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Chappuis, S., Chappuis, J., & Stiggins, R. (2009). The quest for quality. Educational Leadership, 67(3), 14-19.
The authors discuss what constitutes effective, high-quality assessment, and the importance of a balanced assessment system. Chappius and colleagues argue that the use of multiple assessments alone does not ensure high-quality evidence or more accurate measures of student performance. The authors recommend that all assessments meet five criteria in order to be used to inform decisions about students and instruction. The criteria include a clear purpose of assessment, clear learning targets, sound assessment design, effective communication of results, and student involvement in the assessment process. Additionally, Chappuis and colleagues discuss the keys to maintaining a balance assessment system so that all assessment users have access to the data when needed. The authors suggest thinking about assessment in terms of frequency of administration and grouping them as ongoing classroom assessments, periodic interim/benchmark assessments, and annual state and local district standardized tests. Within each group, educators must consider the following: what decisions the assessment will inform, who is the decision maker, what information the decision makers need, and what are the essential assessment conditions. Chappuis and colleagues conclude by discussing the importance of being assessment literate and knowing what constitutes appropriate and inappropriate uses of assessment results to reduce the risk that student assessment data is used improperly.
Balanced Assessment System, Benchmark Assessment
