Reflection Questions
Reflection Graphic
The reflection questions addressed in the assessment module are listed below for your 
convenience. This document is printable to serve as a reference sheet and/or for notes 
as you proceed through the module.  Remember, Mr. Stringfellow is your guide 
throughout your journey.
 

      Assessment Vs. Evaluation
1.  Think about the purpose of your selected assessment and whether you consider it an 
assessment or an evaluation.
Did you prepare the assessment as a reflection of student learning or just to assign a 'grade?'
Did the assessment actually depict the level of achievement or merely determine a 'grade?'

     The Process
2.  Think about your selected assessment and whether you consider it as valid and reliable.
Did the assessment measure the targeted goal?
Did the assessment produce consistent scores over time?

     Steps
3.  Think about your selected assessment practice and the standard addressed.
Did the assessment focus on what students should know?
Did the assessment focus on what students should be able to do?

4.  Think about your selected assessment and the steps to standards-based assessment planning.
Did you identify a measurable targeted goal first?
Did you maintain alignment throughout the establishment of evidence and development of
criteria for evaluation of the evidence?

      Development
5.  Think about the development of your selected assessment.
Did you develop the assessment addressing learning levels of achievement, or merely
as a 'grade' to be placed in the grade book?
Did you develop the assessment presenting a clear detailed picture of the intended 
assessment purpose?

     Development - Types
6.  Think about how you designed your selected assessment.
Did you design the assessment for the purpose of determining prior knowledge, monitoring 
growth, or establishing the learning level of achievement?
What was the decisive factor in determining the nature or purpose of the assessment?
7.  Refer to the reason for your selected assessment.
If you considered the assessment as diagnostic, did you use the results to drive your instruction?
Did the form of diagnostic assessment (KWL chart, journal, graphic organizer, pre-test, etc.)   
you chose reflect the intended purpose?
8.  Consider the reason again for your selected assessment.
If you considered the assessment as formative, did you present the assessment as low stakes 
without the pressure of a 'grade?'
Did you allow the assessment to provide direction for improvement and/or adjustment to student 
performance?
9.  Think about the feedback you received as a result of your selected assessment.
Did you provide students with multiple opportunities for achievement of the targeted goal?
Did you allow the feedback you received to guide your instruction?
10.  Consider the feedback you provided as a result of your selected assessment.
Did you provide effective feedback throughout the learning stages to promote better 
understanding of the targeted goal?
Did your form of feedback provide necessary information to improve student understanding?
11.  Consider the feedback you provided and/or received as a result of your selected assessment.
At which interval (beginning, midway, conclusion, or ongoing) did you mainly concentrate on 
giving/receiving feedback?
Did you allow feedback to embrace the assessment criteria and focus on the content outlined 
in the targeted goal?
12.  Think about the evaluation of your selected assessment.
If you considered the assessment as summative, did the results reflect an overall  
understanding of the targeted goal? If not, what was the purpose of the evaluation?
Did you apply a 'score' to the assessment?  Did the 'score' reflect achievement toward 
the targeted goal?
13.  Reconsider the reason for your selected assessment.
Do you still agree on the type of assessment method you identified in the beginning?
If not, consider reasons why your thoughts are deviating from your original plan.

     Development - Methods
14.  Think about the method of your selected assessment.
Which of the assessment methods (selected responses, constructed responses, performances, 
conversations, or observations) did you incorporate into the assessment?
Were you satisfied with the effectiveness of the method chosen?
15.  Reconsider the method of your past assessment.
During the preparation stages of the assessment did you decide on a traditional or an alternative form?
What were the deciding factors that guided you in making that decision?
16.  Think about the form (multiple-choice, true/false, fill-in-the-blank, open-ended questions, essays, 
products, etc.) of assessment within the method of your past assessment.
Did the assessment ask students to demonstrate understanding of concepts or simply 
require factual recall?
Did you use a variety of forms within the selected method to allow students to exhibit learning 
in a variety of ways?
17.  Think about the quality assessment issues within the method of your selected assessment.
Did students have the opportunity to demonstrate both lower and higher order thinking skills 
and show all that they know and can do?
Did you incorporate triangulation in your sampling of student mastery?
     Development - Tools
18.  Think about assessment tools within the method of your selected assessment.
Did you use a wide variety of tools (answer key, machine scoring template, rubric - generalized 
or task specific, checklists/lists of criteria, etc.) to document, report, and/or provide feedback 
for analyzing student achievement?
Did the assessment tool you chose provide the necessary feedback to analyze student achievement?
19.  Think about your overall assessment process.
Did you plan the assessment before you began instruction?
Did the assessment maintain alignment with the targeted goal?
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