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Common Assessments. 5 Minute Write. Write a short sentence that describes each aspect of this year’s motto: Teaching Evaluating Assessing Motivating As a teacher, what do you need to do to ensure the success of each item?. Basic Questions. What do we want each student to learn?

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5 minute write
5 Minute Write

  • Write a short sentence that describes each aspect of this year’s motto:

    • Teaching

    • Evaluating

    • Assessing

    • Motivating

  • As a teacher, what do you need to do to ensure the success of each item?

  • Basic questions
    Basic Questions

    • What do we want each student to learn?

    • What strategies will we use to facilitate learning?

    • How will we know when each student has learned it?

    • How will we respond when a student experiences difficulty in learning?

    T e a m

    • Teaching

    • Educating

    • Assessing

    • Motivating

    Common assessments



    Esea 2012 fed accountability scores
    ESEA 2012 Fed Accountability Scores

    • FMHS – 96.8

    • NFHS – 89.5

    • SPHS – 62.8

    • NWHS – 83.1

    • RHHS – 74.4

    • Clover – 88.4

    • York – 87.6

    • ILHS – 88.2

    • BHS – 67.9

    • AJHS – 77.1

    • LHS – 64.2

    Brainstorm define assessment

    Brainstorm: Define Assessment?

    (noun) – the act of assessing; appraisal; evaluation.

    The evaluation of a student’s achievement in a course.

    What is a common assessment
    What is a Common Assessment?

    • A Common Assessment (CA) is an assessment typically created collaboratively by a team of teachers responsible for the same grade level, course, or content area.

    Why common assessments
    Why Common Assessments?

    • Analyze to identify:

      • where students’ learning lagged

      • areas of shortcomings

      • areas of strengths

      • what to reteach

      • which students require additional support/enrichment/intervention

      • short-term/long-term systemic solutions

    3 types of common assessments
    3 Types of Common Assessments




    Backward design process
    Backward Design Process

    • Identify Desired Results

      • What should students know, understand, and be able to do?

      • What is worthy of understanding?

      • What enduring understandings are desired?

    Backward design process1
    Backward Design Process

    • Determine Acceptable Evidence

      • How will we know if students have achieved the desired results and met the standards?

      • What will we accept as evidence of student understanding and proficiency

    Backward design process2
    Backward Design Process

    • Plan Learning Experiences and Instruction

      • What skills will students need to perform effectively and achieve desired results?

      • What activities will be used?

      • What will need to be taught and coached?

      • What materials and resources will be needed to accomplish our goals?

      • Is the overall design coherent and effective?

    Stephen r covey the seven habits of highly effective people
    Stephen R. Covey, The Seven Habits of Highly Effective People

    • To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that steps you take are always in the right direction.


    • Reflection is an important part of designing CA’s … Consider the following questions when meeting with your group:

      • How well did the assessment meet the desired purpose and provide a valid measure of the targeted standard?

      • How did the assessment encourage communication with students about learning?

      • What changes might be made before the next administration regarding purpose, targets, design to make the assessment more meaningful?

    Goals for ilhs
    Goals for ILHS

    2012 Common Assessments:

    • EOC courses

    • End of quarterly grading periods (3 tests)

    • Designed by department PLCs

    • Summative CA’s are EOC’s