ABSTRACT
This chapter covers the construct purposeful and planned assessments and suggests applying strategies for building aligned and progressive assessments. It shows that utilize sequenced and cyclical models of assessment. It also shows that realize the value of reciprocal and responsive assessment. Generating internal information that is instructionally useful for students and teachers is different from using high-stakes testing to judge a school, state, or country. Teaching is a constant cycle of planning, instructing, assessing, and responding. This cycle takes place throughout all the layers of the educational system. Teachers use a variety of instructional strategies from teacher-guided instruction, to student-directed learning, to a gradual release of responsibility to the student. At the heart of planning for assessment is the essential step of deconstructing standards. In a traditional classroom the teacher typically plans the unit and then at the end decides how to test the students.
