Dimension IV of the EQuIP Rubric: Assessment Illinois State Board of Education Content Specialists Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimension 1 Dimension 2 Dimension 3 Aligned Units/Lessons Start Dimension 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). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Resource Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 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) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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. Content contained is license d under a Creative Commons Attribution-ShareAlike 3.0 Unported License Adapted from NCREL

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? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 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). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Resource for Assessment and Rubrics Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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 UhQU Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Interim/Benchmark Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Summative Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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Resources ISBE Assessment Division PARCC Rubrics Educational Leadership: Using Assessments Thoughtfully March 2014 | Volume 71 | Number 6 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Additional Resources West Virginia Department of Education Formative Assessment Examples and Articles Reading Rockets Informal Classroom-Based Assessment ment Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimension 1 Dimension 2 Dimension 3 Aligned Units/Lessons Start Dimension 4

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 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.

Bibliography Stiggins, Richard J. (2005). From Formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), Guskey, T. R. (2007).The Rest of the story. Educational Leadership, 65(4) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License