Texas IPQ categories in Curriculum and Instruction
Holistic Assessment
What does this mean? Curricular and instructional assessments are consistent with and supportive of a holistic, learner-centered instructional approach.
What evidence-based resources are available to address the IPQ of Holistic Assessment?
9 Principles of Good Practice for Assessing Student Learning
Author: American Association for Higher Education
Published: 1996
Weblink: [click here]
Abstract: These principles provide information on best practices in assessment as well as information on how to make assessment the most effective.
A Primer: Diagnostic, Formative, & Summative Assessment
Author: R. Swearingen
Published: 2002
Weblink: [click here]
Abstract: The article discusses the ‘assessment component’ of teaching and learning and outlines the purposes of assessment, along with the differences between diagnostic, formative, and summative assessment. The author includes the nine principals of good assessment practices as established by the American Association of Higher Education, as well as a brief overview of assessment sub-topics including authenticity, validity, and reliability.
Assessment Strategies and Reading Profiles
Author: NCSALL and R. Davidson
Published: 2007
Weblink: [click here]
Abstract: Assessment Strategies & Reading Profiles (ASRP) presents research-based assessment practices for the adult education classroom. This online diagnostic reading assessment, based on the ARCS Study, shows instructors how to identify students' reading strengths and weaknesses. Instructors can use this knowledge to target their instruction more effectively.
Best Practices in E-Assessment
Author: N. A. Buzzetto-More and A. Julius Alade
Published: 2006
Weblink: [click here]
Abstract: The purpose of this paper is to provide insight into the origins, evolution, and key concepts of assessment as well as illustrate some of the ways in which technology and e-Learning serve as the most promising mechanisms for satisfying assessment goals and objectives.
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Dialogue Journals: Interactive Writing to Develop Language and Literacy
Author: J. K. Peyton
Published: 2000
Weblink: [click here]
Abstract: This article describes the teaching method of “dialogue journals” as an interactive, student-centered way for teachers to open channels of communication with their students in a natural context. This non-threatening writing allows students (especially non-native English speakers) to practice writing and reading skills, as they write about their experiences and read their teacher’s responses.
Forces Changing our Nation’s Future
Authors: A. Sum, I. Kirsch, ETS researchers
Published: June 2007
Website: [click here]
Abstract: The resource is based on research findings from The Perfect Storm (Educational Testing Service, March 2007). It also draws on a number of other studies. It examines the comparative performance of U.S. adults and youth on international literacy assessments, the importance of literacy and numeracy proficiencies for labor market success, and the projected outlook for literacy proficiencies of U.S. adults.
Improving Adult Literacy Instruction: Options for Practice and Research
Author: Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy; A M. Lesgold and M. Welch-Ross,
Editors: National Research Council
Published: 2011
Website: [click here]
Abstract: A recent survey reveals significant deficiency in reading and literacy among US adults. Resources focusing on improved instructional practices can help adult educators to address the above need. Improving Adult Literacy Instruction is one such resource geared towards improving literacy instruction in the United States through a more systemic approach to research, practice, and policy. The report recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The report is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Inside the Black Box: Raising Standards Through Classroom Assessment
Authors: P. Black & D. Wiliam
Published: 1998
Weblink: [click here]
Abstract: This article focuses on one aspect of teaching: formative assessment. The authors conducted an extensive survey of the research literature through the past nine years' worth of more than 160 journals, and have studied earlier reviews of research. This process yielded about 580 articles or chapters to study. A lengthy review, using material from 250 of these sources, was published in a special issue of the journal Assessment in Education, together with comments on our work by leading educational experts from Australia, Switzerland, Hong Kong, Lesotho, and the U.S.
Literacy and Numeracy for Adults: Make Sense of Numbers to Solve Problems
Author: National Centre of Literacy & Numeracy for Adults, New Zealand
Published: 2009
Weblink: [click here]
Abstract: This website from the National Centre for Literacy and Numeracy for Adults in New Zealand has developed research to practice materials for educators and adult learners on Learning Progressions (from low literate to higher literate levels) for Numeracy (Make Sense of Numbers to Solve Problems, Reasons Statistically, Measure and Interpret Shape and Space), and Literacy (Listen and Speak to communicate, Read with Understanding, Write to Communicate.) This profile addresses the section on Make Sense of Numbers to Solve Problems, although all of the sections contain the same elements. These elements include well-detailed curricula for each of the sections, other educator resources, learner resources, assessment for learning, professional learning and communities.
Using Assessment To Guide Instructional Planning For Distance Learners
Author: L. I. Petty
Published: 2004
Weblink: [click here]
Abstract: Assessment is a key component of all educational programs; used properly it can yield valuable information for teachers, students and administrators. Assessment can be used for various purposes, including placing students into appropriate classes, gauging student progress, and measuring overall educational gains for accountability purposes. This working paper examines how the second of these – assessment to gauge student progress – can be used in distance education programs for adult basic learners with a particular focus on using assessment to guide instructional planning. Because distance learning is so different from classroom learning, it is important to look at both the roles of assessment and the implications of that assessment as it pertains to distance learners. This paper suggests that certain types of assessment can create a foundation for effective lesson planning at a distance. It also suggests that the logistics of distance may require innovative thinking about ways to conduct assessment of student progress.
Using the REEP Assessment for ESOL and ABE Classroom Instruction
Author: J. Pinsonneault and C. Reid
Published: 2004
Weblink: [click here]
Abstract: The authors describe how they use the REEP Writing Rubric for teaching writing in a mid-level ESOL classroom and a pre-GED® test classroom. Both authors note that the tool is quite "user friendly", and can be used for formative assessment in the classroom. The REEP Writing Rubric is one component of the REEP Writing Assessment. For the mid-level ESOL classroom, the author focused on the components including the pre-writing activities, the essay prompts, and the rubric itself. The Assessment components formed the basis of the lesson for the students: they studied and practiced the pre-writing activities, wrote to essay prompts, and studied and used the rubric to understand the standards against which their writing would be judged. For the pre-GED® test class, the author and the co-teacher began by having the students study and understand the rubric, and then apply the rubric to pieces of student writing; in other words, the students were asked to score student writing with the rubric. The authors now use the REEP rubric to score the students own writing, and they are experimenting with using the rubric as a peer- or self-assessment tool.
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