Maksimize Learning · Book study

Understanding Instructionally Useful Assessment

Book author(s): Carla Evans & Scott Marion

By Carla Evans, PhD and Scott Marion, PhD Thank you for joining us on this journey! This study plan is designed for educators to delve into the principles and practices discussed in "Understanding Instructionally Useful Assessment." The plan spans the six chapters, with each chapter dedicated to a specific area of focus. Participants will engage in reading, self-reflection, and application activities to deepen their understanding and prepare for implementation of the concepts presented. The following session outline encourages practical application of the concepts in the text, as well as self-reflection on current practices within the district. Remember to take notes as you read, and reflect on how the information can be applied to your individual district or setting. Participants are encouraged to engage in discussions with peers or colleagues to further enrich their understanding, or engage colleagues in the suggested activities. Please don't hesitate to reach out if I can support you in any way to help you get the most out of this book study experience. I'm excited to collaborate and make this journey both meaningful and enriching for you! MikeMaksimchuk [email protected] (231) 225-5060

How This Book Study Will Work

• Make a Copy of the Reflection Journal Access the provided reflection journal and make a personal copy. Use this document to guide your thinking and responses as you progress through each chapter.
• Share Your Document for Feedback Share your completed reflection journal with me. After each chapter, create a comment and “assign” it to me. This will notify me to review your work and ensure proper documentation for SCECHs.
• Respond to Reflection Questions Thoughtfully answer the reflection prompts for each chapter based on your reading and experiences.
• Complete One Application Activity Per Chapter Choose one application activity from the list that best fits your current role or instructional context. If none are a strong fit, please reach out to collaborate on an alternative activity that meets your needs.
• Provide Artifacts and Reflections For each application activity, include links to relevant artifacts (e.g., documents, images, videos). Additionally, write a brief reflection describing:
• What you did or created
• What you experienced or learned
• How this influenced your thinking or practice
• Any changes you might make in the future based on this experience
• SCECH Scale
• Read Chapter - 30 minutes
• Chapter Reflection - 15 minutes
• Chapter Application Activity - 30 minutes
• Maximum SCECHs Possible: 7.5 Overview of Chapter 1
• The authors introduce the concept of “instructionally useful” assessment, distinguishing it from assessments that merely measure outcomes without informing next steps.
• Key ideas include: purpose of assessment, alignment with instructional goals, and the impact on both teaching and learning. Discussion Prompts
• Defining Utility (p. 21): Evans and Marion discuss the importance of assessments that ‘change what happens the next day in the classroom.’ What examples come to mind from your own practice?
• Shifting Mindset (p. 6): “The authors posit that a major shift in mindset occurs when we see assessments as integral to the teaching process rather than an endpoint. How does this mindset shift affect the way you plan lessons or units?”
• Assessments for Learning vs. Assessments of Learning (pp. 12-15): How do we balance the need to measure students’ mastery with the desire to use assessments formatively?
• How are standards turned into learning targets? How are these learning targets used to develop assessments? How do you ensure that your assessments are at an appropriate depth of knowledge?
• Coherence between standards, curriculum, and assessments: How is this reviewed in your district? How can you continue to work towards coherence? Application Activity & Preview
• Classroom/School Audit: Invite participants to review one recent assessment they’ve used. Have them identify one aspect that aligns well with the concept of instructional usefulness and one aspect that needs improvement. They can share a brief summary of their findings at the next session. Overview of Chapter 2
• Explores the specific design and implementation features that either enhance or hinder the instructional usefulness of assessments.
• Focus on validity, reliability, timeliness of feedback, and alignment with learning targets. Discussion Prompts
• What are your thoughts on the three pathways of using data from an assessment (page 32)
• How do you change the mindsets of colleagues who do not see the need to analyze their testing data and make changes?
• Examine the Ten Features of Assessment Design for Utility that make an assessment instructionally useful. What are your thoughts about these features?
• Complexity & Associated Item Types (Feature #1): There is a difference between difficulty and complexity, the depth of knowledge, the content type, and how it should be assessed. How do we make sure teachers have this assessment literacy and knowledge? Especially this day & age of teachers sometimes having alternative pathways?
• Review the Michigan Assessment Consortium (MAC)’s Assessment Literacy Standards
• Timeliness & Feedback (pp. 50-51): Evans and Marion emphasize that delayed feedback diminishes an assessment’s usefulness. How have you seen feedback timing impact student outcomes?
• Clarity of Learning Targets (pp. 35–47): On these pages, the authors don’t explicitly state it, but they discuss the necessity of clear learning targets for both teachers and students. How do you currently communicate learning targets in your context?
• Real world & cultural connections: How do you make these connections and still ensure that the assessment is equitable for all students, regardless of background?
• Practical Constraints: What real-world constraints—time, resources, district policies—do you face when trying to design or select instructionally useful assessments, based on these 10 features? What are some possible solutions to these problems of practice? Application Activity & Preview
• Assessment Feature Check: Choose or bring an assessment from your district or school. Using a simple checklist of the Ten Features of Assessment Design for Utility discussed in Chapter 2, evaluate how well the assessment meets each feature. Note at least one change you could make to improve it.
• Using a simple checklist of the Ten Features of Assessment Design for Utility discussed in Chapter 2, evaluate how well the assessment meets each feature. Note at least one change you could make to improve it. Any insights?
• Is there a way to hit all 10 of these features? Student-centered, project-based, formatively-assessed learning? Overview of Chapter 3
• Delves into the critical role of formative assessments in shaping day-to-day teaching and learning.
• Highlights how ongoing checks for understanding, real-time feedback, and student involvement can drive learning progress. Discussion Prompts
• Defining Formative (pp. 68-79): In your own words, how do you differentiate ‘formative assessment’ from other types? How does your definition align with that of the authors?
• Formative assessment is not a thing - but a process
• MAC Learning Point: The difference an S can make (reference page 69 of text)
• Can a summative assessment be used formatively? What is formative about it?
• Evans and Marion emphasize involving students in this formative assessment process. What strategies have you used, or could you use, to help students become active assessors of their own learning?”
• How could you inject student choice and voice (i.e. Myron Dueck’s book) into the formative assessment process?
• Informing Instruction (p. 91) “Have you experienced a scenario where formative assessments made you significantly change your lesson plans or approach for the next day?”
• Is there a way to use technology to provide effective, immediate feedback? (AI ethics?)
• Grading/Reporting: Should formative assessment be entered in the gradebook? If so, how? If not, why? Application Activity & Preview
• Try a New Technique: Implement a new formative assessment technique (e.g., exit tickets, think-pair-share, or quick polls)in your classroom - or encourage teachers in your building to implement a new technique. Collect anecdotal feedback on how it influenced their instructional decisions. Share experiences in the next session.
• Identify the standard, depth of knowledge, analysis methods used, and how students will receive feedback on their learning. How are other stakeholders involved in this process? Are results/feedback shared with parents/guardians as well for additional support at home? Overview of Chapter 4
• Examines how district-level summative and interim assessments can (and should) be designed or interpreted to support instruction, not just accountability.
• Considers how data from these assessments can feed back into curriculum planning and professional development. Discussion Prompts
• Based on Ten Features of Assessment Design for Utility summative and interim assessments are less useful for teachers to make changes to the curriculum for their current students. How should teachers use summative assessments to adjust learning for future units - and the curriculum for future years’ students?
• Can a summative assessment be used formatively? Could a student use this assessment and receive feedback, close any gaps in their learning, and then re-assess? Should students be allowed to re-assess on summative assessments?
• Discuss a time when either summative or interim assessment data influenced your instructional decisions. Was it for the group of students in front of you - or was it for the next years’ students?
• Interim vs. Benchmark vs. Summative How do the authors differentiate interim assessments from summative assessments? Do you see this distinction in your district’s assessment calendar/system?
• Data Interpretation (pp. 112-115): What protocols do you have in place to interpret and act on district assessment data? What additional strategies might you consider, based on the authors’ suggestions?
• Building Collaborative Culture (pp. 117-118): The authors note that local assessments are most powerful when interpreted collaboratively. How do you foster a data-focused collaborative culture in your setting? Application Activity & Preview
• District Data Culture: Reflect on your school or district’s current data culture. What collaborative structures are already in place for interpreting data? What barriers exist? What is one new strategy you could try (e.g., data PLCs, teacher-led discussions, student-involved data analysis)? Develop an idea to bring back to district leadership & share.
• Interim/Summative Utility Audit: Using the "Ten Features of Assessment Design for Utility," review a district-level interim or summative assessment you use. How instructionally useful is this assessment? What changes could make it more useful for informing instruction? Jot down 2-3 recommendations for improvement to bring back to district teams. Overview of Chapter 5
• Addresses the challenges and opportunities of state-level assessments.
• Outlines methods for interpreting large-scale data and using results in a way that benefits local instruction and improvement efforts. Discussion Prompts
• Limitations & Opportunities: The authors discuss how state assessments have limitations due to their design, scope, and frequency. Despite these limits, where do you see the possibility of instructional improvement based on state data?
• How might/should(?) state assessment data drive changes to curricula or classroom instruction?
• Is there a culture in place that allows for staff to be comfortable to dissect this data and reflect on their own teaching practices?
• Is the data analysis easy to perform? Are there roadblocks? How can you guide teachers down the path of data analysis?
• Equity Considerations (pp. 142-144): How can state assessment data shed light on equity issues within a district or school? How might you address those issues?
• Communicating Results (p. 146-148): Evans and Marion talk about effectively communicating state assessment results to stakeholders. What strategies have worked (or failed) in your experience? Application Activity & Preview
• Communicating Results: Review pages 146-148 on effective communication of assessment results. Reflect on what has worked (or failed) when discussing state data with staff, parents, or the community? How can data storytelling make the results more meaningful? Develop a one-minute “data message” that could be shared with stakeholders (e.g., teachers, parents, school board). Include the assessment, the trend, the topic, and next steps.
• Overcoming Roadblocks: Reflect on your state data analysis process. Is state data easily accessible and understandable for teachers? What roadblocks exist (e.g., data format, complexity, lack of training)? How can administrators and leaders support teachers in using data effectively? How could long-term trends influence curriculum adjustments? Brainstorm one simple way your district could make state data analysis easier or more actionable for teachers. Overview of Chapter 6
• Highlights the importance of continuous professional learning around assessment design, interpretation, and data use.
• Provides models and strategies for building capacity in assessment literacy at the school and district levels. Discussion Prompts
• Creating a Culture of Learning (pp. 164-166): What structures or processes are currently in place in your setting to foster assessment literacy? How might these be strengthened or expanded?
• Why is professional development in assessment literacy important? What resources are available for you to gain insight into assessment literacy?
• How do we work with new teachers and alternate-pathway teachers to provide them with the basics of assessment literacy?
• What key elements should be included in professional development around assessment?
• Reflect on past professional development experiences related to assessment. What was beneficial and what could be improved?
• Job-Embedded PD (p. 164-166): The authors emphasize the value of job-embedded professional development. What are some ways you can embed assessment literacy PD into your existing routines, or within your local districts?
• Sustaining Improvements: How do we ensure that professional learning around assessment is ongoing rather than a one-time event, and that this learning is sustained? Application Activity & Preview
• PD Design: Draft a brief outline for a professional development session on assessment literacy for staff in your building. Focus on one key topic (e.g., formative assessment strategies). Share with colleagues and gather input. Consider one area of assessment that our Kent ISD schools could partner with to provide literacy and continue this discussion across buildings and grade levels?
• Organizations: Look into the Michigan Assessment Consortium and their offerings (ABCA, MALFA, BBAF, ALN, MAC Reads, etc.) and see what may be a good fit for your team, and discuss with building/district leadership. 🏁 Final Reflection & Next StepsFinal Reflection and Action Plan

Synthesis

Instructionally useful assessment is defined not by how often we assess, but by how effectively we use assessment evidence to inform teaching and support student learning. Assessments become meaningful when they are intentionally designed to align with learning goals, provide clear evidence of student understanding, and guide instructional decisions in real time. This work emphasizes that assessment is not separate from instruction—it is an integral part of the teaching and learning process. When educators use assessment evidence to identify where students are in their learning, they are better positioned to adjust instruction, provide targeted support, and extend learning opportunities. At the same time, students benefit when assessment practices help them understand their progress and next steps. Ultimately, instructionally useful assessment requires thoughtful design, careful interpretation of evidence, and a commitment to using that evidence to improve learning outcomes for all students.

Personal Reflection and Action Plan

• What are my top three takeaways from this book study? Reflect on the ideas or practices that most influenced your thinking about assessment and its role in instruction.
• How has this book study influenced my understanding of the relationship between assessment and instruction? Consider how your current practices align with the idea of assessment as a tool for guiding teaching and learning.
• What is one specific change I will make to ensure my assessments are more instructionally useful? Identify a practical step you can take to improve how you design, use, or respond to assessment evidence.
• What evidence from my current context suggests that this change is needed? Reflect on examples such as student work, assessment results, or instructional challenges that highlight opportunities for improvement.
• How will I use assessment evidence more effectively to inform instructional decisions? Consider how you might adjust lessons, provide feedback, or differentiate instruction based on what you learn from assessments.
• Who will support or hold me accountable for implementing this change? Identify colleagues, mentors, or professional learning communities that can support your reflection and growth.
• What is my timeline for implementing and reviewing this change? Outline when you will implement the change and when you will evaluate its impact.
• How will I know if this change improves student learning and instructional effectiveness? Identify the types of evidence you will look for, such as improved student understanding, more targeted instruction, or increased student engagement.
• What additional support or learning do I need to continue strengthening my assessment practices?

Next Steps

• Participants are encouraged to synthesize their reflections into a brief “Instructionally Useful Assessment Commitment Statement.” This statement should outline how you will use assessment evidence to guide instruction, the changes you plan to implement, and the evidence you will use to evaluate their impact on student learning.
• If you would like feedback on your reflection or action plan, please feel free to share it for continued collaboration and support.