Any method used to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
An assessment used to determine if specific, key developmental and/or academic milestones have been met at specific times during the year. (math facts, reading level, etc.)
College and Career Ready:
Focuses on students having critical thinking skills, communicating effectively, collaborating with others, and solving real work problems in additional to having knowledge in academic content areas. (Wisconsin Department of Instruction – College and Career Readiness)
A form of assessments used to ensure that same content (grade level, department, or content area) performance evaluations are consistent, reliable, and effective. This allows for comparison across classrooms, courses, and learning experiences. Common assessments share the same format and are administered in consistent ways.
A curriculum document that provides the foundation of an equitable, consistent, school-wide, standards based instructional program. The Course Overviews provide clear, measurable learning outcomes based on standards and learning targets and outline what a child should know and be able to do at each grade level for every subject.
Intentionally designed set of learning experiences to introduce, support, and challenge each child’s understanding of articulated standards. The curriculum is the relationship among standards, learning targets, learning activities, success criteria, valid and reliable assessments, and teacher’s and students’ utilization of strategies and resources to build knowledge, skills, and dispositions.
Specific, formative information provided to learners in the form of written comments or conversations that help the student understand what is needed to improve. It is specific, timely, and communicated in language that is understood by the learner. It opens the opportunity for mistakes to be viewed as learning opportunities when time is provided for students to take action.
A question that lies at the heart of a discipline or a curriculum and is utilized by teachers to promote student inquiry. Essential questions are 1) Open-ended – it typically will not have a single, final, and correct answer; 2) Thought-provoking and intellectually engaging, often sparking discussion and debate; 3) Calls for higher-order thinking, such as analysis, inference, evaluation, prediction, and cannot be effectively answered by recall alone; 4) Points toward important, transferable ideas within and across disciplines; 5) Raises additional questions and sparks further inquiry; 6) Requires support and justification, not just an answer; 7) Recurs over time; the question can and should be revisited again and again. (Essential Questions by Jay McTighe and Grant Wiggins – 2013)
An assessment or learning activity designed to inform the teacher and learner about areas of strengths and needs for improvement related to the learning targets. A formative assessment is not used for grading purposes, but instead used to guide and modify next steps in teaching and learning. Examples of formative assessments include unit pre-assessments, homework, quizzes, mid-unit check-ups, and student self-assessments.
The symbol (number or letter) reported at the end of a period of time as a summary statement of student performance. (Ken O’Connor – 2013)
Intended to be formative practice, whether guided or independent, that is not an assessment of learning. The purpose of practice is for a student to improve their understanding. Homework may be scored, rated according to a rubric, and supported with feedback; however, it should not be counted in the grade as students are still practicing and emerging in their understanding of content standards.
Statements deconstructed from grade-level standards into short-term goals of learning that clearly state what students are expected to know and do at the end of the lesson. Learning targets are measurable objectives from which all lessons, activities, and assessments are aligned. They are written in student-friendly language – “I can…” and communicated to students and families. Learning targets are posted in the classroom, referred to before, during, and after each lesson, and visible on assessments to show progress.
Any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding, and proficiency.
A purposeful collection of significant samples of work accompanied by clear criteria for performance which evidence effort, progress or achievement.