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
- 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
Unit 5: A Balanced Assessment System
“What Formative Assessment Can and Can’t Do” by Dylan Wiliam: http://dylanwiliam.org/Dylan_Wiliams_website/Papers.html
“A Pleasant Surprise,” Paul Black and Dylan Wiliam, Phi Delta Kappan, Volume 92, Number 1 September 2010
“Inside the Black Box”, Phi Delta Kappan, October 1998 and “Working Inside the Black Box”, Phi Delta Kappan, September 2004
Journey to Excellence Web site (search for Dylan Wiliam for multiple video clips on the topic of formative assessment, peer assessment, and feedback that promotes learning): www.journeytoexcellence.org.uk/
Teaching Channel Web site (CCSS resources for teachers; video clips of classroom instruction): www.teachingchannel.org
National Academies Press, Knowing What Students Know: The Science and Design of Educational Assessment, 2001 (information on the work of the Committee on the Foundations of Assessment, James W. Pellegrino, Naomi Chudowsky, and Robert Glaser): http://www.nap.edu/catalog.php?record_id=10019
Formative Assessment, Making it Happen in the Classroom, Margaret Heritage, Corwin Publishers, 2007 (learn more about the “Sources of Data” graphic and classroom formative assessment practices).
CCSSO Formative Assessment for Students and Teachers (FAST) Web site: http://www.ccsso.org/Resources/Programs/Formative_Assessment_for_Students_and_Teachers_%28FAST%29.html
Learn more about the role of formative assessment practices in:
Transformative Assessment, W. James Popham, ASCD, 2008
Formative Assessment in Practice, Margaret Heritage, Harvard Education Press, 2013
Advancing Formative Assessment in Every Classroom, Connie M. Moss and Susan Brookhart, ASCD, 2009
Embedded Formative Assessment, Dylan Wiliam, Solution Tree, 20
Explore the topic of Student-Involved Assessment:
Leading the Way to Making Classroom Assessment Work, Anne Davies with Sandra Herbst and Beth Parrot, Connections Publishing, 2008
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.
