Educational Assessment Goals and Assumptions

Assessment is any methodical process that gathers information to draw conclusions about individuals or programs (Nitko, 2004; Reynolds, Livingston, & Willson, 2006). Assessment is an essential element of the learning process and ought to present pertinent information that improves teaching and supports learning. Consequently, a definite mutual association concerning instruction, learning, and assessment. Assessment in education offers equitable feedback regarding what students learn, how well they learn the material, how successful the instruction, and what areas necessitate more consideration (Nitko, 2004; Reynolds, Livingston, & Willson, 2006). This treatise will identify the goals and assumptions inherent in the student assessment process and assessment instruments of two educational entities, specifically the Texas Education Agency and the Kentucky Department of Education, via their website. In addition, this treatise will analyze the instrument's quality and appropriateness.

Texas Education Agency Assessment Process

According to the Texas Education Agency, the principal assessment used to measure student learning for K-12 students is the Texas Assessment of Knowledge and Skills (TAKS). The TAKS measures the statewide curriculum in reading for grades 3-9, in writing for grades 4 and 7; English language arts for grades 10 and 11; mathematics for grades 3-11; science for grades 5, 10, and 11; social studies for grades 8, 10, and 11. A prerequisite for a high school diploma is acceptable performance on the Texas Assessment of Knowledge and Skills for grade 11 (Texas Education Agency, 2008).
Texas Education Agency Goals and Assumptions

The goal of TAKS is to measure a student's mastery of the state-mandated curriculum per grade level and to support student advancement. This assessment offers a measure of student achievement in reading, writing, mathematics, social studies, and science. The TAKS accentuates the relationship between the state curriculum, classroom instruction, and state-mandated assessments. On the TAKS, critical knowledge and skills are measured by a sequence of test objectives that are covered in the curriculum. The objectives are intended to be equivalent across grade levels as opposed to grade specific. In general, the test objectives are the equivalent for third grade through eighth grade and for ninth grade through eleventh grade (Texas Education Agency, 2004).

A major element of the TAKS program is the exit level assessment in grade 11. In order to receive a diploma from a Texas public high school, students must pass four subject area tests including English language arts, mathematics, science, and social studies. The exit level test is required to assess a student's level of academic readiness for graduation from high school as well as his or her readiness to enroll in an institution of higher education (Texas Education Agency, 2004). Furthermore, grade advancement requirements exist. The Student Success Initiative ties performance on the TAKS to grade advancement at three grade levels, grade 3 reading, grade 5 reading and math, and grade 8 reading and math. This plan is intended to ensure that all students have the knowledge, skills, and support needed to achieve at or above grade level (Texas Education Agency, 2004).

The TAKS does use the assumptions that psychological and educational constructs exist and can be measured. The TAKS assessment process is used to determine student learning per grade level. The results reflect the student's knowledge of the curriculum content with reference specific areas of instruction (Nitko, 2004; TEA, 2004). The assumption according to Nitko (2004) that performance on tests can be generalized to non-test behaviors also exists within the TAKS assessment process. This is true since in specific grade levels satisfactory performance on the TAKS is required to pass to the next grade level. Since the goal of the TAKS is to measure a student's mastery of the curriculum per grade level and places emphasis on the relationship between curriculum and instruction the assumption that testing and assessment can benefit the school is an assumption used by the Texas Education Agency's assessment process (Nitko, 2004; TEA, 2004). In addition, another assumption is that the TAKS is conducted in a fair manner (Nitko, 2004). All students are required to take the TAKS for their specific grade level. Although, special tests are given to those with a language barrier or special needs (TEA, 2008).

Kentucky Department of Education Assessment Process

The principal assessment element to measure student learning for the Kentucky Department of Education is the Kentucky Core Content Tests (KCCT) as well as a nationally norm-referenced assessment. Schools also use a Student Data Tool for supplementary analyses reflecting student-level assessment data. The KCCT is administered at the end of primary, fourth, fifth, sixth, seventh, eighth, and high school. Reading, mathematics, science, and social studies are tested at all grade levels. Arts, humanities, and practical living/vocational studies are administered in fifth through 12 grades (Kentucky Department of Education, 2007). These resources present Kentucky educators the opportunity to utilize their assessment data to improve their schools. The KCCT measures achievement in reading, mathematics, science, social studies, arts and humanities, practical living/vocational studies (Kentucky Department of Education, 2007).

Kentucky Department of Education Goals and Assumptions

The goal of the KCCT is to encourage and permit educators in public schools to improve the academic achievement of their students. Success in accomplishing this goal is measured by the Kentucky Accountability Index, a numeric composite reflecting student performance with reference to Kentucky Performance Standards -- Novice, Apprentice, Proficient and Distinguished -- the nationally norm-referenced test, and non academic indicators. Percentages of students scoring at each standard in reading, writing, mathematics, science, social studies, arts and humanities, practical living and vocational studies, at each tested grade in all Kentucky schools, are converted to a composite index used to reward successful schools and to identify schools in need of assistance (Kentucky Department of Education, 2007).

The KCCT does use the assumptions that psychological and educational constructs exist and can be measured. The KCCT assessment process is used to determine student learning per grade level. The results reflect the student's knowledge of the curriculum content with reference specific areas of instruction (KDE, 2007; Nitko, 2004). The assumption according to Nitko (2004) multiple sources of information should be part of the assessment process exists within the Kentucky Department of Education's assessment process. Not only is the KCCT used for assessment, but also ACT, PLAN, nonacademic components, writing portfolios, and Student Data Tools for supplementary analyses (KDE, 2007). Since the goal of the KCCT is to measure a student's mastery of the curriculum per grade level and places emphasis on the relationship between curriculum and instruction the assumption that testing and assessment can benefit the school is an assumption used by the Kentucky Department of Education's assessment process (KDE, 2007; Nitko, 2004). In addition, another assumption is that the KCCT is conducted in a fair manner (Nitko, 2004). All students are required to take the KCCT for their specific grade level. Although, special tests are given to those with a language barrier or special needs (KDE, 2007).

Analysis of Instrument's Quality and Appropriateness

The assessment instruments used with the TAKS in Texas and the KCCT in Kentucky are justifiable tests for the intended purposes, which supports the quality of the instruments. In addition, the level of difficulty is determined through the standards of curriculum for each grade level (Nitko, 2004). The instruments in both school districts are appropriate since the interpretation of the assessment instrument will reflect student performance and relate student learning to curriculum and instruction. The assessment results are a summative evaluation of student knowledge and skills in identifiable subject areas per grade level (Nitko, 2004). Considerable time and effort are put in to identifying and defining what to measure; as a result, the design of each instrument is specific to grade level curriculum and standards to evaluate student knowledge (Nitko, 2004). The scores for each test are useful to predict how well instruction aligns with the curriculum and student learning and are helpful in determining if students benefit from the program (Nitko, 2004).

Conclusion

Assessment assists in evaluating outcomes to determine performance, improvement, efficiency, and success (Frame & Frame, 2008). The assessment process and instruments used by the Texas Education Agency and the Kentucky Department of Education are designed to assess what students should know to be academically successful. In addition, these assessments align instruction with standards that offer the support necessary for all students to reach their academic potential (KDE, 2007; TEA, 2008). The use of assessment processes in educational settings is can assist educators to make better decisions regarding student learning, curriculum, and instruction (Nitko, 2004).

References

Frame, T.M. & Frame, M.J. (2008). Helping schools measure up. Retrieved January 26,
2008 from http://mooreschool.sc.edu

Kentucky Department of Education (2007). 2003 CATS Interpretive Guide. Retrieved January
31, 2008 from http://education.ky.gov

Nitko, A. J. (2004). Educational assessment of students, (4th ed). Upper Saddle River, NJ:
Pearson Education Inc.

Reynolds, C.R., Livingston, R.B., & Willson, V., (2006). Measurement and Assessment in
Education. Boston: Pearson Education Inc.

Texas Education Agency (2004). Texas student assessment program: Technical digest. Retrieved
January 31, 2008 from http://www.tea.state.tx.us/student.assessment

Texas Education Agency (2008). Student Assessment Division. Retrieved January 30, 2008 from
http://www.tea.state.tx.us/student.assessment/index.html