Discussion Sue Brookhart CCSSO New Orleans, June 25, 2014 Assessment Literacy Standards Discussion Sue Brookhart CCSSO New Orleans, June 25, 2014

Balanced Comprehensive Well-grounded

Balance in Assessment

Assessment Relationships More Large Scale INTERIM/BENCHMARK Assessments (including common formative assessments) Large-scale ACCOUNTABILITY Assessments (School, District, State, National, International) More Formative Purpose More Summative Purpose Classroom FORMATIVE ASSESSMENT Strategies GRADING Classroom Summative Assessments, Report Card Grades More Classroom Focused

Domain for Generalization What is Assessed? Domain for Generalization More Large Scale INTERIM/BENCH Assessments (on actionable parts or aspects of state standards) ACCOUNTABILITY (on state standards) More Formative Purpose More Summative Purpose Classroom FORMATIVE ASSESSMENT (on classroom learning targets) GRADING (on reporting standards) More Classroom Focused

Better Balance Classroom FORMATIVE ASSESSMENT Strategies GRADING More Large Scale INTERIM/ BENCHMARK Assessments ACCOUNTABILITY More Formative Purpose Classroom FORMATIVE ASSESSMENT Strategies More Summative Purpose GRADING More Classroom Focused

From Literacy to Proficiency

Dispositions Intensity of belief Knowledge Depth and breadth of under-standing Performance Level of skill

How to get there? Standards are a good start Teacher education and professional development Quality of experiences (faculty, activities, materials) Assessment – more than a checklist Opportunities for reflection and self-assessment

susanbrookhart@bresnan.net