Assessments should measure what you teach to your students. That might sound simplistic, but many times teachers who believe they have created valid assessments are disappointed with the results. For example, if your assignment questions or directions are confusing, then you might not get the results you expect.

Try to read through your questions from a student's point of view to catch and clarify any confusing points before you give a quiz or assignment. If the results of an evaluation are still not as expected, do not be afraid to evaluate your assessment for validity. If you find that it was at fault, you could have the students complete a new assessment. Over time, you will get a real feel for what students will respond to and what will confuse them.

Norm-Referenced Assessments

There are two ways of grading assessments. Norm-referenced assessments compare the scores of students against others who have already taken the same tests. These are used most typically for standardized tests like the SAT. Students are compared to a reference group to determine how they rank. Usually, the focus of norm-referenced tests is to discriminate between students rather than to determine mastery of a body of knowledge.

Criterion-Referenced Assessments

Criterion-referenced assessments measure how well students have learned the material. This is the most common type of assessment used by teachers in the classroom. It is possible for everyone to earn a passing grade, as long as they have learned the information.