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    Haki Elek
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    This document outlines standards for teacher competence in educational assessment of students. It states that teachers should be skilled in 1) choosing appropriate assessment methods, 2) developing their own assessment methods, and 3) properly administering, scoring, and interpreting assessment results. It also says that teachers must use assessment results to make decisions about individual students, plan instruction, develop curriculum, and improve schools. Teachers should also communicate results effectively and recognize unethical assessment practices.

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    This document outlines standards for teacher competence in educational assessment of students. It states that teachers should be skilled in 1) choosing appropriate assessment methods, 2) developing their own assessment methods, and 3) properly administering, scoring, and interpreting assessment results. It also says that teachers must use assessment results to make decisions about individual students, plan instruction, develop curriculum, and improve schools. Teachers should also communicate results effectively and recognize unethical assessment practices.

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    Download as PDF, TXT or read online from Scribd
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    397 views2 pages

    Assesment

    Uploaded by

    Haki Elek
    This document outlines standards for teacher competence in educational assessment of students. It states that teachers should be skilled in 1) choosing appropriate assessment methods, 2) developing their own assessment methods, and 3) properly administering, scoring, and interpreting assessment results. It also says that teachers must use assessment results to make decisions about individual students, plan instruction, develop curriculum, and improve schools. Teachers should also communicate results effectively and recognize unethical assessment practices.

    Copyright:

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    Standards for Teacher Competence in Educational Assessment of Students

    Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association

    1. Teachers should be skilled in choosing assessment methods appropriate for instructional decisions. Skills in choosing appropriate, useful, administratively convenient, technically adequate, and fair assessment methods are prerequisite to good use of information to support instructional decisions. Teachers need to be well-acquainted with the kinds of information provided by a broad range of assessment alternatives and their strengths and weaknesses. In particular, they should be familiar with criteria for evaluating and selecting assessment methods in light of instructional plans. 2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions. While teachers often use published or other external assessment tools, the bulk of the assessment information they use for decision-making comes from approaches they create and implement. Indeed, the assessment demands of the classroom go well beyond readily available instruments. 3. The teacher should be skilled in administering, scoring and interpreting the results of both externally-produced and teacher-produced assessment methods. It is not enough that teachers are able to select and develop good assessment methods; they must also be able to apply them properly. Teachers should be skilled in administering, scoring, and interpreting results from diverse assessment methods. 4. Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement. Assessment results are used to make educational decisions at several levels: in the classroom about students, in the community about a school and a school district, and in society, generally, about the purposes and outcomes of the educational enterprise. Teachers play a vital role when participating in decision-making at each of these levels and must be able to use assessment results effectively.

    5. Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments. Grading students is an important part of professional practice for teachers. Grading is defined as indicating both a student's level of performance and a teacher's valuing of that performance. The principles for using assessments to obtain valid grades are known and teachers should employ them. 6. Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators. Teachers must routinely report assessment results to students and to parents or guardians. In addition, they are frequently asked to report or to discuss assessment results with other educators and with diverse lay audiences. If the results are not communicated effectively, they may be misused or not used. To communicate effectively with others on matters of student assessment, teachers must be able to use assessment terminology appropriately and must be able to articulate the meaning, limitations, and implications of assessment results. Furthermore, teachers will sometimes be in a position that will require them to defend their own assessment procedures and their interpretations of them. At other times, teachers may need to help the public to interpret assessment results appropriately. 7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information. Fairness, the rights of all concerned, and professional ethical behavior must undergird all student assessment activities, from the initial planning for and gathering of information to the interpretation, use, and communication of the results. Teachers must be well-versed in their own ethical and legal responsibilities in assessment. In addition, they should also attempt to have the inappropriate assessment practices of others discontinued whenever they are encountered. Teachers should also participate with the wider educational community in defining the limits of appropriate professional behavior in assessment.

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