2011 Standards | Assessment of and for Student Learning

Standard 4: Assessment of and for Student Learning

Assessment informs students and stakeholders of progress and growth toward meeting the school's 21st century learning expectations. Assessment results are shared and discussed on a regular basis to improve student learning. Assessment results inform teachers about student achievement in order to adjust curriculum and instruction.

1. The professional staff continuously employs a formal process to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations based on specific and measurable criteria for success, such as school-wide analytic rubrics.

2. The school’s professional staff communicates:
     • individual student progress in achieving the
       school’s 21st century learning expectations to
       students and their families
     • the school’s progress in achieving the school’s
       21st century learning expectations to the school community.

3. Professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement.

4. Prior to each unit of study, teachers communicate to students the school’s applicable 21st century learning expectations and related unit-specific learning goals to be assessed.

5. Prior to summative assessments, teachers provide students with specific and measurable criteria for success, such as corresponding rubrics, which define targeted high levels of achievement.

6. In each unit of study, teachers employ a range of assessment strategies, including formative and summative assessments.

7. Teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments.

8. Teachers provide specific, timely, and corrective feedback to ensure students revise and improve their work.

9. Teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning.

10. Teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, including all of the following:
     • student work
     • common course and common grade-level assessments
     • individual and school-wide progress in achieving the school’s
       21st century learning expectations
     • standardized assessments
     • data from sending schools, receiving schools, and
       post-secondary institutions
     • survey data from current students and alumni.

11. Grading and reporting practices are regularly reviewed and revised to ensure alignment with the school’s core values and beliefs about learning.