STRATEGY: We will provide an on-going assessment system to ensure mastery of content skills with individual accountability.
The primary focus of this action team is to stress the value and importance of on-going assessments as a means of improving student achievement. Far too often, educators and community members think of assessment as merely a standardized test, a grade in the grade book or an exam given at the end of a chapter/unit. Assessment is usually thought of as something that is “done” at the end of the teaching cycle to determine mastery; it is an assessment of learning. This team wants to emphasize that assessing students throughout the learning process is not only best practice but is a critical component of the teaching/learning process. Assessment should not be viewed as merely a formal process but more informal throughout the cycle. Teachers should be informally evaluating understanding by means of questioning, anecdotal notes, student engagement structures, homework, pre-assessment, etc., throughout the unit. Information gleamed from these informal assessments should not only let the teacher know if students are truly understanding the material but more importantly should direct the teacher’s instruction. The vision of this group is to clearly delineate between formative assessment (that is, assessing for learning, rather than just summative (assessment of learning). Both forms of assessment have value but to increase student achievement, one can not rely solely on summative assessments.
The second desired outcome is that instruction will be modified or refined as a result of assessment results. Providing teachers with the time to actually analyze assessment results, would allow teachers to “name and claim” those students in need of additional interventions or those who need acceleration. Assessment without analysis stifles learning.
The third desired outcome is to communicate the types of diagnostic assessments given, an assessment calendar, as well as the results of those assessments. The committee believes that parents & students should be informed of progress toward mastery.
A fourth desired outcome is to have student’s take more ownership in their own learning by having them create their own goals and conducting student-led conferences. When students can create their own goals and clearly articulate where they are on the continuum of learning, we are well on our way to success.
STRATEGY: We will provide an on-going assessment system to ensure mastery of content skills with individual accountability.
SPECIFIC RESULT (#1): Communicate and internalize a common understanding of the purpose and value of assessment.
SPECIFIC RESULT (#2): Design and implement a communication plan to inform all stakeholders of the types of assessments given, the assessment calendar as well as student’s/school’s/district’s progress.
SPECIFIC RESULT (#3): Implement an on-going system to monitor student progress.
SPECIFIC RESULT (#4): Design multiple assessments to provide meaningful feedback on student learning for instructional purposes.
SPECIFIC RESULT (#5): Analyze assessments as a means to modify and refine instruction.
SPECIFIC RESULT (#6): Engage students in individual goal setting and student led conferences so that students will have ownership and be able to monitor own progress.
SPECIFIC RESULT (#7): Design a coaching/mentoring certified evaluation plan that includes a learning accountability component |
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