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California Common Core State Standards: Professional Learning Modules

• Content Home
  • Welcome
    • Welcome, cont.
  • Module Orientation
  • Pre-Assessment
    • What Do You Know?
  • Unit 1: Introduction and Overview
    • What is Assessment Literacy?
    • Change in Education
    • Call to Action
    • 21st Century Learning Skills
    • Framework for 21st Century Learning
    • CA CCSS and the College and Career Readiness Anchor Standards
    • Summary of Unit 1
  • Unit 2: California State Assessment System
    • Standardized Testing and Reporting Program
    • New State Assessment System
      • New State Assessment System, Continued
    • Smarter Balanced Assessments
    • Computer Adaptive Technology
    • A Balanced Assessment System
      • Coherent System Components
    • Assessment Methods and Item Types
      • Assessment Methods and Item Types, Continued
      • Assessment Methods and Item Types, Continued
    • Smarter Balanced Preliminary Blueprints
      • Smarter Balanced Preliminary Blueprints, Continued
    • Smarter Balanced Practice Tests
    • Supporting All Students in California’s Assessment System
      • English Language Assessment
        • Implementation Timeline
      • Assessment Accessibility
        • Students with Significant Cognitive Disabilities
    • 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
      • Attributes of Assessment-literate Teachers, Continued
      • Ranking Attributes
    • 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
      • Step 1: Deconstructing the Standards
      • Step 2: Task Analysis
      • Step 3: Developing Specific Learning Targets
      • Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods
        • Assessment Methods
        • Target-Assessment Method Match
      • Step 5: Communicating 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
      • Defining Formative Assessment Practices
        • Defining Formative Assessment Practices, Continued
      • Students’ Role in the Formative Assessment Process
    • 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 Fairness and Bias
    • Assessment Accessibility
      • Linguistic Accommodation for English Learners
      • Limited English Proficiency Affects Learning and Assessment
      • Variations, Accommodations, or Modifications
    • Selecting and Developing Appropriate Classroom Assessments: Assessment Methods
      • Selected-Response vs. Constructed-Response Assessment Methods
    • Developing Better Assessments
      • Mr. Bumble’s Science Exam: African Elephant Unit
    • Instructionally Embedded Formative Assessment: Checking for Understanding Strategies
      • Sources of Assessment Data
      • The Benefits of Checking for Understanding
        • The Benefits of Checking for Understanding , Continued
    • 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
      • Developing Rubrics
      • Exploring the Parts of a Rubric
      • Smarter Balanced ELA Performance Task Review
    • 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
      • Item Analysis
      • Item Analysis: Group Data
      • Item Analysis: Analyzing Patterns in Individual Data
      • Item Analysis: Analyzing Constructed-Response Items
      • Item Analysis: Item Deconstruction
      • Hazards of Mining Item-Level Data
      • Item Analysis Review
    • Acting on the Data: Now What, So What?
    • Developing Instructional Adjustments and Interventions
      • Example 1: Guided Groups
      • Example 2: Alternate Ranking
    • Effective Feedback
      • The Effectiveness of Feedback
      • Ineffective vs. 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