In response to the 10/23/2013 post, "Common Assessment Review," a teacher
writes:
SC,
We
recently had our 9-week assessment. Up to this point my students have
concentrated on a novel and the elements therein; expository writing based on
the novel; and argumentative writing. The assessment had a poem and an
expository piece about a poem. How does this help me assess what my students
know about what we have learned?
SC Response
Great
question. And the answer is either
“Everything,” or “Nothing.” Let me
explain...
I am
going to assume that your district provides you with a common scope and
sequence. If your district does
not, then honestly, the assessment was a waste of instructional time and the
results really tell you little of value.
So if
the district provides a common scope and sequence and the assessment was
aligned to the scope and sequence, then what you taught was either out of
sequence, off pace or not required.
If this is the case, then the assessment tells you everything you need
to know, “You have to get your instruction aligned and on pace, now.”
Now if
the district provides a common scope and sequence and the assessment was NOT
aligned to the scope and sequence, then the assessment tells you nothing.
Performance data on what you haven’t taught does little to inform our next
instructional decisions. In this
case, what I would suggest is notifying the person who built the assessment and
let them know that there seems to be an alignment issue at play. It happens, especially with campuses
and districts that are early in the common assessment implementation process.
I hope
this gives you some direction. If not send me some details and a new set of
questions.
Think. Work. Achieve.
Your turn...
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