Chapter+7+-+Relevant+Info.+1


 * 1) ====**In chapter 7, the authors state, “The best way to provide powerful feedback to teachers and to turn data into information that can improve teaching and learning is through team-developed and team-analyzed common formative assessments.” Has your grade-level developed common assessments? If so, what was the process? For what subject(s)? If not, how do you plan to develop common assessments?**====

Start Here: We developed some math unit common assessments, so we each took a section and made a few problems and then compiled them all into one big test. In my opinion, this made it easier because we all worked as a team for a common goal, and we counted on each other to do one's part, so that in the end we all contributed equally (H. Witt). We also developed a common math assessment. We opted to use cummulative test provided by the math series we use. A problem we realized was that we were using different series to teach math, but we were all teaching the coarse of study and pacing guide so we were able to find a fit for every series. We do realize that we need to be teaching the same series and feel that this issue will be resolved when we adopt math. We also use the same weekly language test that was teacher created. We created it from the material we taught and practiced each week. (R.Hames) In 4th grade math at Crestline, we had a little bit of a problem in creating a true common assessment: Two of us teach math (me being one of the two). My co-worker was piloting an AMSTI program and I was not. Therefore, we worked together as closely as possible to create a common math assessment, but it was not exactly the same. We used a combination of COS standards, AMSTI materials, and our math text book as a guide for what would be taught and tested. Despite the fact that it wasn't identical, it was great to collaborate on this, and it kept us both on track to get in all of the needed skills for that grading period. (J. Layman) Our grade level just recently met and came up with grading parameters to be implemented next year. We did one for every subject, down to the percentages that we will use for tests, homework, classwork, etc. we also agreed on which items we thought were "testable" and good choices for items to be taken for grades. I believe that this will help us to work even more as a team next year, because we will be developing some cumulative tests in subject areas that we do not already have one available (math). This process consisted of several grade level meetings in which we discussed what each of us thought was important. We pulled some pre-made tests and agreed on which ones would be taken for weekly grades. Then we also discussed the information that would be pulled together to create our own tests. We are excited to implement this next year. (Jessica Wimberley) Implementing the new reading series (with unit tests and other assessments) was one of our highest priorities last year, leaving little time for teachers to develop additional assessment tools. Accelerated Math was also introduced to 2nd, 4th, and 5th grade students with some progress made in implementing the program in new classrooms. The challenge in the coming year will be to fully implement these new approaches in reading and math, taking advantage of the variety of assessment tools that are offered. With this experience common formative assessments can be developed to provide more timely information on student learning. (ELand) I know that some of our grade levels developed some common assessments. I am a special needs Resource Teacher teaching math, reading, and written language in grades K-5. I was not involved in developing or using the assessments that were developed. Most of my students are significantly below grade level and the assessments for my students would probably be of little value to me or my students. I wonder if I should look at the grade level of the standards I used to write each child's IEP and check with teachers teaching at that grade level to see what their common assessments look like. I could see if they might be appropriate for my students. (ALand) Our second grade at BB has come up with some common assessments. We use the reading series and math series as tests. We use the spelling words from the reading text and we work together to come up with langueage assessments that measure the skill of the week. We haven't coordinated everything as of yet but we are working on it. Using the programs has made things more uniform from class to class, but we still have things that will never be the same. Even using the same materials we don't all react to them the same. Some of us grade more leniently than others. Some teach the "test" and others teach the skill and use the test to measure. These are differences in personalitites and philosophies that I don't know if you can or should change. It does make some grades higher in some classes than others, but grades are not the end outcome of education. We discuss this from time to time, but we have not reached a consensus of how to solve this problem. We agree to disagree and skip the conflict.(ELee)