Common Measures Development Process ESE encourages educators to follow these steps to build common assessments that are well-aligned to content and provide meaningful feedback about what students have learned. Watch MA educators discuss the process and take a look at example common assessments developed by MA educators using the process. PREPARE Setting Expectations Indentifying Content DEVELOP Identifying the Measure Developing Common Assessment Components REFLECT Collecting Data Drawing Conclusions PREPARE Setting Expectations: Educators should receive training on the purpose of common measures and a refresher on basic assessment concepts. They should also understand how common measures are used in the MA Educator Evaluation Framework to provide educators with feedback about their impact on student learning, growth, and achievement. Improved assessment literacy is often cited as one of the most impactful outcomes of participating in this work. Identifying content: Before identifying an appropriate measure, educators need to identify the most critical understanding, skills, or learning that they are responsible for teaching and students are responsible for learning. DEVELOP Identifying the measure: As educators identify a measure they need to select the assessment type (e.g., performance assessment, portfolio, project, selected response, indirect measure). They also need to identify the approach to measuring growth they will use. Finally, if using an existing assessment, educators should review all items and materials and make necessary refinements (e.g., rewording items, adjusting scoring rubrics, clarifying student instructions). Developing Common Assessment Components: After a team has identified a measure, educators need to be clear about how the assessment will be used across different classrooms. This includes identifying the following: Administration protocols: How, when, and where an assessment is administered consistently to different classrooms of students. Parameters: What is the definition of low, moderate, and high growth (which may be described as exceeding, meeting, or approaching expectations). Accessibility: In addition to clearly defining how an assessment will be administered consistently, developers need to review common assessments for accessibility and identify protocols for appropriate accommodations for students with disabilities and English language learners. REFLECT Collecting Data: After an assessment has been administered, educators need to collect and score the results. Drawing Conclusions: Reflecting on results, educators should think about improvements not only to their practice, but to the measures themselves and confirm that the measure provides meaningful information about students' understanding of the identified content.