Why Access?

Process: Why do we assess students' learning?

This is not a simple question — there are many reasons why we need to find out what students know and can do.

The first place to look for an answer may be in how we intend to use the information obtained from assessments. For example, at the informal end of a continuum of reasons for evaluation, we may listen in on pair work to determine whether or not learners need more practice with today's lesson. Observations may be noted on a checklist or stored in memory. The results from this form of assessment are primarily intended for use by the teacher in order to determine if progress is on track and if more, or different, instruction is required. At the formal end of the continuum, we might administer a statewide assessment which students must pass in order to graduate. This type of assessment may be mandated for the purpose of holding schools, teachers, and students accountable for meeting high standards.

Genesee and Upshur (1996) write that the essential components of evaluation are purpose, information, interpretation, and decision making. See Figure 1.