Reflection on Assessments

In recent weeks, I have been trying to reflect on what make an effective assessment.  How can I create an assessment that both students and parents understand, while still addressing what I want to be addressed throughout the course of the unit?  

I recently read the article, "What is "Good" Assessment?," by Linda Suskie and she listed several approaches to increase the effectiveness of assessments, such as:

• Teach what you are assessing
• Make assignments and test questions crystal clear
• Make sure your assignments and test questions clearly relate to your key learning goals
• Ask colleagues and/or students to review drafts 
• Try out surveys and similar to gauge students' responses

I wish I would have found this article prior to my ARTED 308 Practicum lesson because I unfortunately made a few mistakes in regards to my instruction throughout the course of the unit I taught, as well as the final summative assessment.   
The greatest struggle I have is providing age appropriate information on assessments in order for students to understand and comprehend the information given to them, such as the requirements posted on a final rubric.  For example, below is the final grading rubric I used to assess my first grade students during my ARTED 308 Practicum:

 

My original intention with this rubric was to create a rubric that both students and parents could understand.  By using smiley faces, I thought that by associating success with pictures, students could understand how well they achieved the given requirements.  By having a comments section below, I could specifically write what went successful and was not as successful on the student's work for parents to read.  

After reading the suggestions listed above, I feel that there are several ways that I can make this grading rubric more effective in assessing my students' learning.  

Below is the newly revised rubric that I would use for teaching the rain stick unit:

First, I adjusted the criteria listed in order to make it easier for students to understand.  Before, the criteria was very vague and not very specific, especially in regards to how many patterns the students had to use and how many warm and cool colors were required.  I also adjusted how I asked if the student's rain stick was finished.  Instead of asking if the rain stick looked finished, I asked if the rain stick was completely covered with paper.  

Second, I changed the smiley faces into stars in order to avoid any confusion between one grade level over another.  I originally colored in each face to correspond with which grade level the student earned in each category.  I would still do this with the revised rubric.

Third, I included a place to write down the total points earned along with what percentage that point total would coincide with.  Below, I provided a grading scale in order for both students and parents to see what letter the student earned.  Unfortunately, I failed to provide this essential information in my original rubric.  

Lastly, I left in a comment section in order to provide written feedback for both parents and students to have for reference.  Looking back at the grading rubrics I filled out, my comments were a little above my students' comprehension levels, and that is one aspect of my instruction and assessment that I know I need to improve on, and I know part of that comes from gaining experience by working and interacting with students.