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The Power of Common Assessment
“One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills”
Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler,2003; Stiggins, 2005, Learning By Doing page 55
Why Common Assessments?
1. Efficiency
2 Equity & Fairness
3. Effective Monitoring
4. Inform teacher Practice
5 Develop Team Capacity
6. Collective Response
Steps for Developing CFAs1. Examine pacing guide-determine logical time to
administer an common formative assessment
2. Determine power standards/essential learning targets to be assessed
3. Determine what method would be the best for assessing the identified standards/learning targets
4. Create assessment
5. Determine what is proficient
6. Develop guidelines for administering assessment
7. Score the assessment
8. Compiling the results
Steps 1 and 2
1. Start with pacing guide2. Determine power standards/essential
learning targets to be assessed
-Use your pacing guide and unwrapped standards to determine what is to be assessed
-Revisit your unwrapped standard(s)
Step 33. Determine what method would be the
best for assessing the identified standards/learning targets-Knowing, Doing, Going Beyond-Format of assessment (selected response, constructed response, product or performance)-Don’t have to start from scratch!!!!
Step 4
4. Create assessment-Ensure alignment between unwrapped standard and assessment-Working smart-Using current resources-Combining pieces to make it work-Use of expert work
DON”T KILL YOURSELVES!!!!
Steps 5 What is proficient?
Needs to be determined in advance of giving the assessment
In a standards-based system, students are not assessed in comparison to each other but to meeting the skills and knowledge embedded in the standards
Scoring needs to be determined to guide future instruction
What is proficient?
Based on the standard you unpacked, how would you determine what is proficient in this assessment?
Step 6 Uniform administration of
assessment Team needs to
articulate guidelines for how to uniformly administer assessment Common time frame Common directions Common agreement
on level of teacher assistance
Apples or oranges but not both
Step 7
Score the assessment. This can be done as a team or
independently depending on the assessment.
Make sure you use the team’s definition of proficiency when scoring the assessment.
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