New book guides teachers on using best method of assessment to balance research, realities of the classroom

LAWRENCE — Sometimes a multiple choice test is the way to go. Other times teachers need another approach to judge what their students have learned. A University of Kansas researcher has written a new book designed to guide and inspire teachers in using methods of assessment that balance best practices with the unique nature of each classroom.

“Classroom Assessment in the Real World” by Bruce Frey, professor of educational psychology at KU, can guide everyone from future teachers to veterans when deciding how best to assess student learning. Teachers take up to four years of methods courses to learn about teaching, testing and how to lead a classroom, but in the real world, time is limited and there are many pressures influencing what they can do and how.

“I wanted to put together a book about best practices, but one that also addresses the reality that teachers have very little freedom on what they can do for a number of reasons,” Frey said. “Learning outcomes are often dictated by the state or school district and are something they have no say in. I want to empower teachers to make their own decisions and be professionals. I always tell my students a professional knows what best practices are and can decide when to use them.”

The book covers philosophies, principles and research behind the five most common assessment methods: 

• Formative assessment
• Traditional paper and pencil methods
• Performance-based assessment
• Authentic assessment
• Universal design of assessment. 

The goal is to help teachers not only better understand each method, but to know when the time could be right to use them and to “choose their own path,” Frey said, based on their strengths and values.

The example of the multiple-choice test, or perhaps a true or false assessment, falls into the paper and pencil category and often works just fine when a teacher needs an objective measurement of what students know about a topic, according to Frey. But it might not necessarily be the best way to assess if students can perform a task demonstrating their knowledge or skill, a time when performance-based assessment would be more appropriate.

Throughout the book’s chapters covering the various forms of assessment, Frey includes dozens of examples of how each can be conducted in a classroom. The book also includes interviews with expert teachers from across the country sharing their experiences in implementing the various approaches. Chapters also contain sections to aid teachers in selecting assessment methods that provide fair opportunities to all students.

The panel of expert teachers includes representatives from elementary, secondary, special education and teachers who have moved from K-12 to higher education. The book also includes links to videos of the educators sharing their insights.

“The idea of ‘in the real world’ in the book means it has text on what a theory means as well as examples. Every chapter has literally dozens of examples of what this looks like in a real classroom,” Frey said. “I think that is the most valuable part of this book.”

Frey is also the lead editor of “The SAGE Encyclopedia of Educational Research, Measurement and Evaluation” and “The SAGE Encyclopedia of Educational Design” and the lead author of the “Statistics for People Who (Think They) Hate Statistics” series and “There’s a Stat for That.”

Just as students are encouraged to think critically, Frey wants to encourage future teachers, novice educators and veterans alike to think critically about what sort of assessment they use and have the research and examples they need to help them make those choices and be their best selves as teachers.

“Teachers are told what their goals should be and more and more are given goals or the strategies on how to teach,” Frey said. “But that is generally not the case with assessment. Assessment is still an area where teachers have a lot of freedom.”