Assessor: Use of Common Assessments

Learning team leader guides teachers in identifying, using, and/or creating usable common assessments aligned to standards.
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About this Micro-credential

Key Method

Learning team leader will purposefully plan a team meeting focused on common assessments aligned to standards, effectively lead the meeting using specific protocols or guidelines, and follow up with team members to ensure the collective execution of next steps.

Method Components

Plan

Prepare for the meeting:

  • determine the purpose and intended outcome of the meeting
  • plan agenda/select appropriate protocol
  • decide on a process that the team will use to identify and/or establish common assessments that will be used to monitor progress during and at the end of the unit.
  • notify Teaching Matters coach about when he/she expects to lead the meeting, or plan to videotape the meeting.

Lead

Lead a team meeting:

  • communicate a goal for the meeting and build rationale for using common assessments if appropriate
  • focus on one or more of the following:
    • identifying common assessments (formative and/or end of unit) from a curriculum
    • unpacking a common assessment / analyzing standards alignment
    • modifying a common assessment
    • creating a common assessment
    • norming and scoring an assessment

Follow up

Ensure team members follow through on actions determined in meeting.

Research & Resources

Supporting Research

  • Popham, W. James. “Chapter 1. Formative Assessment: Why, What, and Whether.” Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. N. pag. Print.
    http://bit.ly/1SsrZop

  • Black, Paul, and Dylan Wiliam. Inside the Black Box: Raising Standards through Classroom Assessment. London: School of Education, King’s College London, 1998. 139-48. Print.
    http://bit.ly/1SKHmr5
  • Bailey, Kim, and Chris Jakicic. Common Formative Assessment: A Toolkit for Professional Learning Communities at Work. Bloomington: Solutions Tree, 2012. Print.
  • “What Research Says about Collaborative Inquiry.” Educational Leadership 66.4 (2008): 87-88. Web.
    http://bit.ly/1U8HTnP

Resources

  • Learning Team Leader Guide: How to Lead for Impact: A guide to support learning team leaders in facilitating effective professional learning communities.
    http://bit.ly/1Tnkxfw
  • PLC Ongoing Action Plan: A tool to record meeting agendas, notes, and team goals, in order to support the process of continuous improvement.
    http://bit.ly/1puCTib

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “yes” for each of the criteria assessed in Part 2.

Part 1. Overview questions

(300-word limit for this section)

  1. Please describe your team:
    • What is the composition of your team? (Teachers’ grade level(s), subject area(s), etc.)
    • How often does your team meet?
  1. Describe the assessment:
    • What process did your team engage in to select, adapt, or develop the common assessment?
    • Why did the team use this particular assessment?
    • What key learning standards does this assessment address?
  1. Provide context for this meeting:
    • How does today’s meeting relate to the ongoing work of your team? For example, was it one meeting within a cycle of inquiry? A meeting before, during, or after a unit of study took place? Please elaborate on how this meeting connects to your team’s work in general.

Part 2. Evidence/artifacts

Please submit the following evidence/artifacts:

  1. A common assessment, including relevant standards and rubrics/scoring guidelines.
  2. Scored student work from a member of the team, with student names removed.

*Indicators are modified from the Tri-State ELA and Math Quality Review Rubric for Lessons and Units.
https://www.engageny.org/resource/tri-state-quality-review-rubric-and-rating-process

Part 3. Reflection

Submit a written reflection of the experience of leading the meeting and the outcomes, answering the following questions (150-350 words):

  1. Reflect on the impact of this assessment. Which students took or will take this assessment? (For example, all 6th grade ELA students, or all students taking Living Environment.) For what purpose(s) will you guide the team to use the data from this assessment?
  2. In retrospect, does the assessment elicit sufficient evidence of the degree to which students have mastered the standards?
  3. Reflecting on the outcomes of this meeting, what will be the team’s next steps?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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