Potential Next Steps General Assessment Structures District Self-Assessment Beginning assessment literacy Developing assessment literacy Secure assessment literacy Our educators can accurately use common assessment vocabulary (norm-referenced, standardized, etc) Our educators can describe foundational principles of assessment (assessment triangle; Our educators can describe other guiding principles of assessment (fairness, equity) Our educators can describe and utilize the concepts of validity and reliability Our educators can describe and utilize the concept of measurement (sampling principle of assessment) Current District Assessment Practices District Assessment Needs
Potential Next General Assessment Design and Reporting District Self-Assessment Beginning assessment literacy Developing assessment literacy Secure assessment literacy Our educators understand the basics of good test administration (familiar with common accommodations, test security policies) Our educators can accurately describe common reporting elements or types of scores (norms, scale scores, performance levels/standards) Our educators can describe various purposes of assessment and provide examples from the Massachusetts context Our educators can accurately interpret a variety of types of scores (including over time) Our educators can determine and communicate appropriate and inappropriate uses of an assessment or assessment data based on characteristics of the assessment or the scores
Current District Assessment Practices District Assessment Needs Potential Next Linking Assessment and Instruction District Beginning assessment literacy Developing assessment literacy Secure assessment literacy Our educators need significant support to determine which assessment data should be used for day-to-day, within semester or year, or cross-year instructional planning and decision-making Our educators need significant support to determine how to translate assessment data into instructional changes in practice Our educators need some support to determine which assessment data should be used for day-to-day, within semester or year, or instructional planning and decision-making Our educators need some support to determine how to translate assessment data into instruction changes in practice Our educators consistently select appropriate assessment data to use for day-to-day, within semester or year, or cross-year instructional planning and decision-making and help other educators select appropriate data Our educators successfully translate assessment data into instruction and
Assessment process is mostly teacher-driven Our educators make some attempts to draws students and parents into the assessment process; students and parents receive information of inconsistent quality or quantity about expectations, assessments, and results help other educators interpret and apply data Students and parents are involved as partners in the assessment process; educators provide clear and concrete information to students on expectations, assessments, and results Current District Assessment Practices District Assessment Needs Potential Next Steps Summary of Needs and Next Steps Where do we have the biggest gaps in assessment literacy? General Statistics/Data Knowledge and Skills General Assessment Structures General Assessment Design and Reporting Linking Assessment and Instruction