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Using Student
Assessment to
Support Student
Learning
by Vikki Costa, Professor
California State University Fullerton
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PRE/POST ASSESSMENT
• How can student
assessment be
used to support
student
learning?
PRE
POST
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Why Do We Assess
Students?
What Administrators Want to Know:


Whether students should be promoted
Whether instructors were successful
What Students Want to Know:


Whether they are making progress
Where they are in relation to peers
What Teachers Want to Know:



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Student readiness, skill levels, aptitudes, and interests
What students already know; what knowledge/skills they need
Whether they are making progress
What students achieved
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How Do We Ensure that Students
Create a GREAT Product or
Performance?
Assignment
Checklist - checklist
Assignment
Examples - examples of
previous student
work
Assignment Rubric or
Scoring Guide - detailed information about how the
assignment will be evaluated.
Assignment
Directions
- general information on what the assignment
requires.
students can
use to check
off completed
items and
identify what
remains to be
done
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What is a Rubric?
Scoring
tool that lists the criteria for a
piece of work or 'what counts
A
rubric for an essay might tell students that
their work will be judged on purpose,
organization, details, voice, and mechanics.
 Designed
to be provided as part of
assignment directions to enable students to
be self-directed.
+ What are Characteristics of
Rubrics and Scoring Guides?
 Identify
the criteria for the characteristics of the
product or skills that will be evaluated and how the
grade will be determined.
 Identify
the point distribution.
 Provide
an objective way to assess student work.
 Provide
students with the means to self-evaluate their
work.
 Enable
instructors to grade student work more
efficiently and consistently.
© Catalyst Center, California State University Fullerton
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What are Benefits of Rubrics?
 Rubrics
guide students in performance and take
away the guessing game.
 Rubrics
teach students that learning is their
responsibility.
 Rubrics
encourage students to become selfreflective.
 Rubrics
praise students’ strengths and provide the
means to address their weaknesses.
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What are Some Examples of
Rubrics?
 www.teach21.us/formative-and-summative.html
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Comparison/Contrast
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Which Do You Prefer?
• Would your students be more successful if you used
one of these?
• Which assignments could you improve with a scoring
guide/rubric?
Rubric
Scoring Guide
EDSC 304
SCORING GUIDE FOR TEACHER WEBSITE
Criteria
Scoring Details
o
Site Design and
Format
o
o
o
About Your
Teacher/About o
this Class
About this
Space
o
o
o
Classroom
Rules and
Policies
What is Subject o
Matter?
o
Digital
Interactives
o
o
Site has appropriate name and professional design and format. On the Welcome
Page, there are at least two images, links, gadgets, or videos on your homepage
that engages students and helps English learners understand what the page is
about. Site includes a homepage and at least three subpages.
Site is PUBLIC and PUBLISHED and was accurately added to the Teacher Website
Database by the due date.
Sidebar includes organized navigation.
About Your Teacher includes minimum of four sentences about you and your
professional qualifications. Text is appropriately worded for your student
audience.
About the Class includes definition/description of at least two classes that you
might teach in your content area. (Hint: Use your Content Standards document,
found in Slice 1, to identify course descriptions.)
About this Space includes minimum 50-word explanation of what can be found
on this site.
Contact Information includes at least two ways for parents and students to
contact you (fake the info if you need to).
Classroom Rules and Policies includes minimum 300 words of information on
appropriate rules for classroom conduct and work, absent students, extra credit,
or other policies and at least two relevant images, links, gadgets, or videos.
What is (English, History, Science, Algebra)? page includes minimum 300 word
description/definition of content area and at least two relevant images, links,
gadgets, or videos. This page should be very engaging and interesting.
Digital Interactives page includes links to and explanation/directions for at least
four digital interactive tools that support learning in your content area. At least
two are CONTENT-SPECIFIC.
Each interactive includes at least 100 words of explanation. At least two relevant
images, links, gadgets, or videos are provided to engage students and support
English learners.
Useful Links includes links to a minimum of 10 resources for secondary students,
organized into at least three categories. Note: these are not lesson plan links for
PTS
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4
4
4
4
10
SCORING RUBRIC FOR GRADUATE WRITING SAMPLE
Criteria
Exceeds Expectation
(5-6)
Meets Expectation
(4)
Below Expectation
(1-3)
May treat the topic casually,
simplistically or repetitively; lacks
Completeness of Addresses the topic clearly and
Addresses the topic clearly, but may focus, or demonstrates confused or
Response and
responds effectively to all aspects of
respond to some aspects of the task simplistic thinking; often fails to
Quality and
the task; ideas are well developed;
more effectively than others; shows communicate ideas; distorts or
Clarity of
explores the issues thoughtfully
some depth and clarity of thought.
neglects aspects of the task;
Thought
and in depth.
presents generalizations without
adequate and appropriate support.
Organization is excellent in terms of
bridges and transitions; paper
remains focused with no wandering
Organization,
to unrelated topics; minor points
Sequence of
are related to the thesis; ideas flow
Ideas, and Focus
in sensible sequence; discussion of
area is complete before
transitioning to another.
Accuracy of
Content and
Vocabulary
Information is accurate and
attributed to correct resources;
pragmatic suggestions are
appropriate to question;
appropriate terms are employed
and well defined.
Resources,
Support, and
Examples
Authorities are thoughtfully
selected from a wide array of
sources and applied appropriately
to content; examples are given and
well developed for the topic.
TOTAL POINTS (24 possible; 16 required to pass
with minimum score of 4 in each criteria.)
Generally good presentation with
either bridges or headings but not
all the time; paper is generally
focused with text following the
order presented in the
introduction; relationship of ideas
made evident.
Information is accurate in
description but some resources or
definitions are weak.
Ideas generally supported by
professionally sound resources
however, only general resources
repeatedly cited; too few or too
many examples are provided.
Few clues are used so that text
organization is a challenge to
reader; relationship of ideas to
thesis is vague; text jumps from
topic to topic; reader must work to
keep up with flow of ideas.
Errors are present in content
and/or resources and examples;
response contains poorly defined
terms; definitions are faulty;
information attributed to incorrect
sources.
Few resources presented or
resources cited limited to class
texts; examples are given but no
definitions or explanations are
provided.
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How Does a Teacher Create a
Rubric?
1.
List criteria that will be used in assessing performance.

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2.
Determine performance levels.

3.
Examples of performance levels may be:
 Descriptors (In Progress, Basic, Proficient, Advanced)
 Numbers (1,2,3,4)
Write descriptions for each performance level.

4.
Criteria should be related to the learning outcome(s) that you are assessing.
 EX: musical performance - intonation, rhythmic accuracy, and tone quality
 EX: oral presentation - content, organization, delivery and language.
Be sure that your criteria are explicit.
 "Neatness" is not be a good criterion because "neat" is not explicit.
Describe the different levels of performance that match each criterion.
 Easiest to start with the best and worst levels of quality, and then fill in the
middle levels based on your knowledge of common problems.
After use, evaluate and revise rubric as needed.
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PRE/POST ASSESSMENT
POST
PRE
• How can student
assessment be
used to support
student learning?
Note: Items in red throughout presentation are examples of formative assessments.
You can help students succeed by . . .
• Assessing all 4 Cs – creativity,
collaboration, communication,
and critical thinking.
• Providing clear directions for
assignments.
• Using scoring guides,
checklists, and rubrics.