Assessment Literacy Standards for District Administrators
Crosswalk to the Michigan District Improvement Frameworks
District Improvement Framework/Assessment Literacy Standards Crosswalk (DIF/ALS for District Leaders)
Assessment Literacy Standards – District-Level Administrators
District Administrators who are assessment literate believe:
B. An effective assessment system must balance different purposes for different users and use varied methods of assessment and communication.
C. When assessment is done correctly, the resulting data can be used to make sound educational decisions.
D. Multiple measures can provide a more balanced picture of a student or a school.
E. Quality assessments are a critical attribute of effective teaching and learning.
G. Clear learning targets, understood by students, are necessary for learning and assessment.
H. Students should be active partners in their learning and assessment.
J. Users of assessments require time to learn to select, develop, and administer the assessments, as well as use the assessment results appropriately, and resources are needed to carry out these activities.
K. Good classroom assessment and quality instruction are intricately linked to each other.
L. Grading is an exercise in professional judgment, not just a numerical, mechanical exercise.
M.Appropriate, high-quality assessment practices should be used in all buildings.
District Administrators who are assessment literate know:
A. A balanced assessment system consists of both of the following:
1. Different users have different assessment purposes
2. Different assessment purposes may require different assessment methods
B. There are different purposes for student assessment:
1. Student improvement
2. Instructional program improvement
3. Student, teacher or system accountability
4. Program evaluation
5. Prediction ofPrediction future performance/achievement
C. The definitions of and uses for different types of assessments:
D. The differences between the types of assessment tools:
E. The different types of assessment methods and when educators should use each:
1. Selected response: Multiple-choice, True-False, Matching
2. Constructed response: Short or Extended written response
3. Performance: Written responses, presentations or products
4. Personal Communication: Observations and interviews
F. Non-technical understanding of statistical concepts associated with assessment:
1. Measures of central tendency
2. Measures of variability
4. Validity: a characteristic of the use of the assessment, not the assessment itself
6. Correlation vs. causation
1. Determine the purpose for assessment
2. Determine the standards or learning targets to be assessed
3. Select the assessment methods appropriate to learning targets and assessment purpose(s)
4. Design a test plan or blueprint that will permit confident conclusions about achievement
5. Select or construct the necessary assessment items with scoring guides where needed
6. Field test the items in advance or review them before reporting the results
7. Improve the assessment through review and analysis to eliminate bias and distortion
8. Assessments can be purchased or developed locally; each approach has advantages and challenges
H. There are two ways to report results, and specific circumstances when each is useful:
I. The multiple sources of assessment data that validly reflect a teacher’s effectiveness.
District Administrators who are assessment literate are able to:
A. Use assessment data within appropriate, ethical and legal guidelines.
B. Understand and communicate levels of proficiency accurately.
C. Use assessment results to make appropriate instructional decisions for groups of students.
D. Collaboratively analyze data and use data to improve instruction.
E. Use multiple sources of data over time to identify trends in learning.
F. Use data management systems to access and analyze data.
G. Communicate effectively with students, parents, other teachers, administrators and community stakeholders about student learning.
H. Seek to increase their knowledge and skills in assessment.
District Administrators who are assessment literate promote a culture of appropriate assessment practice by:
A. Promoting assessment literacy for self and staff through:
1. Professional Learning Communities
2. Targeted and Differentiated Professional Development
3. Walk-throughs (data collection – goal setting)
4. Educator evaluation practices (i.e., program, teacher, and administrator)
1. Using instructionally embedded formative assessment
2. Selecting, creating, and developing assessments
3. Administering assessments
4. Scoring/Analyzing results
5. Developing instructional plans based on results
6. Developing school improvement plans based on results
1. A confident, competent master themselves of the targets that they are responsible for teaching
2. Sufficiently assessment literate to assess their assigned targets productively in both formative and summative ways.
District Administrators who are assessment literate promote the use of assessment data to improve student learning through the alignment of curriculum, instruction and assessment by:
A. Developing learning progressions to implement the district-wide standards.
B. Assuring horizontally and vertically aligned curriculum, instruction, and assessment in the building.
D. Leading dialogues with staff in interpreting results and creating goals for improvement.
F. Using assessment results, including subgroup performance, to influence the district’s curriculum and instructional program.
G. Using multiple data sources over time to identify learning trends.
H. Using assessment data to reflect on effectiveness of principals’ instructional leadership.
I. Incorporating assessment knowledge in evaluation practices (i.e., program, administrator).
J. Clearly communicating results to various constituents through a coherent system that uses a variety of methods.
K. Using data management systems to access and analyze data.