Assessment

We use assessments to know if students learned what we taught them, and adjust instructional support or make systemic changes. (intention)

Practices (pedagogical or structural ‘look fors’):

• Educators use assessments primarily for instructional purposes--to gather evidence of children’s thinking, understanding, and reasoning to inform both instructional decisions and student and teacher learning.
• Educators also give assessments for evaluative purposes--to help the school or district learn about curricular or instructional choices and take specific action to improve the policy or program. They are also used for accountability purposes by state and federal entities. 
• The district and/or educators provide clarity regarding the purpose of an assessment to all stakeholders including the intended audience.
• Educators do not use assessments to categorize students into classes or groups who are perceived as capable or not capable of engaging in rigorous and challenging content. 

Our meaningful and relevant assessments are aligned to grade-level standards and provide a clear road map for what high expectations look like for all learners. (design)

Practices (pedagogical or structural ‘look fors’):

Assessments are:

• Standards-aligned.  Assessments are aligned to the Common Core or Maine Learning results for the subject, and include both content and practice standards.  For example, in math, items are aligned to the major work of the grade, mathematical practices, and meet the rigor demands of the standard.
• Instructionally aligned.  Assessments are aligned to high quality curriculum that is meaningful and relevant.  Educators backwards plan from assessments to ensure students are assessed on what they’ve learned.  
• Unbiased.  No one student group is penalized or unfairly advantaged because of an aspect of their identity through the design and use of assessments.
• Useful Level of detail.  Assessments have a level of detail so teachers can understand student thinking (through analyzing student work or item analysis) to see trends, reflect on practice, and plan next steps. 

We use data from assessments as a tool, within an assets-based culture, to make decisions that will lead to equitable access and outcomes for students. (impact)

Practices (pedagogical or structural ‘look fors’):

• Educators are part of a positive data culture in which we use data to reflect on evidence of instruction and our own practices in order to see students through an assets-based lens and deliver appropriate grade-level instruction and support. 
• Educators use instructional data in ongoing data cycles and meetings to collaborate with colleagues to make decisions in the best interest of, and in partnership, with students.  
• Students are prepared through continuous practice and improvement, i.e. self assessment and reflection, and empowered by their knowledge of their strengths and areas for growth.
• Educators use data to respond to and redress disparity among student subgroups to support effective problem-solving and ensure accountability for progress toward eliminating gaps between student groups.  
• Teachers use assessments (cycle lengths) for formative, interim, and summative assessments to ensure that we have timely data to have equitable practices throughout the year.