Creating Model K-12 Assessments
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Creating Model K-12 Assessments Christine Brown Assistant Superintendent, Glastonbury (CT) Public Schools. Glastonbury Public Schools brownc@glastonburyus.org. Assessments Built on K-12 Curriculum. Teacher Designed or Group Designed Standards and Benchmark Based Book Related

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Creating Model K-12 AssessmentsChristine Brown Assistant Superintendent, Glastonbury (CT) Public Schools

Glastonbury Public Schools

brownc@glastonburyus.org


Assessments Built on K-12 Curriculum

  • Teacher Designed or Group Designed

  • Standards and Benchmark Based

  • Book Related

  • Assessed on a Regular Basis

  • Assessing students and assessing the program


Assessment Types

  • Formative

  • Summative

  • Normative


Assessment Components

  • Assessing all standards and benchmarks

  • Based on mapped curriculum

  • Related to MAP Assessments and IB assessments

  • Assessing student performance across a broad range of skills and knowledge

  • Needs to be an authentic performance or problem based performance


Assessment Components Cont.

  • Graded with a common rubric

  • Regularly scheduled mini assessments

  • Common midterms and finals

  • Electronic portfolio

  • Regular student feedback


Relationship to Improved Performance in English Language

  • Relationship between all content standards and English language arts

  • Focus on speaking, listening and literacy

  • Relationships in languages being learned and students’ language backgrounds


Longitudinal Data

  • Common testing

  • Portfolio Assessments

  • Need to publish results

  • Students and parents need to see progress from grade to grade


Constructing Your Own Assessments

  • Develop alone …

  • Build a team

  • Formative and Summative

  • What content?

  • How related to broader curriculum?


Let’s try

  • Pick a theme

  • Choose the domains to be assessed

  • Choose the venues for delivery

  • Write the rubric

  • Create the parts

  • Backward design for the formative and summative assessments


Unit Review

  • Use of a design rubric to measure unit efficacy

  • Use of critical friends or colleagues within and across disciplines to guide development

  • Reflect and revise


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