Characteristics of Strong, Standards-Based Assessment Systems

Assessment and testing, terms we use interchangeably, measure student, school and school district progress and serve as indicators for school and district accountability. High-quality assessments are essential to standards-based reform because they are derived from state standards and tied to the curriculum; define acceptable performance levels toward state standards; yield information about progress; and provide information about curriculum strengths and shortfalls. High-quality assessments seek to improve both teaching and learning.

The AFT has identified the following criteria for developing assessments:

• Tests should reflect the depth and breadth of state standards, and the process for determining alignment must be clear.
• Tests should meet professional measurement standards; they must be valid and reliable and be used only for the purposes for which they were designed.
• Tests should define performance standards and include descriptors, sample student work and scorer commentary.
• Tests should not be overly burdensome.
• Tests should be administered with different students' needs in mind (i.e., provide appropriate accommodations for students).
• Teachers should be involved in the development, piloting, and administration of the assessments.

The AFT also has identified criteria for reporting test data:

• States should provide information to the public about its testing program, purpose and levels of acceptable performance.
• Test data should be disaggregated by subgroups.
• States should institute an automatic review process when atypical test results are found.
• Test data should yield information about student performance to help change, inform and guide instruction.