Assessment should . . .

  • provide meaningful, intrinsically motivating opportunities for students to showcase what they can do with the target language for authentic audiences and real life purposes

  • elicit evidence of students' progress toward curricular objectives, as well as national, state, and local standards

  • offer ongoing, just-in-time, useful feedback that identifies concrete, next steps for improving performance
    • Students - Feedback that identifies next steps for practice to improve performance
    • Teachers - Feedback that guides next steps for instruction
    • Parents - Feedback that supports effective decision-making (about enrollment, how to guide practice at home, student growth, etc.)
    • Administrators - Feedback that guides curriculum development, program development, policy implementation, and funding

  • consist of multiple sources of information, collected at different points in the learning process

  • empower students to take personal responsibility and accountability for their own learning

  • improve performance through learning (as opposed to evaluation)

  • be based on clear targets (enduring understandings, reasoning and problem-solving, performance skills and processes, quality products, feelings and attitudes), focuses purposes, proper methods, sound sampling, and accurate collection and interpretation of data

  • test what was taught in the way it was taught

Adapted from belief statements contributed by participants in the Mentoring, Leadership, & Change 2003 Summer Institute held at the National K-12 Foreign Language Resource Center at Iowa State University.