1. Using Assessment Data in a PLC Culture
Amelia M. McLeod, PhD
District and School Transformation Coach Team Lead 1

2. Learning Targets
Identify the work of highly effective teams related to use of assessment data
Understand the role of data gathered from common formative assessments 2

4. Instructional Framework Alignment
Demonstrate a spirit of collaboration
Exhibit mastery of the standards
Utilized a variety of assessments to guide instruction
Commit to PLC leading to student engagement, collaboration, and understanding 1

5. “The true purpose of assessment must be, first and foremost, to inform instructional decision making. Otherwise, assessment results are not being used to their maximum potential—improving student achievement through differentiated instruction.”
Ainsworth and Viegut, 2006
Read, think-pair-share
Think about ways you have personally modified your instruction or assessment. How would you define common formative assessments. Use a post it note and record response.

6. Common Formative Assessments
Any assessment given by two or more instructors with the intention of collaboratively examining the results for:
shared learning,
instructional planning for individual students, and/or
curriculum, instruction, and/or assessment modifications.
Promising Practices in the Design and Use of Common Assesments, Erkens
How does your definition align… what elements were missing? 3

7. Common Formative Assessments
…are collaborative designed and administered by grade level or course teams to all students several times during the quarter, semester, or school year.
…are intentionally created to guage student understanding of the most essential standards only.
-Ainsworth
What else would you add to your definition based on this information? 3

8. PLC Collaboration
If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together in a collaborative effort to asses student learning.
DuFour, DuFour, Eaker, 2007
Agree somewhat agree somewhat disagree disagree table groups

9. The work of PLC Teams What do we expect students to learn? (Standards)
How will we know when they have learned it? (Common Assessments/formative and summative)
How will we respond when they don’t? (Interventions)
How will we respond when they do? (Enrichment and Differentiation)
1-2

10. What content standards (NC SCOS- Common Core and NC Essential Standards) are being taught?
When are the content standards being taught?
How are the content standards being assessed?
When are the content standards being assessed?
What remediation is being done for students not mastering the standards?
Once remediation has occurred, which students still have not mastered the content standards?
What is the plan to support those students?

11. How does the use of common formative assessments help everyone achieve more?
Students
Teachers
Schools

12. Begin with the end in mind
In a standards based system, students are not assessed in comparison to each other but to meeting the skills and knowledge embedded in the standards
Resource Homebase? How does this match your thinking or mismatch?

13. First Administration of CFA
CFA: Subject/Grade
First Administration of CFA
0-74% =Below Proficiency
75-100% = Proficient
0-59%
60-69%
70-74%
75-79%
80-89%
90-100%
Standard
After Retest
0-74% =Below Proficiency
75-100% = Proficient
0-59%
60-69%
70-74%
75-79%
80-89%
90-100%
Standard

14. Data Analysis What format will we compile the results?
Examples of ways to discuss
Examples of ways to share results with students
Teaching Chanel-video contrast with discussion 8

15. Going Deep Make a solid hypothesis Look at specific questions:
Did students choose the same wrong answer? Why or why not?
What misunderstandings do the students’ errors reveal? What do you think students were doing wrong here?
What were all the steps students needed to be able to do in order to answer this question correctly? Within those steps, where does it appear that student mastery broke down?
Look within standards:
On questions that measured the same standard, were students better on some questions than others?
If so, how do those questions differ in difficulty? Why did students do better on one than on another?
Compare similar standards:
Do the results on one standard influence the other?

16. Test your hypothesis
Review written student work. Do errors match your hypothesis of why students are struggling?
Make explicit action steps
Explicit instruction. What would you have to teach to overcome these misunderstandings? How will you teach the information differently this time than you did the last time?
Assignments and activities. What activities or assignments will students need to practice this new skill to the point of mastery?
Assessment and checks for understanding. How will you assess students and check for understanding during the lesson itself?

17. Reflection Things We Do Well in Assessment Now
Areas Where We Could Improve
Benefits of Collaboration
Challenges of Collaboration
Ah-ha!
I wonder?
Use this as a formative assessment Gallery Walk 10 min.
Index cards