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
- 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
- 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
- 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
Step 5: Communicating Instructional Learning Targets
Once our learning targets are clear to us, we need to make sure they will be clear to students…a key feature to student success is students knowing where they are going–that is, understanding what they are to learn."
–Chappuis et al. 2012
In some instances, the CA CCSS may be shared with students as instructional learning targets in the original form. In many cases, when the CA CCSS are complex and involve multiple skills or concepts, teacher teams need to develop student-friendly, understandable versions of the instructional learning targets and then share those targets with students. Student friendly learning targets are most often formulated using “I can…” or “I will be able to…” statements.
The graphic below provides an example of student-friendly instructional learning targets for the Grade 4 standard:
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Select the links to download the completed Graphic Organizer for the sample Grade 4 reading standard and a blank template to use as you apply the five-step process to standards at your own grade level.
Smarter Balanced produced a Cognitive Rigor Matrix for both ELA and mathematics that is based on the DOK levels introduced in Unit 2. These resources provide guidance for item developers and reviewers to ensure that the assessment targets match the assessment tasks, and may also be useful in planning and implementing classroom instructional and assessment activities.
Revisit the DOK levels from Unit 2 and the Cognitive Rigor Matrix for ELA and Math on pages 21 and 22 of the SBAC General Items Specifications document.
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.
