3RD GRADE READING COMMON ASSESSMENT
Grade level target: 80/100
Making Predictions
Compare/Contrast Stories
Main Idea/Supporting Details
Cause and Effect
Student
Class #1
Class #2
Class #3
Class #4
Class #1
Class #2
Class #3
Class #4
Class #1
Class #2
Class #3
Class #4
Class #1
Class #2
Class #3
Class #4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Avg.
Total
100
100
80
100
100
80
100
40
100
60
100
100
100
80
100
100
100
100
91%
100
100
60
100
100
100
100
80
100
100
100
80
100
100
100
100
100
100
80
80
100
80
100
80
80
100
100
80
100
80
100
100
100
100
100
100
80
100
60
80
100
100
100
60
80
60
100
100
100
100
100
100
86
100
100
100
100
100
100
86
100
86
100
100
89
100
86
89
86
100
100
100
86
100
100
100
100
86
100
100
86
86
100
100
86
67
71
100
100
100
86
71
100
86
86
89
100
100
80
100
100
92
80
83
100
90
90
100
80
80
90
80
70
70
80
80
100
40
70
50
80
70
50
50
100
100
100
100
100
89
89
89
100
100
100
100
89
100
100
100
100
100
89
100
100
89
100
89
56
100
89
89
89
56
100
100
100
89
88%
97%
94%
95%
89%
95%
86%
90%
74%
89
100
78
100
89
100
89
67
100
78
100
78
100
89
89
100
89
100
91%
100
78
89
100
100
89
100
89
100
100
89
78
100
100
100
100
89
91%
50
60
70
92
90
100
90
90
83
60
92
83
92
90
100
80
90
100
84%
90
90
90
90
90
100
100
83
100
92
100
100
100
90
100
100
92
95%
92%
100
86
86
100
100
100
100
100
100
71
86
100
86
100
100
86
100
100
95%
94%
93%
97%
90%
Background Information: These are real results from a common assessment given in Rebecca DuFour’s former school to third graders. The tests
were given during a common 2-hour block of time. Classes are heterogeneously mixed in regards to GATE, special education, and English learners.
All 4 teachers are tenured teachers, none are probationary. Non-proficient students did not show a higher rate of absenteeism and neither did their
teachers. Most of the non-proficient students scored proficient on 2nd grade exit exams.
Questions to discuss with a partner:
1) What is the first thing that most teachers look at on this paper?
2) How can class average be misleading if these are Essential Standards?
3) How many students are not proficient in “Main Idea/Supporting Details”? How many from each class?
4) In class #4 on Main Idea/Supporting Detail, what was the average % correct? What percentage of students were proficient?
5) Would it be effective to have teacher #4 reteach Main Idea/Supporting Detail? What might be a better method?
6) Student #8 scored 85% on the entire test. Is student #8 proficient?
10th Grade English Common Assessment results
English 10 team goal: 80% of students master each standard
Mr. Jones
10.1 Inferential Reading
English10Jones
Mastered
Not mastered
(89%) 63 of 71 Students have mastered this standard
63 89%
8
11%
Mastered
Not mastered
(89%) 562 of 630 students have mastered this standard
562 89%
68 11%
Mastered
Not mastered
(61%) 43 of 71 students have mastered this standard
43
61%
28
39%
Mastered
Not mastered
(73%) 458 of 630 students have mastered this standard
458
73%
172
27%
English10Department
10.2 Vocabulary Strategies
English10Jones
English10Department
10.5 Correctness of Expressions
English10Jones
Mastered
Not mastered
English10Department
Mastered
Not mastered
(79%) 56 of 71 students have mastered this standard
56
79%
15
21%
(73%) 458 of 630 students have mastered this standard
458
73%
172
27%
Background Information: This is real data from a high school. At this school teachers were promised that nobody would ever see another teacher’s
data, common assessment data would never be used in evaluations, and team members are encouraged to request help with one standard.
Questions to discuss:
1) Which standard will Mr. Jones likely ask for help with?
2) What incentive do the other teachers have to help Mr. Jones address that standard?
3) Did the team meet their goal for standard 10.1? 10.2? 10.5?
4) Does Mr. Jones have to reveal his test scores to ask for help?