Table of Contents
Content Home
Welcome- Module Orientation
Pre-Assessment- Unit 1: Introduction and Overview
- Unit 2: California State Assessment System
- Standardized Testing and Reporting Program
- New State Assessment System
- Smarter Balanced Assessments
- Computer Adaptive Technology
- A Balanced Assessment System
- Assessment Methods and Item Types
- Smarter Balanced Preliminary Blueprints
- Smarter Balanced Practice Tests
- Supporting All Students in California’s Assessment System
Summary of Unit 2
- Unit 3: Assessment Literacy for Educators
- Purposes and Uses of Assessment
- Assessment Information Usage
- Types of Assessment Information
- Integrated Teaching-Assessment Cycle
- Assessment Literacy at the Classroom Level
- Assessment Literacy Defined
- Assessing Student Learning
- Council of Chief State School Officers
- Attributes of Assessment-literate Teachers
- Summary of Unit 3
- Unit 4: Developing Standards-based Instructional Learning Targets
- Preparing and Planning for Instruction and Assessment
- Planning for Instruction and Assessment
- Assessment Targets
- Developing Instructional Learning Targets
- Summary of Unit 4
- Unit 5: A Balanced Assessment System
- Multiple Levels of Assessment
- Sources of Assessment Data
- Effective, Appropriate Use of Assessments and Assessment Data
- Categorizing Different Types of Assessments
- Summative Assessment: Assessment of Learning
- Formative Assessment Practices and Tools: Assessment for Learning
- Peer Assessment
- Assessment Vignettes
- Summary of Unit 5
- Unit 6: Identifying, Developing, and Implementing Sound, Quality Assessments
- Identifying, Selecting, and Developing Appropriate Classroom Assessments
- Key Concepts in Accurate Measurement: Validity
- Key Concepts in Accurate Measurement: Reliability
- Key Concepts in Accurate Measurement: Fairness
- Assessment Accessibility
- Selecting and Developing Appropriate Classroom Assessments: Assessment Methods
- Developing Better Assessments
- Instructionally Embedded Formative Assessment: Checking for Understanding Strategies
- Checking for Understanding on a Daily Basis
- Using Think-Pair-Share to Check for Understanding
- Summary of Unit 6
- Unit 7: Analyze & Act: Appropriate & Effective Use of Assessment Data
- Assessment Data
- Using Rubrics to Evaluate Student Work
- Involving Students in Using Rubrics
- Students Assessing the Quality of Their Own Work
- Students Assessing the Quality of Other’s Work
- Analyzing and Interpreting Data: Mining Item-Level Data
- Acting on the Data: Now What, So What?
- Developing Instructional Adjustments and Interventions
- Effective Feedback
- Student Reflection and Goal Setting
- Students’ Use of Data
- Steps for Goal Setting
- Goal Setting from Constructed-Response Assessments
- Helping Students Adjust Their Learning Tactics
- Summary of Unit 7
- Module Summary
Post-Assessment- Certificate of Completion
Glossary- Resources
- Unit 1 Introduction and Overview
- Unit 2 California Assessment System
- Unit 3 Assessment Literacy for Educators
- Unit 4: Developing Standards-Based Instructional Learning Targets
- Unit 5: A Balanced Assessment System
- Unit 6: Identifying, Developing and Implementing Sound, Quality Assessments
- Unit 7: Analyze & Act: Appropriate and Effective Use of Assessment Data
- Module Evaluation
Students Assessing the Quality of Other’s Work
In Unit 5, you learned that students are excellent learning resources for each other and that peer assessment complements self-assessment. In the video, high school students in a math class used a rubric to rate other students’ presentations. Consider how questions and answers about the logistics of peer assessment in the video compare to how peer assessment works in your situation.
View students as they present their small group work and listen carefully to what they say as they rate each other using rubrics. What happens to their knowledge of assessment language and understanding of the assignment over time?
Important: Read the instructions under the video before selecting the image.
That Would Never Work Here, Either! 
(Run time: 16:00)
Source: Annenberg Learner 2013
Select the icon to open the video window. After the short introduction, select and drag the time marker towards the end of the video, to 1:08.00. This relevant segment from the Annenberg Learning Web page titled, “Workshop 7: That Would Never Work Here, Either! Seeing Assessment Reform in Action, Part II” ends about ten minutes later.
Assessment Literacy. Brought to you by the California Department of Education and the San Joaquin County Office of Education.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
