Chapter+1


 * Date: || 6/11/12 || Title of Selection: || Poem about Keys to Quality Assessment ||

Know what the five keys to classroom assessment quality are. Know why they are important to assessment accuracy and effective useof assessment information. ||
 * **Learning target(s) this selection addresses:**
 * What this selection illustrates about my learning/why I chose this selection: I chose this selection because it will help me remember what the five keys to quality classroom assessment. Honestly, reading this has made me realize that, previously, the main reason for developing an assessment was to get a summative overview of how my students performed. I now know that in order for quality assessments to occur, I must use results effectively. This means I have to become more literate in development use of these assessments. Here is my poem:**

**__Keys to Quality Assessment__** In order to be effective, you see 5 qualities I should possess, they’re KEY. The first is the purpose must be crystal clear Who will use results or be able to peer? Information obtained is used carefully, We shouldn’t plan this thing going in it blindly. Key number two makes so much sense, The idea is simple, but repercussions immense. If our targets aren’t clear and the focus is blurry, Teachers and students will leave in a scurry. Key #3 involves sound design Remember rubrics and tasks, leave nothing behind. The test should assess appropriately, We wouldn’t want to plan it foolishly. Effective communication is key #4, It informs us all of what is in store. Will it track, give feedback, report or guide? Many will tell you on this they’ve relied. The final key is key #5, It deals with our students and how they’ll survive. So remember we must meet our kiddo’s needs, Self-assessing and setting goals nourishes learning and feeds. I hope you learned something from my assessment keys rhyme, To remember all five, recite it ten times.

Complete this self-analysis at the beginning of your study of //CASL//, partway through, and then at the conclusion. Scale: 0 I am uncertain about what this means. 1 Not at all: I don’t or can’t do this, or this doesn’t happen in my classroom. 2 Beginning: I do this infrequently, or this happens infrequently in my classroom. 3 Partially: I do this sometimes, or this happens sometimes in my classroom. 4 Completely: I do this regularly, or this happens on an ongoing/as needed basis in my classroom.


 * **Key 1: Clear Purpose** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I can identify the key users of classroom assessment information and work to meet their information needs. || || 6/6/12 ||  ||
 * I understand formative and summative assessment uses and know when to use each. || ||  || 6/6/12 ||
 * I understand the impact of formative assessment practices on student achievement. || || 6/6/12 ||  ||


 * **Key 2: Clear Targets** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I can classify the learning targets I am teaching according to one of four types. || || 6/6/12 ||  ||
 * I know how to deconstruct broad content standards into classroom-level learning targets. || || 6/6/12 ||  ||
 * I base instruction and assessment on clear learning targets. || || 6/6/12 ||  ||
 * I translate learning targets into student-friendly language. || ||  || 6/6/12 ||


 * **Key 3: Sound Design** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I know how to design or select assessments to serve intended formative and summative purposes. || || 6/6/12 ||  ||
 * I || || 6/6/12 ||  ||
 * I create assessment plans to map the content of my assessments. || || 6/6/12 ||  ||
 * I understand and apply principles of sampling appropriately. || 6/6/12 || ||  ||
 * I can write and/or select assessment items, tasks, scoring guides, and rubrics that meet standards of quality. || || 6/6/12 ||  ||
 * I recognize and avoid sources of bias that can distort assessment results. || 6/6/12 || ||  ||
 * I know how to apply formative assessment practices within each assessment method. || || 6/6/12 ||  ||


 * **Key 4: Effective Communication** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I offer students effective feedback during their learning. || || 6/6/12 ||  ||
 * I track student achievement by learning target. || 6/6/12 || ||  ||
 * I keep track of both formative and summative assessment information. || || 6/6/12 ||  ||
 * I record and combine summative assessment information to accurately reflect student achievement. || || 6/6/12 ||  ||
 * I calculate report card grades to accurately communicate level of individual student achievement at a point in time. || ||  || 6/6/12 ||
 * I participate in conferences as needed to discuss student progress. || ||  || 6/6/12 ||
 * I offer students effective feedback during their learning. || ||  || 6/6/12 ||
 * **Key 5: Student Involvement** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * My students can describe the learning targets they are to achieve. ||  || 6/6/12 ||  ||
 * My students can give each other effective feedback. || || 6/6/12 ||  ||
 * I design assessments with students’ information needs in mind. || 6/6/12 || ||  ||
 * I have prepared my students to self-assess accurately and to set meaningful goals for further learning. || 6/6/12 || ||  ||
 * I give students opportunities to track, reflect on, and share their learning progress with others. || 6/6/12 || ||  ||

1. I have the most knowledge and skill in these areas:I want to know how to avoid sources of bias that might distort assessment results.
 * Overall reflection on first rating

2. I want to work on these areas: I want to help kids know how to self-assess and set their own goals. I want to foster growth in my students’ ability to take ownership of their progress, what they have learned, and what they need to learn. || 1. I have the most knowledge and skill in these areas:
 * Overall reflection on second rating

2. I want to work on these areas: || 1. I have the most knowledge and skill in these areas:
 * Overall reflection on third rating

2. I want to work on these areas: ||

Complete this self-analysis at the beginning of your study of //CASL//, partway through, and then at the conclusion. Scale: 0 I am uncertain about what this means. 1 Not at all: I don’t or can’t do this, or this doesn’t happen in my classroom. 2 Beginning: I do this infrequently, or this happens infrequently in my classroom. 3 Partially: I do this sometimes, or this happens sometimes in my classroom. 4 Completely: I do this regularly, or this happens on an ongoing/as needed basis in my classroom.


 * **Key 1: Clear Purpose** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I can identify the key users of classroom assessment information and work to meet their information needs. || || 6/6/12 ||  ||
 * I understand formative and summative assessment uses and know when to use each. || ||  || 6/6/12 ||
 * I understand the impact of formative assessment practices on student achievement. || || 6/6/12 ||  ||


 * **Key 2: Clear Targets** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I can classify the learning targets I am teaching according to one of four types. || || 6/6/12 ||  ||
 * I know how to deconstruct broad content standards into classroom-level learning targets. || || 6/6/12 ||  ||
 * I base instruction and assessment on clear learning targets. || || 6/6/12 ||  ||
 * I translate learning targets into student-friendly language. || ||  || 6/6/12 ||


 * **Key 3: Sound Design** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I know how to design or select assessments to serve intended formative and summative purposes. || || 6/6/12 ||  ||
 * I || || 6/6/12 ||  ||
 * I create assessment plans to map the content of my assessments. || || 6/6/12 ||  ||
 * I understand and apply principles of sampling appropriately. || 6/6/12 || ||  ||
 * I can write and/or select assessment items, tasks, scoring guides, and rubrics that meet standards of quality. || || 6/6/12 ||  ||
 * I recognize and avoid sources of bias that can distort assessment results. || 6/6/12 || ||  ||
 * I know how to apply formative assessment practices within each assessment method. || || 6/6/12 ||  ||


 * **Key 4: Effective Communication** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I offer students effective feedback during their learning. || || 6/6/12 ||  ||
 * I track student achievement by learning target. || 6/6/12 || ||  ||
 * I keep track of both formative and summative assessment information. || || 6/6/12 ||  ||
 * I record and combine summative assessment information to accurately reflect student achievement. || || 6/6/12 ||  ||
 * I calculate report card grades to accurately communicate level of individual student achievement at a point in time. || ||  || 6/6/12 ||
 * I participate in conferences as needed to discuss student progress. || ||  || 6/6/12 ||
 * I offer students effective feedback during their learning. || ||  || 6/6/12 ||
 * **Key 5: Student Involvement** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * My students can describe the learning targets they are to achieve. ||  || 6/6/12 ||  ||
 * My students can give each other effective feedback. || || 6/6/12 ||  ||
 * I design assessments with students’ information needs in mind. || 6/6/12 || ||  ||
 * I have prepared my students to self-assess accurately and to set meaningful goals for further learning. || 6/6/12 || ||  ||
 * I give students opportunities to track, reflect on, and share their learning progress with others. || 6/6/12 || ||  ||

1. I have the most knowledge and skill in these areas:I want to know how to avoid sources of bias that might distort assessment results.
 * Overall reflection on first rating

2. I want to work on these areas: I want to help kids know how to self-assess and set their own goals. I want to foster growth in my students’ ability to take ownership of their progress, what they have learned, and what they need to learn. || 1. I have the most knowledge and skill in these areas:
 * Overall reflection on second rating

2. I want to work on these areas: || 1. I have the most knowledge and skill in these areas:
 * Overall reflection on third rating

2. I want to work on these areas: ||

Complete this self-analysis at the beginning of your study of //CASL//, partway through, and then at the conclusion. Scale: 0 I am uncertain about what this means. 1 Not at all: I don’t or can’t do this, or this doesn’t happen in my classroom. 2 Beginning: I do this infrequently, or this happens infrequently in my classroom. 3 Partially: I do this sometimes, or this happens sometimes in my classroom. 4 Completely: I do this regularly, or this happens on an ongoing/as needed basis in my classroom.


 * **Key 1: Clear Purpose** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I can identify the key users of classroom assessment information and work to meet their information needs. || || 6/6/12 ||  ||
 * I understand formative and summative assessment uses and know when to use each. || ||  || 6/6/12 ||
 * I understand the impact of formative assessment practices on student achievement. || || 6/6/12 ||  ||


 * **Key 2: Clear Targets** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I can classify the learning targets I am teaching according to one of four types. || || 6/6/12 ||  ||
 * I know how to deconstruct broad content standards into classroom-level learning targets. || || 6/6/12 ||  ||
 * I base instruction and assessment on clear learning targets. || || 6/6/12 ||  ||
 * I translate learning targets into student-friendly language. || ||  || 6/6/12 ||


 * **Key 3: Sound Design** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I know how to design or select assessments to serve intended formative and summative purposes. || || 6/6/12 ||  ||
 * I || || 6/6/12 ||  ||
 * I create assessment plans to map the content of my assessments. || || 6/6/12 ||  ||
 * I understand and apply principles of sampling appropriately. || 6/6/12 || ||  ||
 * I can write and/or select assessment items, tasks, scoring guides, and rubrics that meet standards of quality. || || 6/6/12 ||  ||
 * I recognize and avoid sources of bias that can distort assessment results. || 6/6/12 || ||  ||
 * I know how to apply formative assessment practices within each assessment method. || || 6/6/12 ||  ||


 * **Key 4: Effective Communication** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * I offer students effective feedback during their learning. || || 6/6/12 ||  ||
 * I track student achievement by learning target. || 6/6/12 || ||  ||
 * I keep track of both formative and summative assessment information. || || 6/6/12 ||  ||
 * I record and combine summative assessment information to accurately reflect student achievement. || || 6/6/12 ||  ||
 * I calculate report card grades to accurately communicate level of individual student achievement at a point in time. || ||  || 6/6/12 ||
 * I participate in conferences as needed to discuss student progress. || ||  || 6/6/12 ||
 * I offer students effective feedback during their learning. || ||  || 6/6/12 ||
 * **Key 5: Student Involvement** || **Rating 1/ Date:** || **Rating 2/ Date:** || **Rating 3/ Date:** ||
 * My students can describe the learning targets they are to achieve. ||  || 6/6/12 ||  ||
 * My students can give each other effective feedback. || || 6/6/12 ||  ||
 * I design assessments with students’ information needs in mind. || 6/6/12 || ||  ||
 * I have prepared my students to self-assess accurately and to set meaningful goals for further learning. || 6/6/12 || ||  ||
 * I give students opportunities to track, reflect on, and share their learning progress with others. || 6/6/12 || ||  ||

1. I have the most knowledge and skill in these areas:I want to know how to avoid sources of bias that might distort assessment results.
 * Overall reflection on first rating

2. I want to work on these areas: I want to help kids know how to self-assess and set their own goals. I want to foster growth in my students’ ability to take ownership of their progress, what they have learned, and what they need to learn. || 1. I have the most knowledge and skill in these areas:
 * Overall reflection on second rating

2. I want to work on these areas: || 1. I have the most knowledge and skill in these areas:
 * Overall reflection on third rating

2. I want to work on these areas: ||