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 Teachers
Teachers who are assessment literate believe:
A. All educators must be proficient in their understanding and use of assessment.
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. Effective feedback is critical to support learning.
I. Students should be active partners in learning how to use assessment results to improve their learning.
J. Students can use instructionally-sensitive assessment results to improve their learning.
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.
Teachers 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 of future performance/achievement
C. The definitions of and uses for different types of assessments:
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
4. Validity: A characteristic of the use of the assessment, not the assessment itself
6. Correlation vs. causation
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
H. There are different ways to report results:
1. Normative interpretations and
2. Criterion-referenced interpretations
I. What assessment data validly reflects a teacher’s effectiveness
J. How to translate standards into clear learning targets that are written in student-friendly language and used as the basis for the everyday curriculum.
L. How to provide effective feedback from assessments suitable for different audiences: descriptive vs.evaluative
Teachers who are assessment literate are able to:
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 the assessment
2. Develop the assessment items
3. Review and critique the assessment items
4. Field test the items to see if they work
5. Review and revise the items
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 ssessment 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. Seek to increase their knowledge and skills in assessment.
Teachers who are assessment literate promote the use of assessment data to improve student learning through the alignment of curriculum, instruction and assessment by:
A. Implementing district-developed learning progressions
B. Clearly explaining how to analylize and use asessment results.
C. Using assessment results, including subgroup performance, to influence the classroom’s curriculum and instructional program.
D. Using multiple sources of data over time to identify trends in learning.
E. Using assessment results to reflect on their own effectiveness.