Assessment Literacy Standards for Teachers

Crosswalk to the InTASC Model Core Teaching Standards
MI InTASC/Assessment Literacy Standards for Teachers (MI InTASC/ALS for Teachers)

Assessment Literacy Standards for TeachersAssessment Literacy Standards graphic - for teachers

I. Dispositions

Teachers should believe that: 

A. Clear learning targets, understood by students, are necessary for learning and assessment.
B. Quality assessments are a critical attribute of effective teaching and learning.
C. Effective feedback is critical to support learning.
D. Students should be active partners in learning how to use assessment results to improve their learning.
E. Assessment results should be used to make instructional decisions to improve student learning.
F. An effective assessment system must balance different purposes for different users and use varied methods of assessment and communication.
G. Good classroom assessment and quality instruction are intricately linked to each other.
H. Multiple measures can provide a more balanced picture of a student or a school.
I. Grading is an exercise in professional judgment, not just a numerical, mechanical exercise. 

II. Knowledge

Teachers should 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 of future performance/achievement

C. The definitions of and uses for different types of assessments:
       1. Summative assessment
       2. Interim benchmark assessment
       3. Formative-assessment practices
       4. Criterion vs. norm-referenced assessment interpretations

D. The differences between the types of assessment tools:
       1. Achievement
       2. Aptitude
       3. Diagnostic
       4. Screening

E. The different types of assessment methods best matched to learning targets:
       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
       3. Reliability
       4. Validity: A characteristic of the use of the assessment, not the assessment itself
       5. Bias/sensitivity
       6. Correlation vs. causation

G. How to translate standards into clear learning targets that are written in student-friendly language and used as the basis for the everyday curriculum.
H. How to develop or select high quality assessments:
       1. Determine the purpose for assessing
       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 and scoring tools 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

I. What assessment accommodations are available and when to use them with students with disabilities and English Language Learners.
J. How to provide effective feedback from assessments suitable for different audiences: descriptive vs.evaluative
K. How to use and create scoring tools (guides, rubrics, checklists, scoring rules, standards)
L. Sound grading and reporting practices
M. How to engage students in using their own assessment results for reflection and goal-setting
N. What assessment data validly reflects a teacher’s effectiveness
0. There are two ways to report results, and specific circumstances when each is useful:
       1. Normative interpretations
       2. Criterion-referenced interpretations 

III. Performance

Teachers should be able to: 

A. Self-assess their work and model this for students.
B. Select and use various assessment methods appropriate to assessment purposes and learning targets.
C. Use learning targets aligned to the standards and understood by students to guide instruction.
D. Use learning progressions to guide instruction and assessment.
E. Implement the 5-step process for assessment development:
       1. Plan
       2. Develop
       3. Review and Critique
       4. Field Test
       5. Review and Revise

F. Use assessment data within appropriate, ethical and legal guidelines.
G. Use a variety of protocols for looking at and scoring student work.
H. Accurately determine and communicate levels of proficiency.
I. Use assessment results to make appropriate instructional decisions for individual students and groups of students.
J. Provide timely, descriptive and actionable feedback to students based on assessment results.
K. Support student use of assessment feedback to improve attitudes, aspirations, mindsets and achievement.
L. Use grading practices that result in grades that are accurate, consistent, meaningful and supportive of learning.
M. Use assessment results appropriately to modify instruction to improve student achievement.
N. Collaboratively analyze data and use data to improve instruction.
O. Use multiple sources of data over time to identify trends in learning.
P. Use data management systems to access and analyze data.
Q. Communicate effectively with students, parents/ guardians, other teachers, administrators and community stakeholders about student learning.
R. Locate and appropriately use resources (local, state and national) to improve assessment literacy