The New Teacher´s Guide to Success

Matthew Haldeman
Chapter 8: Assessment: Tests and Quizzes

Assessment is a necessary part of instruction and should be
conducted regularly. Assessment is the collection of data to
measure achievement. It is needed to plan instruction (called
formative assessments), to monitor progress along the way, and
to assess how well students learned what you taught (called
summative assessments). There are many types of testing tools
available, including state standardized tests, district-mandated
tests, diagnostic tests for your core or basal programs, and
informal assessments.

In using the testing process effectively, you will be able to plan
your instruction more effectively, targeting what students most
need to learn. By assessing what students have learned after
you teach, you will also be able to judge how well you taught the
material; this will help you improve your teaching methods.

Students perform better on tests when:
• they understand why they are taking the test
• they know the format of the test
• they know several days beforehand when the test will be given
• they know how the test factors into their grades
• they know a variety of test-taking strategies
• they know what will be assessed

Things to Consider
How often will you have tests/quizzes?
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Will specific tests always fall on the same day?
Some teachers always have spelling tests on Friday, for example,
so that students can get familiar with a schedule. Other teachers
like to build flexibility into their testing schedule because they
may need extra time for review or to complete a unit of study.
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How long will it take you to grade and return tests?
If you take too long to return tests, your students won’t get the
feedback they need.
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Under what circumstances, if any, can your students grade their
own tests?
Having students grade their own tests is a great way to save
time because they can finish in five minutes what would likely
take you hours. One method that some teachers use is to have
students answer the questions in pencil and correct them in
pen. In addition, students benefit from getting their scores back
immediately.
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Will you offer makeup tests? Will you factor in time to reteach
and retest (for students who need further instruction)?
If the majority of the class does not do well on the test, you may
want to reflect on how you taught that particular unit of study.
You may need to allow time for reteaching, to teach the content in
a different way so that students will understand it.
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What are the rules while a test is in progress? What happens
if a student breaks one of the rules? Are there circumstances
in which you will take points off his or her test? If you suspect
someone of cheating, how will you handle it? If the cheating is
confirmed, will you give him or her a zero, or have him or her
retake the test?
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How do you plan to occupy students who finish early?
Students who finish early can sometimes be distracting to the rest
of the class. It is best to have something that students can do if
they finish early.
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How will you inform parents of test grades?
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How will you use your assessments to plan instruction?
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What types of assessments will you use to monitor progress
during a unit of study? How will you know that students are
understanding what you are trying to teach them?
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What will you do for students who are not receiving passing scores
on your tests? What types of interventions can you provide?
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Grading

Try to instill in students the understanding that everything they
do affects their grades. This includes coming to class on time,
paying attention, turning in homework on time and complete, being responsible and respectful, and trying their hardest. A
good goal is to motivate students to intrinsically want to do well
in school. One way to help do this is to remind students that the
decisions they make will affect their grades. You also want them
to know that it is never too late to improve their grades.
Your school will ask you to turn in grades for progress reports
and report cards at certain times. Most schools give out report
cards three or four times a year. It is extremely important that
this not be the first time that students and their parents see their
grades. Students and their parents must regularly be made aware
of how they are doing.
There are two reasons why giving out periodic progress
reports is important. First, they serve as motivators for students.
Second, they help keep the lines of communication open, thereby
avoiding misunderstandings about student progress. When a
student is not doing well, some parents react by blaming the
teacher. You will want to have proof that you made them aware
of their child’s grades.
Think carefully before filling in the grade breakdown that
follows. A good part of your decision depends on the grade levels
and subject(s) you are teaching. For example, in science, a large
percentage of one’s grade may come from labs and projects. In a
subject like drama or music, there may be almost no homework.
Primary-grade students will have more emphasis on work done
in class, while older students are typically held more accountable
for independent work.

How to make sure your students are
conscious of their grades:
• Grade and hand back papers promptly.
• Give out periodic progress reports.
• Call parents and inform them of their child’s progress.

My Grade Breakdown:

Homework................................................................________%
Tests..........................................................................________%
Quizzes.....................................................................________%
Class Participation....................................................________%
Attendance................................................................________%
Projects.....................................................................________%
Other.........................................................................________%
Things to Consider
Will you go strictly by the numbers, or will you curve your grades
in some way? What is your reasoning?
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How will you keep track of class participation and attendance?
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When and how will you record your grades?
Most teachers use some kind of grade book, but they are often
not designed to record anything more than grades alone. It is
helpful to have a book that allows you to see results and progress.
Consider including things like attendance, homework, classwork,
tests/quizzes, projects, extra credit, and participation. Decide what you want to include for each student. Also think about
when you want to record grades; you may decide that certain
assignments are great for practice or review but do not need to
be recorded. Lastly, decide if you want to use letter grades or
numerical scores to show results.
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How will you make sure your students know how important their
grades are?
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How often will you give out progress reports?
Remember that periodic progress reports are a great way to
motivate students and keep parents informed. The items you
might include on the progress report are the range of time covered
by the report, areas of growth, areas to work on, and suggestions
for improvement. This also provides a good opportunity to set up
a conference time.
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How will you recognize students who have done a particularly
good job?
Some teachers post a list of high-achieving students, while others
do not, out of respect for those not on the list. Others hand out
certificates, write letters home, or call home to inform parents.
See the Rewards section (pages 49–51) for additional ideas on
how to reward students.
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How will you warn at-risk students and their parents?
When you call parents to inform them that their child is having
challenges at school, make sure you have at least a few positive
things to say. Also, be sure to offer some solutions for getting their
child back on track.
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How can struggling students develop successful strategies?
Developing some kind of work contract may be helpful for student
success. This holds the student accountable for assignments
by giving a specific due date and a reward for completing the
assignment.
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Coming soon: Chapter 9: Organization

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