« Minutes with Charlie - 17 | Home | Summer Institute »
Minutes with Charlie - 18
By Charlie | May 12, 2008
Once understanding the concept or definition of common assessments - collaboratively developed formal measures of essential student learning, standardized across the discipline that are administered in a systematic, timely fashion whose results are disaggregated, analyzed, compared and contrasted for the specific purpose of improving student achievement- the next step is beginning the development process.
In developing any quality assessment, the first step is to clearly determine the purpose of the assessment. Common assessments can either be classed as assessments of learning or assessments for learning. The determination of whether an assessment is of or for learning is not based upon the style of assessment but a function of both the timing of the assessment and how the results are used. An assessment given at the end of a unit of study to gain results to inform someone beyond the classroom of student learning is clearly an assessment of learning. An assessment given during the course of instruction to inform both teacher and student of progress and guide toward the next stages of learning is an assessment for learning. An assessment during the course of instruction to inform only the teacher and others outside of the classroom regarding progress in achievement at that time would be an assessment of learning.
In looking at the purpose(s) of common assessment several questions must be answered. First, what is the timing of the administration of the assessment? Is it given at the end of the unit of instruction to measure student achievement or during the process of instruction where both student and teacher can still alter behavior to improve learning? Second, who is using the information and what decisions are to be made based on the results? The answer to these two relatively simple questions will give the answer to “why?” of common assessments. With a clear grasp of the purpose of the common assessment we can proceed to other important considerations.
Our next consideration is “What are we going to assess in these common assessments?” Based upon our operational definition, we are looking to assess essential student learning. Our district is on a path to identify district power standards, but we have not yet arrived at that point. Until then, grade level/campus level determinations need to be made as to what to assess in common assessments. General guidelines for that determination could be the enduring understandings identified in our district curriculum documents. Similarly the principles of power standards will be that they are: endurance (Are students expected to retain mastery of the skill or knowledge beyond the assessment?), leverage (is the knowledge or skill applicable to other academic areas?), and readiness for the next stages of learning (Does the knowledge or skill prepare the student for success at the next stage of learning?)
These learning targets must be determined prior developing the assessment and prior to instruction. They therefore define what we believe essential to be included in instruction and essential goals of student learning.
It is essential, that by whatever method, we produce clearly defined, articulated, and understood learning targets that are commonly accepted prior to proceeding to the next steps in developing common assessments.
Personal Reflection: Does my team of teachers determine a clear purpose of a common assessment at the outset of planning? Do we have clearly defined targets for each common assessment? Do they represent agreed upon essential student learning?
Topics: Assessment OF Learning, Minutes with Charlie |