Component 1f deals with teachers creating assessments that properly test the students to the best of their abilities. An assessment should never be a judge of how much information can be crammed into a student's brain, but instead it should be a reflection of what the student has learned. This is important because assessments should never be full of trick questions that intend to fail the student. Assessments should have questions that follow what was taught in class.
Congruence with instructional outcomes is the idea what a test or quiz should be aligned with learning standards and objectives covered in class. This element is a checkpoint for teachers to make sure they are following the standards and information they are teaching on. Criteria and standards is the element of making sure students know what is being asked for them. In more informal assessment ways, such as papers or projects, students should be given a rubric so they understand what is required to get the grade they are working towards. Design of formative assessments goes over the thought that assessments should flawlessly fit into the scheduling of a class. In an English class, it would make sense for short quizzes to be at the end of each chapter with a test after the book is finished. An assessment should never be completely random, else it will not be an accurate measurement of a student's knowledge. Finally, use for planning is examining the results of students on an assessment and learning from it as a teacher. If students appeared to be struggling in a section, maybe it should be discussed on how to improve. If students all miss a question, maybe the wording of the question caused confusion across the board. Overall, teachers should look at results and think on how they can improve the assessments for future use.
In the classroom, there is a variety of ways I can implement this component. The best way is to write assessment based on what was taught to the class, and not random pieces I pull from a textbook. I should align my assessments to the objectives discussed and place them at times that logically make sure. Finally, the most helpful way is to look at how the students did on the assessment. If they struggled in areas I should investigate why, or if I write a bad question I should throw it. This is because bad questions are not the fault of the students, it is my own fault that I did not fully teach the material that would have helped the students answer the question.
Artifacts:
Lesson plans that go with standards and objectives
Rubrics provided for projects
Parts of tests that allow for student reflection on assessments
Parts of tests where students can list questions they completely did not know
Syllabus plans given to students so they know when assessments occur, no suprises
Charlotte Danielson, (2011). The Framework for Teaching Evaluation Instrument. Retrieved from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf