Measuring Student Learning: A Closer Look at Classroom Assessments

Classroom Assessments 
Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to measure students’ comprehension. They are generally used to assess students’ understanding of the material in the current course, but with minor modifications, they can also be used to gauge students’ knowledge coming into a course or program (Berry, 2022; Earl and Timperley, 2014). CATs are meant to provide immediate feedback about the entire class’s level of understanding, not individual students. The instructor can use this feedback to inform instruction, such as speeding up or slowing the pace of a lecture or explicitly addressing areas of confusion [i]. 

These are designed so teachers can measure and gather information about their students and their progress toward mastering learning intentions. These assessments can occur during the instructional sequencing or following it. The ‘during,’ assessments for learning allow pedagogical corrections to adjust and to improve students’ understandings and ability to demonstrate their knowledge and skills. Teachers spend a lot of time thinking about what and how to assess to maximize learning. These assessment results form interim and formal reporting including mid-term progress reports and report cards. They inform students/families of progress and highlight areas of concern.  Issues of late and missed assignments become hot topics. 

Terada & Merrill (2024) referenced new research that perhaps we need to grade less because it takes away from the learning. “The first thing kids would do is to go to the back of the paper and look at the grade, and never read my comments”. A 2021 study confirms that the problem is common—when students see a grade before they see feedback,  they are more likely to ignore teacher feedback entirely, leading to a drop of two-thirds of a letter grade on future assignments [ii].

Common Challenges in Measuring Learning Outcomes
While defining learning outcomes is critical in shaping effective educational experiences, accurately measuring these outcomes presents several challenges. These challenges can impact the validity and reliability of assessments, as well as the ability to use results for meaningful improvement. Understanding these common obstacles is essential for educators and institutions to develop strategies that not only address these barriers but also enhance the assessment of learning outcomes.

‍·  Ambiguity in outcome definitions: Learning outcomes that are    not clearly defined lead to inconsistencies in assessment and    make it difficult to evaluate student progress effectively.
‍· Diverse learning experiences: Students have different learning   paths and styles, making it challenging to use a single   assessment method to capture all forms of learning. Students’   Individual Education Plans (IEPs) affect the content and process   for assessment through differentiation.
‍· Overemphasis on quantitative measures. OECD and others   remind educators about including critical skills such as creativity   and problem-solving, requiring a balance with qualitative   measures (Nguyen, 2024; OECD, 2021; Olson & Toch, 2024).

Assessment is a responsibility and a journey. We are on this pathway together. In the spring, we will explore the value and impact of high-stakes assessments such as PISA, PERLS and TIMSS. Signature Leadership by Knowledgehook has resources on the topic of assessment you can access through the links below: 

Signature Leadership by Knowledgehook 

‍The Mathematics Framework for California Public Schools: K through Grade 12 - A Promising Start? – October 16, 2024

Supporting high-quality math teaching in uncertain times - August 20, 2020

‍The Right Drivers of Whole System Success (2021)

National & International High-Stakes – Assessing to Standards and Standardized Tests (Fullan & Noguera). Their focus is on measuring global competencies and not standardized tests. Assessment not as a weapon but as a tool (Noguera, 2024).

Have a look at the excerpts on 

· Equality and Equity, 
· Schools Responsive to Students Need
· High Stakes Assessment
· Assessment of or for the Learner

‍Also, Knowledgehook has some recommended readings you may chose to access -https://appjs.knowledgehook.com/app/LeadershipSeries/Resources
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References
Berry, B. (2022). Grading Principles and Practices. Resource. Simon Fraser University, Centre for Educational Excellence. https://www.sfu.ca/cee/teaching-resources/assessment-of-student-learning/grading-principles-and-practices/

Broden, D. (2022). Cross-sector and Interprofessional collaborations: A powerful tool for the teaching profession? OECD #283, https://www.oecd-ilibrary.org/education/cross-sector-and-interprofessional-collaborations_7144c6ac-en

‍Butterfoss, FD. (2006). Process evaluation for community participation. Annual Review of Public Health, 27: 323-340.

Campbell. C., DeLuca, C., LaPointe-McEwan, D., Ceau, M. & Rickey, N. (2024). Teacher-Led Learning Circles for Formative Assessment: Full Report of International Research Findings. Education International.https://www.ei-ie.org/en/item/29205:teacher-led-learning-circles-for-formative-assessment-full-report-of-international-research-findings

‍Donohoo, J. (2017). Collective Efficacy: How educators beliefs impact student learning. Thousand Oaks, CA: Corwin Press.

Dewitt, P. (2022). Collective leader efficacy: Strengthening instructional leadership teams. Thousand Oaks, CA: Corwin Press.
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Earl, L., & Timperley, H. (2014). Challenging conceptions of assessment. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 325–336). Dordrecht, The Netherlands: Springer. https://link.springer.com/book/10.1007%2F978-3-319-32394-7

EDUCAUSE. (2021). Investing in quality competency-based education. EDUCAUSE Review.

Freedman, B. & Di Cecco, R. (2014). Collaborative school reviews. Thousand Oaks, CA: Corwin Press & OPC.

Fullan, M. & Gallagher, M.J. (2020). The devil is in the details: System Solutions for Equity, Excellence and Student Well-being. Thousand Oaks, CA: Corwin.

Fullan. M., Quinn, J. & McEachen, J. (2018). Deep learner: Engage the world, change the world. Thousand Oaks, CA: Corwin Press & OPC.

Grissom, J., Egalite, A. & Lindsay, C. (2021). How principals affect students and schools: A systematic synthesis of two decades of research, New York: The Wallace Foundation.

Hattie, J. & Zierer, K. (2018). 10 Mindframes for visible learning: Teaching for success. NY, NY: Routledge.

‍Katz, S. & Dack, L.A. (2014). Towards a culture of inquiry for data use in schools: Breaking down professional learning barriers through intentional interruption. Studies in Educational Evaluation. 42: 35-40. 

Kuepper-Tetzel, C. E., & Gardner, P. L. (2021). Effects of Temporary Mark Withholding on Academic Performance. Psychology Learning & Teaching, 20(3), 405-419. https://doi.org/10.1177/1475725721999958

‍Le Fevre, D., Timperley, H., Twyford, K. & Ell, F. (2020). Leading powerful professional learning: Responding to complexity with adaptive expertise. Corwin Press & Learning Forward.

Lewis, K. & Kuhfeld, M. (2022). Progress toward pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year. Center for School and Student Progress. https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf

‍MacDonald, E. (2023). Intentional moves: How skillful team leaders impact learning. Thousand Oaks, CA: Corwin.

Mandinach, E., Miskell, R., Gummer, E. (2020). Parental Educational Decision-Making: The information they seek and what they want from data systems. Teacher College Record, V122. https://api.semanticscholar.org/CorpusID:226680690

‍Murphy, K. A., Pentimonti, J. M., & Chow, P. (2023). Supporting Children’s Language and Literacy Through Collaborative Shared Book Reading. Intervention in School and Clinic, 58(3), 155-163. https://doi.org/10.1177/10534512221081218

‍National Institute of Health (2015). Principles of Community Engagement - Second Edition. Agency for Toxic Substances and Disease Registry.
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Nauck, F., Pancaldi, L. Poppensieker, T. & White, O. (2021). The resilience imperative: Succeeding in uncertain times. McKinsey & Company. https://www.mckinsey.com/capabilities/risk-and-resilience/our-insights/the-resilience-imperative-succeeding-in-uncertain-times

‍Nguyen, N. (2024). Measuring learning outcomes: benefits and challenges. FeedbackFruits.
‍https://feedbackfruits.com/blog/measuring-learning-outcomes-benefits-and-challenges‍

‍Nguyen, N. (2024). Measuring learning outcomes: benefits and challenges. FeedbackFruits.

OECD, (2016). PISA 2015 Results (Volume II): Policies and Practices for Successful Schools. PISA, OECD Publishing, Paris.  

OECD, (2021) Beyond Academic Learning.
‍https://www.oecd-ilibrary.org/education/beyond-academic-learning_92a11084-en

‍Olson, L. & Toch, T. (2024). None of the Above: A new vision for state standardized testing. FutureEd.
‍https://www.future-ed.org/wp-content/uploads/2024/05/FutureEd-Report-None-of-the-Above.pdf

‍Reeves, D. (2005). Accountability in Action. Englewood, CO: Advanced Learning Press.

Sharratt, L. (2019). Clarity: What matters most in learning, teaching and leading. Thousand Oaks, CA: Corwin Press.

Sharratt, L. & Fullan, M. (2023). Putting Faces on the Data: What great leaders & teachers do. (10^th edition). OECD #283, https://www.oecd-ilibrary.org/education/cross-sector-and-interprofessional-collaborations_7144c6ac-en

Suurtamm, C., & Arden, A. (2017). Using assessment to enhance mathematics teaching and learning. In D. Spangler and J. Wanko (Eds.) Enhancing classroom practice with research behind Principles to Action (pp. 141 -152). NCTM.

Terada, Y., & Merrill, S. (2024).  10 Studies Every Teacher Should Know About. Edutopia.https://www.edutopia.org/article/10-studies-every-teacher-should-know-about/
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UNESCO. (2021). Assessment for improved learning outcomes. UNESCO. https://www.unesco.org/en/learning-assessments
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‍Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107(2), 468.

Wilkerson, M., Lanouette, K., Shareff, R., St Clair, M., Clair, N., Bulalacao, N., ... & Reichsman, F. (2018). Data moves: Restructuring data for inquiry in a simulation and data analysis environment. International Society of the Learning Sciences, Inc. [ISLS].

Wiliam, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1053–1098). Charlotte, NC: Information Age Publishing

Endnotes
[i] Using Classroom Assessment Techniques - Eberly Center for Teaching Excellence and Educational Innovation, Carnegie Mellon University

[ii] Why Teachers Should Grade Less Frequently - Edutopia
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