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Student Growth Series: Assessing Mastery of Enduring Skills

This series guides teachers in articulating proficiency levels for enduring skills, aligning standards, developing assessments, and setting meaningful student growth goals. It emphasizes creating congruent assessment items and rubrics to measure proficiency accurately. Participants reflect on implementing the process in their district and their role in supporting student growth. The process aligns with certified evaluation plans, focusing on enduring skills mastery and consistent criteria for progress tracking.

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Student Growth Series: Assessing Mastery of Enduring Skills

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  1. Student Growth Assessing Mastery of Enduring Skills Student Growth Series: Building the Foundation

  2. Assessing Mastery of Enduring Skills

  3. Previously . . . • You worked through a process for identifying enduring skills in your content area. • You learned how to differentiate between enduring skills and other skills needed for learning your content.

  4. Previously . . . • You used a definition of enduring skill and the Rigor/Relevance Framework to identify enduring skills in your content area.

  5. The goals of this process . . . • Guide teachers to articulate what proficiency in an enduring skill looks like at a given grade level. • Identify appropriate assessments available or that need to be developed. • Support a meaningful student growth goal-setting process and development of quality student growth goals.

  6. Enduring Skills to Grade Level Standards Review grade level cluster headings. Identify the grade-level standards that align with the enduring skills you identified.

  7. Enduring Skill-grade level standard-grade level standard-grade level standard

  8. What’s proficiency look like? For the enduring skill, after identifying the standards that align, DISCUSS: What must students at this grade level be able to do to demonstrate proficiency at the level intended by the standards?

  9. Demonstrating Proficiency • Is there a rubric that describes proficiency? • Are there assessments available that allow students to demonstrate proficiency? • Do assessment items need revision to improve congruency? • Do appropriate and congruent assessment items need to be developed?

  10. The goals of this process . . . • Guide teachers to articulate what proficiency in an enduring skill looks like at a given grade level. • Identify appropriate assessments available or that need to be developed. • Support a meaningful student growth goal-setting process and development of quality student growth goals.

  11. Reflect • How will this process work in your district? • What is your role?

  12. You are meeting expectations of the certified evaluation plan if: • The SGG is congruent with KCAS for the grade level and content. • The SGG represents an enduring skill, process, understanding, or concept that students are expected to master. • Comparable criteria is used across similar classrooms to determine progress toward mastery

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