Glossary+&+BIbliography

__1.__ __Glossary and Bibliograph__y a. Glossary of Assessment Terms – **Continue our efforts to build a common assessment vocabulary. Compile an extensive list of terms that require a common understanding across divisions and campuses.**

1. Collect evidence of learning 2. Evaluate learning and provide feedback to the learner 3. Record evaluation data 4. Report and communicate to various audiences
 * // GLOSSARY OF KEY ASSESSMENT TERMS //**
 * Assessment:** Assessment is a dynamic process of learning and feedback, intended to modify instruction, communicate the attainment of the learning target and enhance learning. Assessment includes all the materials, practices and procedures used to:

Assessment **//of//** Learning: //provides summative evidence of achievement for public reporting// Assessment **//for//** Learning: //serves a formative purpose to help students learn more//


 * External Assessment:** Refers to assessments that are external to the school or classroom; standardized assessments generated by an external educational source. Examples include: IB, AP, IGCSE, SAT, PSAT, ITBS, ERB, PISA, MAP, etc.


 * Common Assessment**: Any task or tool designed to examine essential learning beyond a single classroom. Assessments that provide data on student learning of common standards across grade levels, subject areas or classrooms.


 * Chunk Assessment**: Assessment that provides information and summarizes what students have learned at the conclusion of an instructional ‘chunk’. Similar to ‘summative assessment’, chunk assessments often take the form of unit tests, culminating projects or performances.


 * On Going Assessment**: A dynamic process involving any tool which delivers learning information DURING the instructional process. Ongoing assessment is rooted in the cycle of feedback to the learner. (Includes formative assessment, checking for understanding, feedback, etc.)


 * Trans- Disciplinary Skill**: A skill, disposition, or knowledge learning target that is shared be multiple disciplines or subject matters. (Eg. Research skills, global minded).


 * Rubric**: Specific sets of criteria that clearly define for both student and teacher what a range of acceptable and unacceptable performance looks like. Criteria define descriptors of ability at each level of performance and assign values to each level. Levels referred to are proficiency levels which describe a continuum from excellent to unacceptable product.


 * Formative Assessment**: Observations which allow one to determine the degree to which students know or are able to do a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes suggest future steps for teaching and learning. "A planned process in which teachers or students use assessment - based evidence to adjust what they're currently doing." (James Popham, //Transformative Assessmen//t. Alexandria, VA. ASCD. 2008)


 * Summative Assessment**: Assessment used to communicate the attainment of a learning goal at the end of the learning period.


 * Summative Assessment**: Evaluation at the conclusion of a unit or units of instruction or an activity or plan to determine or judge student skills and knowledge or effectiveness of a plan or activity. A culminating assessment, which gives information on students' mastery of content, knowledge, or skills.


 * Grading or Evaluating:** The process of evaluating or judging or placing value on student learning and reporting student achievement in some universally understood way.


 * Reporting:** The process of communicating learners’ attainment of the learning target to a diverse group including, the teacher, the student, parents, administrators, other schools and colleges.


 * Assessment Literacy:** The possession of knowledge about the basic principles of sound assessment practice, including terminology, the development and use of assessment methodologies and techniques, familiarity with standards of quality in assessment. Increasingly, familiarity with alternatives to traditional measurements of learning.


 * Curriculum Alignment:** The degree to which a curriculum's scope and sequence matches a testing program's evaluation measures, thus ensuring that teachers will use successful completion of the test as a goal of classroom instruction.

EXTERNAL ASSESSMENT includes IB assessments, AP exams, SAT results, IOWA test scores, ERB writing results, etc.

COMMON ASSESSMENT is

CHUNK ASSESSMENT is

ON GOING ASSESMENT is

AUTHENTIC ASSESSMENT is

CONTINUUM is


 * Actively engaged || To occupy the attention or efforts of a student or students in a manner which physically involves or actively involves the student(s) with the intention of enhancing learning experiences. ||
 * Assessment || Any method, be it formative or summative, of making judgments about student performance and progress. This assessment may be formal or informal and may or may not be reported against. ||
 * Formative Assessment || This diagnostic use of **assessment** to provide feedback to teachers and students over the course of instruction is called **formative assessment** Teachers can build in many opportunities to assess how students are learning and then use this information to make beneficial changes in instruction ||
 * Summative Assessment || A final assessment that indicates an end point in the delivery of the teaching and learning of a particular skill or content area. This may occur at the end of a unit of study** Summative assessment ** refers to the **assessment** of the learning and summarizes the development of learners at a particular time. ||
 * Summative Assessment || A final assessment that indicates an end point in the delivery of the teaching and learning of a particular skill or content area. This may occur at the end of a unit of study** Summative assessment ** refers to the **assessment** of the learning and summarizes the development of learners at a particular time. ||

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=b. __Annotated Bibliography of Assessment Resources__ – Begin to create an annotated bibliography of assessment journals, articles, books, websites and resources.=


 * 2. IBO Philosophy document "Guidelines for developing a school assessment policy"

3. //__A Repair Kit for Grading: 15 Fixes for Broken Grades__//, Ken O'Connor

4. Grand Island Public Schools ****Grading and Reporting Guiding Documents** http://wikiassessments.editme.com/files/GradingandReporting/G&R%20Guiding%20Docs.pdf

5. National Council of Teachers of English: Assessment Standards for the Assessment of Reading and Writing
(login user sas1912, pw: shanghai1) (thanks Marilyn!)

6. Black, Paul and Wiliam, Dylan. “Inside the Black Box: Raising Standards Through Classroom Assessment.” //Phi Delta Kappan//. October, 1998. [] 7. Stiggins, Richard. __Student-Involved Classroom Assessment__. Merrill Prentice Hall. 2001. 8. Stiggins, Richard. “Assessment for Learning.” //Education Week//. March 13, 2002. [] 9. Stiggins, Richard. “Assessment Crisis: The Absence of Assessment for Learning.” //Phi Delta Kappan//. June, 2002. []

10. Westerberg, Tim. __Becoming a Great High School: 6 Strategies and 1 Attitude That Make a Differenc__e. ASCD. 2009. 11. Popham, James. //Transformative Assessmen//t. Alexandria, VA. ASCD. 2008.