Assessment Literacy Standards

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Assessment Literacy is essential for district administrators

Assessment literate district administrators understand how student assessment can empower them to better carry out their role in education, believe that assessment can improve teaching and learning, and put activities and behaviors in place to act on these beliefs.

Assessment Literacy Standards

Download the full set of standards and the companion glossary.

Dispositions
District Administrators who are assessment literate believe:
  1. All educators must be capable in their understanding and use of Assessment in their districts.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  2. An effective balanced Assessment system must meet the information needs of all users and use appropriate methods of Assessment to address those needs.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  3. Sound educational decisions require accurate and appropriate Assessment information. AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  4. Multiple Measures can provide a more balanced picture of a student, classroom, school, or district.Multiple MeasuresThe use of different types of measures (e.g., assessment for learning and assessments of learning) to assess students or programs from different perspectives to obtain a broader picture of students or a program.
  5. Accurate Assessments are a critical attribute of effective teaching and learning for every student.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  6. Teachers should be given support to provide sufficient student learning time and assistance so that all students achieve ambitious learner outcomes.
  7. Teachers should be given sufficient time and support in learning to use the formative Assessment process, as well as summative Assessments, in their classrooms, so all students achieve ambitious learner outcomes.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  8. Assessment information can be used in making instructional decisions that positively impact learning.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  9. Clear Learning Targets, used by teachers and understood by students, are necessary for learning and Assessment.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.
  10. Effective feedback is critical to support learning for all students.
  11. Teachers should encourage students to be active partners in the learning process by using Assessment to improve their learning. AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  12. Users of Assessments require time to learn to select, develop, and administer the Assessments, as well as use the Assessment results appropriately; resources are needed to carry out these activities.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  13. Grading should reflect the current levels of student learning as student learning and achievement change. GradingRating an individual or program on the basis of external standards. As student learning and achievement changes, grades change to reflect current levels of student learning and achievement.
  14. Assessments used should be aligned to and support the curricula, instruction, and Learning Targets being used, as well as Professional Learning activities related to each of these.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.Professional LearningThe learning programs and experiences in-service educators engage in to improve their knowledge and skills and, thus, their performance on the job.
Knowledge
District Administrators who are assessment literate know:
  1. A balanced Assessment system supports:
    1. Different users who have different Assessment purposes.
    2. Different Assessment purposes that may require different Assessment methods.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  2. Student Assessment can be used for a variety of purposes:
    1. Provide formative information to students and their teachers throughout learning so all students achieve ambitious outcomes.
    2. Monitor student group achievement.
    3. Review and improve instructional program offerings.
    4. To hold student, teacher, or school/district accountable.
    5. Predict future performance/achievement.
    6. Evaluate programs.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  3. Definitions of and uses for different types of Assessments:
    1. Assessment for Learning (i.e., the formative Assessment process).
    2. Assessment of Learning (i.e., summative and interim/benchmark Assessments).
    3. Criterion vs. norm-referenced Assessment score interpretations.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  4. The differences between the types of formal Assessment tools:
    1. Achievement
    2. Aptitude
    3. Diagnostic
    4. Screening
    5. Progress MonitoringAptitudeA term to describe the ability of an individual to carry out a task or activity.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.Progress MonitoringUsed to quantify a learner’s rate of improvement or responsiveness to instruction, intervention, or supports and to guide future learning. Progress monitoring can be implemented with individual learners and small groups. The frequency of measures should match the level of intervention intensity. Progress monitoring can be used to inform whether individual student interventions are effective.
  5. 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 or oral response.
    3. Performance: Written responses, presentations, or products.
    4. Personal Communication: Interview.
    5. Observation.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.ObservationAn assessment of one or more aspects of student performance by a trained observer, either in a natural setting or one that has been structured especially for the observation. A protocol or rubric may be used by the observer.Personal CommunicationAn assessment conducted one-on-one between an adult and a student — sometimes an interview.
  6. Non-technical explanations of statistical concepts associated with Assessment:
    1. Measures of Central Tendency (i.e., Mean, Mode, and Median).
    2. Measures of Variability (i.e., range, Variance, and Standard Deviation).
    3. Reliability (i.e., the consistency of Assessment information).
    4. Validity (i.e., based on evidence supporting the intended use of the Assessment, not the Assessment itself).
    5. Bias (i.e., no Assessment Item or test disadvantages or advantages any student).
    6. Sensitivity (i.e., the Assessment Item or test contains nothing that will upset students).
    7. Correlation vs. Causation (i.e., Correlation between two variables does not Mean one causes the other).
    8. Measurement error (the level of uncertainty around test scores).AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.BiasThe manner in which a test question is posed that disadvantages some students, due to factors other than their knowledge of the topic being assessed.CausationA demonstration that one variable has a direct and predictable impact on another variable. Note: a correlation between two variables (e.g., poverty and student achievement) does not mean that one variable (poverty) causes the other one (low achievement).CorrelationA demonstration that two variables move in the same or opposite manner. This does not mean that one variable causes the other. (See Causation)ItemAn assessment question, problem, or exercise. The individual questions that are used in a test.Measures Of Central TendencyMean, Mode, and Median: Mean — The arithmetic average of a set of data, calculated by adding up all the scores and dividing the total by the number of scores. Median — The score at the middle point in an ordered set of scores. Mode — The most frequently occurring score in a set of scores.Measures Of VariabilityVariance and Standard Deviation: Variance — The sum of the squared deviations of scores in a set of scores from the mean score of the set, divided by one less than the total number of scores. Standard Deviation — The square root of the variance.MeanThe arithmetic average of a set of data, calculated by adding up all the scores and dividing the total by the number of scores.MedianThe score at the middle point in an ordered set of scores.ModeThe most frequently occurring score in a set of scores.ReliabilityA statistical determination of the internal consistency, comparability, or stability of an assessment. A necessary, but not sufficient, condition for a summative assessment to be useful.SensitivityThe use of a topic in an assessment item that some students may find troubling or offensive.Standard DeviationThe square root of the variance. VarianceThe sum of the squared deviations of scores in a set of scores from the mean score of the set, divided by one less than the total number of scores.ValidityThe extent to which a test measures what it is intended to measure. A test itself is neither “valid” nor “invalid.” Validity is determined based on the adequacy of the information in support of the intended use of the assessment.
  7. Assessments can be purchased or developed locally; each approach has advantages and challenges.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  8. A test should only be used for purposes for which there is Validity evidence supporting those uses.ValidityThe extent to which a test measures what it is intended to measure. A test itself is neither “valid” nor “invalid.” Validity is determined based on the adequacy of the information in support of the intended use of the assessment.
  9. How to support classroom teachers in developing high-quality classroom tests of learning, as described in Teacher Assessment Literacy Standard II. Knowledge – H.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  10. How to develop or select high-quality common Assessments of learning:
    1. Determine the purpose(s) 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. Verify the Validity evidence that supports the intended purpose(s).AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.ValidityThe extent to which a test measures what it is intended to measure. A test itself is neither “valid” nor “invalid.” Validity is determined based on the adequacy of the information in support of the intended use of the assessment.
  11. The steps in developing an Assessment:
    1. Design a test plan or blueprint that will permit confident conclusions about achievement.
    2. Construct/select the necessary Assessment Items and Scoring tools needed.
    3. Review the Assessment Items for content Alignment, fairness, and Sensitivity.
    4. Try out the Items in advance, or review initial Item data before Reporting the results.
    5. Improve the test through review and analysis of the Assessment tryout information.AlignmentRefers to whether an assessment item measures any part (ideally, the most important part) of a content standard. Also refers to how much of a set of content standards an assessment instrument measures. Two-way alignment refers to how much of a set of content standards is measured by an assessment instrument as well as whether the assessment instrument covers most, if not all, of the set of content standards.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.ItemAn assessment question, problem, or exercise. The individual questions that are used in a test.ReportingDescribing the performance of a student or a group of students on an assessment in written, graphical, or verbal terms.ScoringThe process of determining how well a student did on an assessment.SensitivityThe use of a topic in an assessment item that some students may find troubling or offensive.
  12. The process for selecting an Assessment:
    1. Select Assessment Items and Scoring tools needed.
    2. Review the Assessment Items for content Alignment, fairness, and Sensitivity.
    3. After initial use, review Item data before Reporting the results.
    4. Improve the test through review and analysis of the initial Assessment information.
    5. Verify that the Assessment will permit confident conclusions about achievement based on the Assessment.AlignmentRefers to whether an assessment item measures any part (ideally, the most important part) of a content standard. Also refers to how much of a set of content standards an assessment instrument measures. Two-way alignment refers to how much of a set of content standards is measured by an assessment instrument as well as whether the assessment instrument covers most, if not all, of the set of content standards.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.ItemAn assessment question, problem, or exercise. The individual questions that are used in a test.ReportingDescribing the performance of a student or a group of students on an assessment in written, graphical, or verbal terms.ScoringThe process of determining how well a student did on an assessment.SensitivityThe use of a topic in an assessment item that some students may find troubling or offensive.
  13. There are different ways to report results of Assessments of learning, and specific circumstances when each is useful:
    1. Normative interpretations.
    2. Criterion-referenced interpretations.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  14. There are multiple sources of Assessment data that validly reflect a teacher’s and building administrator’s effectiveness.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  15. When and how to give students appropriate access to accessibility features that are available to all students and accommodations appropriate for some students (e.g., students with disabilities, Section 504 students, and English learners).
  16. How to provide effective feedback from Assessments suitable for different audiences: descriptive versus evaluative feedback.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  17. How to support teachers in creating/selecting and using Scoring tools (guides, rubrics, checklists, Scoring rules, standards).ScoringThe process of determining how well a student did on an assessment.
  18. Sound Assessment Reporting practices from Assessments used for different purposes.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.ReportingDescribing the performance of a student or a group of students on an assessment in written, graphical, or verbal terms.
  19. Grading practices that reflect best practices and that emphasize students’ current levels of learning and achievement.GradingRating an individual or program on the basis of external standards. As student learning and achievement changes, grades change to reflect current levels of student learning and achievement.
Performance
District Administrators who are assessment literate can:
  1. Review school-level and district-level goals and performance with staff.
  2. Set personal improvement goals for themselves, informed by school-level and district-level performance.
  3. Use Assessment data within appropriate, ethical, and legal guidelines.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  4. Understand, help determine, and communicate Levels of Proficiency accurately.Levels Of ProficiencyThe different levels of performance on an assessment.
  5. Use Assessment results to make appropriate program decisions for individual students and groups of students.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  6. Model and support good Assessment practices for educators in their district.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.ModeThe most frequently occurring score in a set of scores.
  7. Use appropriate techniques (e.g., Protocols) to collaboratively analyze, understand, and use data to improve instructional programs.ProtocolsGuidelines for students to use when completing an assessment.
  8. Use multiple sources of data over time to identify trends in learning by individual students and groups of students.
  9. Use Data Management Systems to access and analyze data.Data Management SystemA computer software system that is used to store educational data and to permit these data to be retrieved, analyzed, and used.
  10. Communicate effectively with students, parents, teachers, administrators, and community stakeholders about student learning.
  11. Seek to increase their knowledge and skills in Assessment.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
District Administrators who are assessment literate promote a culture of responsible assessment practice by:
  1. Improving Assessment literacy for self and staff through:
    1. Allocating financial and other resources for Professional Learning opportunities.
    2. Providing targeted and differentiated Professional Learning opportunities.
    3. Participating in district Professional Learning opportunities.
    4. Consistently and clearly communicating that Assessment literacy is a priority for the district.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.Professional LearningThe learning programs and experiences in-service educators engage in to improve their knowledge and skills and, thus, their performance on the job.
  2. Providing time and support for staff to develop skills and implement a balanced Assessment system by providing opportunities to develop skills in:
    1. Using instructionally embedded formative Assessment, as well as summative Assessments.
    2. Selecting, creating, and developing Assessments.
    3. Administering Assessments.
    4. Scoring the Assessments.
    5. Analyzing Assessment results.
    6. Developing instructional plans based on results.
    7. Developing continuous improvement plans based on results.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.ScoringThe process of determining how well a student did on an assessment.
  3. Instituting policies with supportive resources (time and budget) for staff to implement a balanced system of Assessment in the district.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  4. Assuring that each and every staff member is:
    1. Skillful and confident in teaching the targets they are assigned to teach.
    2. Sufficiently Assessment literate to assess their targets for instruction productively in both formative and summative ways.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  5. Supporting building-level staff in implementing the formative Assessment process and high-quality summative Assessment with their students.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  6. Supporting use of appropriate Grading practices (e.g., standards-based) that are equitably applied across students so that grades are a Meaningful, accurate reflection of current learning and support future learning.GradingRating an individual or program on the basis of external standards. As student learning and achievement changes, grades change to reflect current levels of student learning and achievement.MeanThe arithmetic average of a set of data, calculated by adding up all the scores and dividing the total by the number of scores.
District Administrators who are assessment literate promote the use of assessment data by district and school staff to improve student learning through the alignment of curriculum, instruction, and assessment by:
  1. Developing/Identifying Learning Progressions to implement the state and district Content Standards.Content StandardThe knowledge, skills, and disposition expectations comprising entire disciplines (mathematics, science, etc.).Learning ProgressionsThe sequence of learning topics that students typically go through to learn an important topic/skill.
  2. Explaining how to analyze and use Assessment results.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  3. Using Assessment results, including Student Group Performance, to improve the district’s curriculum and schools’ instructional program.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.Student Group PerformanceThe performance of a subset of students from a larger group, examined to ensure that all student groups in a school are achieving content standards equitably.
  4. Using multiple data sources over time to identify and monitor learning trends.
  5. Assuring horizontally and vertically aligned curriculum, instruction, and Assessment throughout the district.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  6. Leading dialogues with staff in interpreting results and creating goals for improvement.
  7. Assisting teachers and building administrators in collaboratively analyzing and using data in Professional Learning communities.Professional LearningThe learning programs and experiences in-service educators engage in to improve their knowledge and skills and, thus, their performance on the job.
  8. Using Assessment data and other relevant data to collaboratively reflect on the effectiveness of principals’ instructional leadership.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  9. Incorporating sound Assessment practices in program, teacher, and administrator evaluations.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  10. Clearly communicating results to various constituents through a coherent process using a variety of methods.
  11. Using Data Management Systems to access and analyze data.Data Management SystemA computer software system that is used to store educational data and to permit these data to be retrieved, analyzed, and used.
  12. Using Assessment data within appropriate, ethical, and legal guidelines.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
  13. Using Assessment results and other data appropriately to allocate human and financial resources across the district.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.

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