Strand #5: assessment for/of learning
Multiple types of assessment tools have been developed and used at CVMS, i.e., classroom formatives, common formatives, common summatives, depending on function and purpose. See link below. These assessments reflect multiple assessment methods aligned to standards. All assessments contain either selected response, constructed response, and/or performance assessment, including appropriate scoring tools. In 2016-2017, teachers will begin to learn and implement processes to collaboratively score student work.
CVMS teachers use the Missouri Learning Standards to target instruction and assessment. Clear and understandable learning targets are unpacked into student friendly language called "I can..." statements. Students are held accountable of their individual progress on assessments of and for learning in classrooms. Students showcase and self-monitor their learning progress with student data notebooks. Student data notebooks are also used for goal setting and student-led conferences (SLCs).
Student-led conferences are currently under revision. It is vital that students can communicate with others about their goals, progress, and areas of focus in ways that are easily understood by a variety of audiences. In efforts to deepen our practice of student-led conferencing, the entire CVMS community, including students, teachers, and parents/patrons, will be honing our understanding of and the skills needed to conduct exemplary conferences.
Research supports that student grades should reflect the level of mastery on each standard. The proposed 2016-2017 CVMS Building Improvement Plan Goal #1, Action Step 2, continues to target staff in aligning grading expectations to the Missouri Learning Standards. To support teachers in this transition, the CVMS faculty will be studying Robert Marzano's book Formative Assessments and Standards-Based Grading. As a part of integral this transition, teachers will begin creating tiered assessments and grading crosswalks.
CVMS teachers use the Missouri Learning Standards to target instruction and assessment. Clear and understandable learning targets are unpacked into student friendly language called "I can..." statements. Students are held accountable of their individual progress on assessments of and for learning in classrooms. Students showcase and self-monitor their learning progress with student data notebooks. Student data notebooks are also used for goal setting and student-led conferences (SLCs).
Student-led conferences are currently under revision. It is vital that students can communicate with others about their goals, progress, and areas of focus in ways that are easily understood by a variety of audiences. In efforts to deepen our practice of student-led conferencing, the entire CVMS community, including students, teachers, and parents/patrons, will be honing our understanding of and the skills needed to conduct exemplary conferences.
Research supports that student grades should reflect the level of mastery on each standard. The proposed 2016-2017 CVMS Building Improvement Plan Goal #1, Action Step 2, continues to target staff in aligning grading expectations to the Missouri Learning Standards. To support teachers in this transition, the CVMS faculty will be studying Robert Marzano's book Formative Assessments and Standards-Based Grading. As a part of integral this transition, teachers will begin creating tiered assessments and grading crosswalks.
Example of the 4, 3, 2, 1 grading scale in student-friendly terms.
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Function and Assessment Tool
Students Leading Conferences This artifact is currently under revision for the 2016-2017 school year. Sample ELA Anchor/Criteria Chart Sample ELA Common Scoring Guide CVMS 4 Point Scale This artifact if currently under revision for the 2016-2017 school year. |