Dimension IV of the EQuIP Rubric: Assessment Illinois State Board of Education Content Specialists Content contained is licensed under a Creative Commons.

Dimension IV of the EQuIP Rubric: Assessment

Dimension IV of the EQuIP Rubric: Assessment

Illinois State Board of Education

Content Specialists

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Dimension 1

Dimension 2

Dimension 3

Aligned Units/Lessons

StartDimension 4

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The lesson/unit regularly assesses whether students are mastering standards-based content and skills:

Elicits direct, observable evidence of the degree to which a student can independently demonstrate (K-2 foundational skills) and the (3-12

major) targeted grade-level (3-12

literacy)CCSS standards (3-12 with complex texts).

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Resource

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Evidence Tables

The lesson/unit regularly assesses whether students are mastering standards-based content and skills:

Assess student’s proficiency using methods that are unbiased and accessible to all students. (Math: including the use of grade-level language in student prompts)

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For a task to be fair, its content, context, and performance expectations should: reflect knowledge, values, and experiences that are equally familiar and appropriate to all students; tap knowledge and skills that all students have had adequate time to acquire; be as free as possible of

cultural, ethnic, and gender stereotypes.

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Adapted from NCRELhttp://www.ncrel.org/sdrs/areas/issues/methods/assment/as5relia.htm

Unfair Practice or Not?If students are to take assessments aligned to the new standards, and they have not been taught the language of the standards, is it a unbiased, accessible test?

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Turn and Talk

The lesson/unit regularly assesses whether students are mastering standards-based content and skills:

Includes aligned rubrics (Math

answer keys) or assessment guidelines that provide sufficient guidance for interpreting student performance ( K-2 responding to areas where students are not yet meeting

standards).

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What is a Rubric?A rubric is a document that articulates the expectations for an

assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.

Rubrics can serve another, more important, role as well: •Rubrics can teach as well as evaluate. •Can be used as part of a formative assessment by

– helping students develop understanding

and skill

– making dependable judgments about the quality of their own

work.

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Resource for Assessment and Rubrics

http://www.schrockguide.net/assessment-and-rubrics.html

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The lesson/unit regularly assesses whether students are mastering standards-based content and skills:

A unit or longer lesson should:

Use varied modes of (Math: curriculum embedded) assessment, including a range of pre, formative, summative, and self-assessment measures.

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Dimension IV Calls For a Balanced Assessment System

What is a balanced assessment system?

A balanced assessment system is the strategic use of formative, interim, and summative measures of student performance to address immediate student needs, inform ongoing instructional changes, and guide long-term educational improvement

(Douglas County School District, 2013)

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The Rest of the Story. . . formative assessments alone do little to improve student learning or teaching quality. What really counts is what happens after the assessments. Just as regularly checking your blood pressure does little to improve your health if you do nothing with the information gained, what matters most with formative assessments is how students and teachers use the results. Unfortunately, many educators today overlook this vital aspect of formative assessment. And by missing ‘the rest of the story,’ they fail to produce the most valuable benefits of the formative assessment process. (Guskey, 2007, p. 28)

Resources

Formative Assessment by Tim Xeriland

https://www.youtube.com/watch?v=cvXS2x3UhQU

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Interim/Benchmark

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Summative

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Resource

http://www.isbestandardsbasedreporting.com/

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ResourcesISBE Assessment Divisionhttp://www.isbe.net/assessment/default.htm

PARCC

http://www.parcconline.org/practice-tests

http://www.parcconline.org/samples/ELA - Rubrics

Educational Leadership: Using Assessments Thoughtfully

www.ascd.orgMarch 2014 | Volume 71 | Number 6

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Additional ResourcesWest Virginia Department of Education Formative Assessment Examples and Articles

http://wvde.state.wv.us/teach21/FormativeAssessment.html

Reading Rockets

Informal Classroom-Based Assessment

http://www.readingrockets.org/teaching/reading101/assessment

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Dimension 1

Dimension 2

Dimension 3

Aligned Units/Lessons

StartDimension 4

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3: Mark 3 criteria (x) that need attention in your classroom.

2: Mark 2 criteria that you feel good about.

1: Circle 1 criteria that you will begin working on.

BibliographyStiggins, Richard J. (2005). From Formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.

Guskey, T. R. (2007).The Rest of the story. Educational Leadership, 65(4) 28-35.

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