SPRING, 2013

Protocol to Collect Feedback on the Assessment Literacy

Standards

Today’s Purpose

To Gather Your Feedback on:Assessment Literacy Standards

Agenda

Background on the Assessment Literacy Standards

Activities Individual Reflection Small Group Discussion Small Group Reporting

ImplicationsNext Steps Adjourn

What is “Assessment Literacy?

Need for Assessment Literacy Standards

Increased amount of assessment

Stakes of assessment for students and educators continue to rise

A lack of pre-service (in college) preparation for educators

A lack of understanding about assessment by those who adopt policy and laws and govern our schools

Students and Parents

Teachers

Building Administrators

DistrictAdministrators

Local and State Policymakers

Assessment Literacy Standards

Assessment Literacy Standards

I. DispositionsII. KnowledgeIII. Performance

Assessment Literacy Standards for Teachers Version 4.0

I. Dispositions Teachers should believe that: A. Clear learning targets that are understood by students are necessary for learning and assessment. B. Quality assessments are a critical attribute of effective teaching and learning. C. Effective feedback is critical to support learning. D. Students should be active partners in learning how to use assessment results to improve their learning. E. Assessment results should be used to make instructional decisions to improve learning. G. An effective assessment system must balance different purposes for different users and use varied

methods of assessment and communication. H. Multiple measures can provide a more balanced picture of a student or a school. I. Grading is an exercise in professional judgment, not just a numerical, mechanical exercise. II. Knowledge Teachers should know: A. What constitutes “balance” in an assessment system? 1. Different users have different assessment purposes 2. Different assessment purposes may require different assessment methods B. There are different purposes for student assessment:

1. Student improvement 2. Instructional program improvement 3. Student, teacher or system accountability 4. Program evaluation

5. Prediction for future performance/achievement

Standards are lettered and numbered for easy reference.

Agenda

Background on the Assessment Literacy Standards

Activities Individual Reflection Small Group Discussion Small Group Reporting

ImplicationsNext Steps Adjourn

Individual Reflection on the Standards

Silently read and record on the standards document:

Suggestions to improve the standards: Clarifications/suggested revisions Deletions Additions

Strengths/positives regarding the standards

Small Group Discussions

Discuss and record:Suggestions to improve the standards:

Clarifications/suggested revisions Deletions Additions

Strengths/positives regarding the standards.

Each small group needs two things: Recorder Spokesperson to share briefly with the whole group some

highlights of your discussion.

Small Group Sharing/Reporting

Pick one thing from each section of your chart notes and share it with the group.

Suggestions to improve the standards: Clarifications/suggested revisions Deletions Additions

Strengths/positives regarding the standards

Each group has about 5 minutes for sharing.

Implications

What are some of your thoughts about implications of the Assessment Literacy Standards?

Silently record your thoughts on an index card.

MAC’s Next Steps

Conduct more feedback groups

Post a questionnaire on the MAC website to gather more feedback

Analyze/compile feedback

Anticipate finalizing the standards in 2013-14.

Putting the Standards to Use

Various types of materials/activities may be created regarding the standards: Written materials Assessment seminars on specific topics Full-length courses on assessment

Thank You!