How can you design assessments to measure student growth over time?

Utilize Bloom's Taxonomy to ensure assessments are appropriately challenging for the targeted cognitive level. For higher-order thinking skills, incorporate scenario-based questions, critical analyses, or problem-solving exercises that require synthesis, evaluation, and creation. Consider backward design (reverse engineering), starting with the end goal (desired learning outcomes) and planning assessments before developing instructional content to ensure alignment.

Integrate technology-enhanced assessments for a more dynamic and interactive evaluation, such as simulations, e-portfolios, or digital storytelling. These methods can cater to diverse learning preferences and provide a more comprehensive view of student progress. Additionally, incorporate authentic assessments that mirror real-world challenges, enhancing relevance and applicability.

Designing assessments that are simultaneously useful to students for their internal diagnostic means and to teachers to assess student growth over time is a particularly difficult task. I find that it is more 'valid' to track data that assesses particular 'strands' of skill over time and then separate mark schemes and result data to identify these 'changes' in student data over time. For example, I have assessments that assess multiple skills, but historical source analysis is always a focus, and therefore a common strand across all of my assessments. I have created assessments that incorporate source analysis skills in every assessment so that I can track student growth in this 'strand'. This is incredibly useful and rich data.

Implement peer review and calibration sessions among educators to enhance the reliability of subjective assessments like essays or presentations. Utilize statistical analysis, such as item analysis for quizzes, to refine questions and ensure they accurately measure learning objectives. For validity, involve subject matter experts in assessment development to ensure content relevance and accuracy.

In my experience, adapted assessments can effectively track student growth by ensuring that they align with the learning objectives and standards, regardless of modifications made for individual learners. Clear Objectives: Start with clear learning goals of the assessment. Consistent Measurement: Use consistent tools and criteria - the adaptations should not affect the intensity of scrutiny. Baseline Assessment: Begin with a starting point assessment to establish a baseline. Progress Monitoring: Use ongoing and targeted assessments for insight. Summative Assessments: Periodically evaluate against objectives. Data Analysis: Regularly analyse performance trends using assessment data.

Incorporate Universal Design for Learning (UDL) principles to create assessments that offer multiple means of engagement, representation, and expression. This approach ensures that assessments are accessible and fair to all students, including those with disabilities or learning differences. Employ adaptive assessments that adjust in difficulty based on the learner's responses, providing a personalized assessment experience.

Establish a continuous improvement process using a Plan-Do-Study-Act (PDSA) cycle for assessment review. Collect and analyze qualitative feedback from students on the assessment experience, in addition to quantitative performance data. Conduct focus groups or interviews to delve deeper into how assessments are perceived and how they can be improved.