CHANGING ASSESSMENT AND COMMUNICATION

Belief Statement Grades should be an effective means of communicating academic and social progress The language of grades should accurately reflect the process and purpose of assessment.

The process of determining proficiency The means of communicating proficiency Assessment Grades

Essential questions What is the purpose of assessment at each educational level? What should assessment look like at each level? Can we create a continuum of assessable qualities (k-12)? How do we assess social progress? What resources do we use to derive a common language for grading and assessment?

Specifics that could drive reform Grading practices should: Be standard based Support the ways children learn Provide clear expectations for learning Allow multiple means of demonstrating proficiency Include self-assessment Foster opportunities for children to grow

A framework of recommendations for taking action Drop: Averaging grades Bell curves Grading students in relation to one another Letter grades K-8

Separate marks for progress and effort Progress monitoring Differentiation as a goal

Uniform assessment system based on proficiency Student self-assessment Growth Model of assessment Communication system for explaining grades to the community Portfolio based assessment

Where do we go from here? 1)Create a task force including the following personnel: Facilitator Administrator Parents Teachers Students

2 ) Task force initial steps: A: Determine the WHY B:Develop common language and background C: Professional development D: Research other systems already in practice

3) Determine change system model Criteria Tools 4)Develop tools Report cards Rubrics Indicators 5)Pilot new system Feedback Adjustments 6) Develop implementation plan