Assessment Review Protocol 2
Instructional Agility
Common Formative Assessment Strategies
Ensure All Learners Can See and Understand the Learning Targets and Expectations
Engage Learners in Examining and Scoring High- and Low-Quality Artifacts and Evidence of the Learning Expectations
Offer Descriptive Feedback That Generates Continued Learning and Productive Responses for Learners
Employ Strategies, Tools, and Resources That Empower Learners to Self-Regulate Their Learning
Conclusion
Team Reflections
Making Data Manageable
Ensuring Common Data
Establishing Criteria and Guidelines
Mining Data Effectively
Isolating Gaps in Understanding: Misconceptions, Mistakes, and Errors
Analyzing Formative Data
Using Common Formative Assessment Data for Error Isolation
Conclusion
Team Reflections
Protocols for Examining Evidence and Artifacts
Data Protocol 1: Exploratory Dialogue
Data Protocol 2: Structured Conversations for Team Learning From Evidence
Data Protocol 3: Data Analysis for Team Learning
Response-Planning Template for Students Needing Practice or Enrichment
Response-Planning Template for Students Needing Support
Planning Re-Engagement Responses
Designing High-Quality Re-Engagement Responses
Designing Extensions
Designing Extended Practice Opportunities, Error Analysis, and Feedback
Designing Interventions
Employing Best-Practice Responses
Collective Inquiry
Action Research
Effectiveness Tracking
Assessing Learning After Re-Engagement Responses
Conclusion
Team Reflections
Annotated Research Notes Template
Action Research Planning Tool
Establishing a Plan
Framing the Work
Gathering Data
About the Author
Cassandra Erkens is a presenter, facilitator, coach, trainer of trainers, keynote speaker, author, and above all, a teacher. She presents nationally and internationally on assessment, instruction, school improvement, and professional learning communities.
Cassandra serves as one of the architects, along with Tom Schimmer and Nicole Dimich Vagle, of the Solution Tree Assessment Center. Their research-based assessment framework guides educators in deepening their own assessment literacy. The framework serves as the core of all writing and training work Cassandra continues to do.
The author of several books, Cassandra has also authored and coauthored a wide array of published trainings, and she has designed and delivered the training of trainers programs for both the private and public sectors.
As an educator and recognized leader, Cassandra has served as a senior high school English teacher, a director of staff development at the district level, a regional school-improvement facilitator at the state level, and a director of staff and organization development in the private sector.
To learn more about Cassandra’s work, visit http://allthingsassessment.info or follow @cerkens on Twitter.
To book Cassandra Erkens for professional development, contact [email protected].
Introduction
Teamwork. Instruction. Results.
Anyone engaged in the true work of professional learning communities (PLCs) understands that common assessments are the engine of a PLC (DuFour, DuFour, Eaker, Many, and Mattos, 2016). Each of the four critical questions of a PLC that a collaborative team must answer is linked to the work of common assessments.
When teams address the first question—What knowledge, skills, and dispositions should every student acquire as a result of this unit, this course, or this grade level?—they are clarifying where they need common assessments. When they answer the second question—How will we know when each student has acquired the essential knowledge and skills?—they are using common assessment data to
