How do we assess the quality of the assessments we use with our learners? Do we?

In Beyond the Common Core: A Handbook for Mathematics in a PLC at Work  written by Juli K. Dixon, Thomasenia Lott Adams, Edward C. Nolan and edited by Timothy D. Kanold, they offer an Assessment Instrument Quality – Evaluation Tool and a High-Quality Assessment Diagnostic and Discussion Tool.

What if we, as a team, use similar tools to reflect and assess the quality of our assessments?

Next week, I plan to begin this conversation with at least one team and pilot a couple of items using their most recent assessment.  Here is a draft of the two items I’ve selected as a start.

Identification and emphasis on essential learnings
Are the essential learnings included on the assessment as  “I can . . .” statements, and are they student friendly and grade appropriate?

Level 4
I can collaborate with my team to analyze the assessment data from each learning target to plan for continued learning.

Level 3
I can embed learning targets in assessments for student learning, feedback, and reflection.

Level 2
I can display and use the agreed upon learning progressions during and after the unit to help students learn and grow.

Level 1
I can reach consensus with my team on the essential learning progressions for the unit and write them in student friendly and grade appropriate language.

Visual presentation
Do our learners have plenty of space to write out solution pathways, show their work, and explain their thinking for each item of the assessment?

Level 4
I can collaboratively agree upon and include the point values for each assessment item on our formal assessments.

Level 3
I can collaboratively design and implement an assessment that is organized, easy to comprehend, and has enough space to show both student thinking and teacher feedback.

Level 2
I can design and implement an assessment that is organized, easy to comprehend, and has enough space to show student thinking.

Level 1
I can implement an assessment that is organized, easy to comprehend, and has enough space to show student thinking.

I am curious about how our teaching team will assess their assessment. I am grateful for the engagement and interest in assessment and design.

Dixon, Juli K; Adams, Thomasina Lott (2014-10-13). Beyond the Common Core: A Handbook for Mathematics in a PLC at Work™, Grades K-5 (Kindle Locations 720-722). Solution Tree Press. Kindle Edition.

• Assessment of Assessment part 2 #LL2LU
• Assessment of Assessment – calibrating points of view for learning