can get overwhelming, but you’re not in it alone. Check out our Formative Assessment System Checklist to use as a guide as you determine the best assessment systems for your school or district.