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Assessment and Data
​
Phase 4  

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"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  ​
Beginning/ Practicing
  • Mastery of standards/objectives is measured one time, any feedback provided is not yet actionable and no additional opportunities to improve are available to students. 
  • Students can retake assessments, but feedback is not provided to support growth, and their opportunity to demonstrate mastery is through one repeated method. ​​
Developing/ Achieving
  • Students have choice in how they demonstrate mastery of standards/objectives. 
  • Students are provided multiple opportunities to demonstrate mastery across a unit and are supported with actionable feedback after assessments to support their continued growth. 
  • Students take ownership over deciding when and how to demonstrate mastery – i.e., they indicate to their teacher when they are ready and how they would like to show evidence of mastery. ​​
Questions to Guide Observation 
  • How are students assessed in the classroom? 
  • Is one assessment administered to a whole class?
  • Does everyone receive the same type of assessment or are choices offered to students? 
  • Is there evidence of students having some choice in when they demonstrate mastery of standards/objectives?
  • Is there evidence of actionable feedback with each demonstration of mastery? 
  • Do you see students taking ownership of deciding when and how to demonstrate mastery? 
  • Do you see evidence of how demonstration of mastery is monitored in the classroom, charts, learner profiles, or portfolios for example?
Resources
  • The Case for Authentic Assessment: The Case for Authentic Assessment provides an excellent explanation of the What and Why of authentic assessment.
  • How Do You Create Authentic Assessments?: This website takes readers through the steps of creating an authentic assessment. At the bottom of the page, there are links that further unpack each step.
  • Unpacking Formative Assessment: Dylan Wiliam unpacks formative assessment, discussing the five strategies that make up a smart formative assessment strategy: setting learning intentions, questioning, feedback, activating self, and activating peers.
  • Assessment for Learning Defined: This brief (2-page) article provides a quick definition of Assessment for Learning.
  • Five Keys to Comprehensive Assessment: Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning.
  • Assessment Through the Student's Eyes: This article provides an explanation for why traditional assessment systems, those that essentially separate students into “winners” and “losers”, hinder student learning. It also describes an assessment system that enhances learning and sets up all students for success.
  • Embedding the Assessment throughout the Project: Assessment can be integrated seamlessly into project-based learning. This video shares different strategies and explains how they support deeper learning.
  • Strategies for Monitoring Progress: Vanessa Cramer, ninth-grade science teacher at the Springfield Renaissance School in Springfield, MA employs a variety of techniques to help students monitor their own progress—with support from the teacher—toward specific learning targets.
  • Introduction to Leaders of Their Own Learning: Why Student Engaged Assessment Matters: The most important assessments that take place in any school building are seen by no one. They take place inside the heads of students, all day long. Students assess what they do, say, and produce, and decide what is good enough. These internal assessments govern how much they care, how hard they work, and how much they learn. They govern how kind and polite they are and how respectful and responsible. They set the standard for what is “good enough” in class. In the end, these are the assessments that really matter. All other assessments are in service of this goal—to get inside students’ heads and raise the bar for effort and quality.
  • Designing & Assessing Educational Objectives: Applying the New Taxonomy (Marzano): This 4 page document provides examples of language and examples for designing rubrics based on Marzano’s Taxonomy.
  • Developing Rubrics: This Powerpoint Presentation takes you through how to decide what type of rubric to use, how to break down standards or competencies into performance criteria as well as how to determine performance levels.
  • ​Teacher Learning Through Assessment How Student-Performance Assessments Can Support Teacher Learning: This paper describes how teacher learning through involvement with student-performance assessments has been accomplished in the United States and around the world, particularly in countries that have been recognized for their high-performing educational systems. They discuss how teachers’ engagement with performance assessments influences their understanding of the standards and their students’ abilities.​
Choice in Assessment, Coaching Tool
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation Showcase
    • Innovation in Teaching Fellowship
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Homecoming 2022
  • The Lighthouse