Understanding and Using Assessments
No assessment tells the whole story. Sound practice matches the method to the question and combines evidence before drawing a conclusion about a learner.
The official Element
Element 5A: Teachers understand different assessment types and purposes and use multiple methods of assessing students to intentionally collect, analyze, and interpret information directed toward supporting each student’s achievement and well-being.
What this Element asks of an educator
No assessment tells the whole story. Sound practice matches the method to the question and combines evidence before drawing a conclusion about a learner.
Read together, these indicators ask educators to make understanding and using assessments visible in planning, teaching, student experience, and follow-through. The aim is not to display every indicator in every lesson, but to understand the full range of the Element and select a focused practice to develop with evidence.
Official Example Indicators—and an SDLA reading
The Commission presents Example Indicators as illustrations rather than a comprehensive or required checklist. Their sequence shows the breadth of this Element and gives teachers, mentors, and coaches a shared language for focused development.
Deepen and refine their knowledge and understanding of various…
Official indicator: Deepen and refine their knowledge and understanding of various performance tasks and assessments—diagnostic, formative, and summative—and focus on the information that these assessments provide, along with how it is used in their classroom, school, and district.
Administer assessments that fit specific purposes aligned to acquiring…
Official indicator: Administer assessments that fit specific purposes aligned to acquiring relevant and useful information about the knowledge, skills, abilities, and interests of individual students and student groups.
Informally assess students’ application of academic and social–emotional content…
Official indicator: Informally assess students’ application of academic and social–emotional content and skills, based on consistent interactions with students.
Incorporate developmentally appropriate student self-assessment
Official indicator: Incorporate developmentally appropriate student self-assessment, using supports, (e.g., reflections, rubrics, graphic organizers, learning targets, and success criteria) to guide students.
Use bias-free and culturally and linguistically responsive assessments that…
Official indicator: Use bias-free and culturally and linguistically responsive assessments that best help students reach learning and social–emotional goals.
Support student agency by providing options for students to…
Official indicator: Support student agency by providing options for students to demonstrate their understanding of pre-K–12 standards and subject matter.
Developing the practice
Match evidence to purpose
Choose an assessment approach that can answer the question without claiming more certainty than it provides.
Interpret in context
Combine sources, examine student work, disaggregate appropriately, and look for missing information or task effects.
Use information with learners
Return understandable feedback, involve students and families, and connect evidence with a realistic next action.
Evidence worth noticing
- an assessment plan naming purpose, method, access, and intended decision
- student work examined alongside scores, observations, or dashboard patterns
- records of feedback, reteaching, regrouping, extension, or resource changes
- student and family participation in interpreting evidence and setting next steps
Evidence caution: No single artifact proves accomplished practice. Interpret evidence in context, center student experience and learning, use multiple sources, and avoid collecting identifiable information that is not necessary.
A pinch of data integration and digital learning
Digital systems can organize information, improve access, coordinate work, or shorten a feedback loop. They are valuable only when the educator can explain the human decision they support, the information they require, and how privacy, accessibility, equity, and professional responsibility are protected.
Types of student assessment
Clarify what different assessment forms can and cannot tell an educator.
Questions for reflection and coaching
- Where is understanding and using assessments already visible in my practice, and what evidence supports that judgment?
- Which students experience the current approach differently from the way I intend?
- Which official indicator names the most important next area for growth?
- What is one affordable, manageable adjustment I can test, and what will I look for afterward?
- Whose perspective—student, family, colleague, specialist, or community partner—would improve the next decision?