Classroom Assessments: What Type of Learning Is Being Measured?

• In Event: Challenges of Evolving Assessment Contexts: Examples From Local, State, and National Scenarios

Abstract

Classroom assessments are essential tools to gauge how well students are learning and performing. How well these tests inform instruction greatly depends on how accurately these assessments reflect instruction. In this study, 18 English language arts and eight mathematics tests were examined for overall quality and bias/sensitivity using rubrics developed based on a comprehensive review of measurement literature. The majority of items measured low (52.5%) or moderate (41.4%) cognitive complexity levels, with a small number (6.1%) measuring high complexity, suggesting missed opportunity to measure higher level learning. While a high percentage of math assessments were correctly aligned to content standards, the majority of English language arts assessments were not, indicating a disconnect between classroom assessment practices and state curriculum initiatives.

Authors

• Heather Peltier Wright, Polk County School District

• Alice Renee Foran, Pinellas County Schools

• Harold Holmes, University of South Florida

• Yiping Lou, University of South Florida