Purpose of the assessmentHow it is conducted

The purpose of assessment differs according to who is conducting or using the assessment.

• School administrators use assessment as benchmarks for instruction, placement, or exemption in course levels and certification.
• Teachers use assessments as diagnostic tools and feedback for guiding instruction, evidence of progress, and evaluation of teaching or curriculum.
• Researchers use assessment to gather data on knowledge about language learning and language use, and for evaluation or experimentation of programs

Purposes of assessment

It is easy to become so immersed in the job of teaching that we lose sight of the exact purpose of a particular element of assessment. There is then the possibility that we are not achieving that purpose, or that we overlook another form of assessment which might be more appropriate. We actually assess students for quite a range of different reasons - motivation, creating learning opportunities, to give feedback (to both students and staff), to grade, and as a quality assurance mechanism (both for internal and external systems). Because all too often we do not disentangle these functions of assessment, without having really thought it through assessments are frequently trying to do all these things, to varying degrees. In fact it is arguable that while it is desirable for assessments meeting the first three of these functions to be conducted as often as possible, the final two do not need to be done anywhere near so frequently; it is simply important that they are done somewhere. The implications of this are that while an essay question, where all the answers are double marked and the marks count towards the students' final grades, may fulfil all these functions, for all assessments to be this rigorous would be prohibitively expensive in staff time, while a peer-assessed seminar presentation, which does not count towards the students' final grades but is simply a course requirement, could fulfil the first three functions and may not even require a tutor to be present.

ASSESSMENT BLOGGING


Alternate assessments are used to evaluate the performance of students who are unable to participate in general state assessments even with accommodations. Alternate assessments provide a mechanism for students with the most significant cognitive disabilities, and for other students with disabilities who may need alternate ways to access assessments, to be included in an educ 

There are three types of alternate assessments:

Alternate Assessments Based on Alternate Achievement Standards (AA-AAS), for students with the most significant cognitive disabilities. These assessments are based on the grade-level content covered by the general assessment, but at reduced depth, breadth, and complexity. These assessments describe achievement based on what a state determines is a high expectation for these students.

Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS), for students with disabilities who are working on grade-level content that is covered on the general assessment but whose disabilities may result in their needing more time to master the content. These assessments measure a student's mastery of grade-level content, but are less difficult than grade-level achievement standards. This is an optional assessment and many states that currently offer this option are phasing it out.

Alternate Assessments Based on Grade-level Achievement Standards (AA-GLAS), for students with disabilities who need testing formats or procedures that are not included in the general assessment or not addressed with use of accommodations. These assessments include the same grade-level content as the general assessment and describe achievement in the same way as the general assessment.

The primary purpose for alternate assessments in state assessment systems is to increase the capacity of large-scale accountability systems to create information about how a school, district, or state is doing in terms of overall student performance. Gathering data on the performance of students through alternate assessments requires rethinking traditional assessment methods. An alternate assessment is neither a traditional large-scale assessment nor an individualized diagnostic assessment. For students with disabilities, alternate assessments can be administered to students who differ greatly in their ability to respond to stimuli, solve problems, and provide responses. ational accountability system.