Template

Updated on September 11, 2010

GUIDELINES FOR THE ASSESSMENTS Template for Formative and Interim Assessment Subcommittee Recommendations

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FORMATIVE Assessment Guidelines: In the table below, insert recommended guidelines for the assessment in order of priority. Provide a rationale for each guideline desired. Use the Assessment Revision Process mantra to assist you with rationale statements (Signals Readiness, Easy to Use, Meaningful, Timely). Guidelines may include, but may not be limited to, format, mode of delivery, frequency of the assessment, duration of the assessment, delivery of results, etc.

The professional development should include: a.Differentiated based on local needs b.Learning over time c.Teachers learning together – PLC’s, teams, established and managed regional consortia d.Support for on-site coaches and mentors e.Utilize teachers demonstrating best practices f.Leveraging existing dollars to support formative practice g. Research-based resources ||
 * Guidelines || Rationale ||
 * 1. || Provide on-going professional development || Provide professional development for educators and administrators in the use of formative practices and the interpretation of formative information towards the goal of improving student achievement.
 * 2. || Develop Learning Progression for the Colorado Academic Standards || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Collaboratively develop models and exemplars of learning progressions and associated formative assessment tools. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">3. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Establish voluntary pilots || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Develop state-supported pilot sites for deeper implementation of formative assessment practices to include small, medium, large, urban, suburban, and rural school districts. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">4. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">State developed policy audit tools || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Develop tools for Districts, Schools/Administrators, and Teachers to use to evaluate local policy and practice barriers to effective formative practice, including for example those related to grading, reporting, pacing, use of time for planning and professional development. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">5. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">District Consortia || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Establish, facilitate, and support districts to participate in professional development and information sharing regarding formative practice. ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">INTERIM Assessment Guidelines: <span style="display: block; font-family: Arial,Helvetica,sans-serif;">In the table below, insert recommended guidelines for the assessment in order of priority. Provide a rationale for each guideline desired. Use the Assessment Revision Process mantra to assist you with rationale statements (Signals Readiness, Easy to Use, Meaningful, Timely). Guidelines may include, but may not be limited to, format, mode of delivery, frequency of the assessment, duration of the assessment, delivery of results, etc. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">for educators and administrators on interpretting and using information collected through <span style="display: block; font-family: Arial,Helvetica,sans-serif;">interim assessments with a <span style="display: block; font-family: Arial,Helvetica,sans-serif;">goal of improving district, school and classroom systems and programs ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Guidelines || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Rationale ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">1. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Provide on-going professional development || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Subcommittee recommends the State provide on-going professional development
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">2. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Districts/schools will determine timing, frequency and design/selection of interim assessments || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Districts/schools will utilize the results of interim assessments for varying purposes, i.e. one may use an interim assessment to gauge student progress toward mastery of the standards at a particular point in time (October, February); another may choose to use an interim assessment to gauge student progress towards mastery of the standards based on a unit of learning. Interim assessment designs/selections may be technology-based, include performance events, projects, and/or portfolios. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">3. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Provide guidelines regarding selection and use of interim assessments to districts || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">The state should provide a suggested vetting process that is rigorous and standards-focused for districts to use to make informed decisions about interim assessment tools that includes all grades and all content areas. Applies to purchased or district-developed interim assessments. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">4. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Develop a Collection of Interim Assessment Resources || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Develop a collection of quality interim assessments, integrated/multidisciplinary performance tasks and performance events that districts could utilize to measure skills and content application of the ALL standards. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">5 || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Summative Proposal || <span style="display: block; font-family: Arial,Helvetica,sans-serif;"><span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Should the State adopt a summative assessment with multiple administrations per year, the Formative & Interim Assessment Subcommittee recommends that the interim assessment recommendations be honored. ||