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

2. Balanced
Comprehensive
Well-grounded

3. Balance in Assessment

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

5. Domain for Generalization
What is Assessed?
Domain for Generalization
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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

6. 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

7. From Literacy to Proficiency

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

9. 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