Improving Assessment Literacy School-wide. School and System Improvement. Improvement by Contract -external threats and rewards Improvement by Culture -partnerships, collaboration, teamwork, community Caring is as important as learning. Hargreaves, 2003. School and System Improvement.
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-external threats and rewards
-partnerships, collaboration, teamwork, community
Professional learning communities use evidence and intuition in order to work and talk together to review their practices and to increase their success…In a professional learning community, the culture changes – everyone sees the big picture and works for the good of the whole community. Professional learning communities bring together culture and contract. They value both excellence and enjoyment.
-Focus on learning
-What do we want each student to learn?
-How will we know when each student has learned it?
-How will we respond when a student experiences difficulty in learning?
-sharing knowledge and learning
-establish baseline data
-set improvement goals
-work together to achieve goals
-gather frequent evidence of progress
-identify strategies that lead to the greatest gains
-share these with colleagues
“Attaining any vision of assessment excellence requires that certain conditions be in place. Those conditions include well-defined learning targets for students, supportive school and district policies, clear communication systems, and most important, assessment-literate teachers and administrators.”
It’s June, 2012. You are conducting a Walkabout on your campus. Use your creativity to communicate to your colleagues what you see and hear during your Walkabout.
What are the major obstacles to realizing this vision in your school?
4. Assessment and instruction are inseparable because effective assessment informs learning.
5. For assessment to be helpful to students, it must inform them in words, not numerical scores or letter grades, what they have done well, what they have done poorly, and what they need to do next in order to improve.
6. Assessment is a collaborative process that is most effective when it involves self, peer, and teacher assessment.
-human bar graph
- teacher self-monitoring?
(e.g. reflective journals)
- teacher peer-monitoring?
- administrative monitoring?
beware the implementation dip.” (Fullan)