Before we get
started:
Have you located your standards
AND curriculum map(s)?
Have you read Chapter 1 of
Classroom Assessment for Student
Learning?
Have you completed the sign-in
sheet and created a name card?
At your table …
Independently
highlight indicators on
the IC Map of where
you perceive the
district to be in terms
of Assessment Literacy
implementation
Table Talk
What are the
benefits for our
students and our
faculty when we are
operating at a Level
One or Two for
implementation in
all components?
Keys to Quality
Assessment
Chapter 1
CASL
Key 1: Clear Purpose
• What’s the purpose?
• Who will use the results?
• What will they use the results to do?
Table Talk
What are the
benefits for
students and
teachers when the
purpose of
assessment and
learning are clear?
Talking Points
What IS the purpose of the
common assessments?
What is NOT the purpose of
the common assessments?
Common Assessments:
Why Collaborate?
“If all students are expected to
demonstrate the same knowledge and
skills, regardless of the teacher to
which they are assigned, it only makes
sense that teachers must work
together in a collaborative effort to
assess student learning.”
DuFour, DuFour, Eaker, 2007
Why Collaborate?
 Efficiency
 Consistency, Equity, Fairness
 Job-Embedded Professional Learning
 Teacher Leadership capacity
 Alignment of Curriculum, Instruction, and
Assessment
 Essential to Intervention Systems
Summarize
Talking Points
What IS the purpose
of the common
assessments?
What is NOT the
purpose of the
common
assessments?
Key 2: Clear Targets
• Are the learning targets clear to all users
across schools?
• Are they appropriate, aligned, and congruent
to the standards?
• Are the learning targets the focus of
instruction so that there is tight alignment
between targets, instruction, and assessment?
Four Types of
Learning Targets
Knowledge—The facts and concepts we want
students to know
Reasoning—Students use what they know to
reason and solve problems
Skills—Students use their knowledge and
reasoning to act skillfully
Products—Students use their knowledge,
reasoning, and skills to create a
concrete product
For more in-depth
description, please
refer to
Chapter 3
in CASL
ELA: 6th Grade Writing Standard #1
Math: 6th Grade Number Sense
Science: 6th Grade LS2-1
Apply It
In your subject and grade-level team, use your
curriculum map to identify a:
Knowledge Target
Reasoning Target
Skill Target
Product Target
Copy them onto your Chart Paper
Can’t find one? Try to make one.
Looking for Evidence
Are your Learning Targets:
Key 3: Sound Design
• Do the assessment methods match the kind of
learning targets to be assessed? (Target-Method Match)
• Do the assessment items and scoring guides/
rubrics adhere to the standards of quality?
• Do the assessment items align with the
standards and learning targets? Can you backmap it?
Chapter 4
CASL
Pgs. 90-93
Chapter 4
CASL
Page 100
ELA: 6th Grade Writing Standard #1
Writing 6.1 (A-E) and …
Situation:
Your local school board is considering changing all school start times to
8:30 am because of the recent national recommendation by the
American Academy of Pediatrics that asks schools to move their start
time to 8:30 a.m. to accommodate the increased sleep need of
teenagers. Your school board is seeking input from everyone that
would be affected—including students.
Task:
After reading “But I’m Not Tired” and “School Districts Weigh Pros and
Cons of Start Times,” write a multi-paragraph letter to your local Board
of Education in which you argue whether or not schools should start at
8:30 a.m. Be sure to state your claim and support your position with at
least two specific pieces of evidence from the text(s) in your response.
Math: 6th Grade Number Sense
Apply It
Refer to your Chart Paper from
the previous activity …
Decide how you would assess
each of the learning targets
that you identified.
Can you identify possible
assessment items?
Item Review Checklists
Rubrics and Scoring
Guides
The goal of using a scoring guide
or rubric should be to define
quality in relation to the standards
and learning targets … not just to
provide a scoring mechanism or
justification for giving a grade.
Rubrics and Scoring
Guides
Analytic
Rubrics
Rubrics and Scoring
Guides
Holistic Rubric
Item Specific Rubric
Creating Common
Assessments
1. Using your curriculum map, decide which
standards you will assess. Then, decide which
learning targets from those standards you will
assess.
2. Decide how you will assess the targets.
3. Develop the assessment plan or map.
4. Write the assessment items and create
scoring guides/rubrics.
5. Prepare the assessment for administration.
Assessment Map
Assessment Quality
Characteristics
Looking for Evidence
Is Your Assessment:
Keys to Quality
Assessment
Framework for Teaching
Review your component with your group
Be prepared to share:
1. A general overview of your component
2. How the component relates to the work
from today AND during the Common
Assessment implementation process
1. Area of Growth
2. Excited About