Goals:  In this strand, you will learn the key skills of assessment and be able to align the best form of assessment given the learning goals you have for students. You will learn to pay close attention to student thinking through interview, paper and pencil assessments and performances. You will be able to tie evidence to your claims about student learning.

Assignments
** Readings are listed in the weekly schedule**

1. Scavenger hunt on Standards (bring to class) (October 10^th).
2. Standards Deconstructed (October 24th ):  Deconstruct 3 Standards from the Washington State Standards or the Common Core State Standards (LA and math). Elementary folks, do a combination of math and LA for your 3 standards. (as a table: see Ex. 4.1 or 4.2, pp. 100-102 from the Assessment book)
3. Selected response assessment with answer key (Draft)* (November 7th )
4. Selected response assessment with answer key (Submit)* (Saturday, November 10th )
5. Written response assessment (Draft)* (November 14th )
6. Written response assessment with a scoring guide (Submit)* (Saturday, November 17th )
7. Learning about Student Thinking Performance Assessment* (Draft) (November 28th)
8. Performance Assessment with rubric (Submit)* (Saturday, December 1st )
9. Interview of teacher on Assessment and Grading:  Interview at least 2 teachers at your practicum site about how they keep track of assessments and their grading systems. Write a reflection that describes and examines those systems in light of what you have been learning in the program, and particularly chapters 9 and 10.

*Components to include for assessment assignments #3-8 (i.e, Selected Response, Written Response and Performance Assessment)

• Context Factors. Specify grade-level and content area for each assessment.
• Clear Learning Targets. Write clear learning targets and the associated EALR, GLE or Common Core State Standard. (All English/Language Arts and Mathematics should be derived from the CCSS, not the state Standards.) Include at least two learning targets with one focused on content and the other focused on Academic Language –  not just vocabulary. (Refer to the TPA handbook for guidance related to Academic Language.) Choose as many learning targets as you need in order to practice the range of assessment methods. For example, in the “Selected Response” section, you should write a couple of multiple choice items as well as some true/false, matching, and/or fill-in-the-blank items. Use this as an opportunity to learn and practice.
• Justification of Assessment Method. Justify your selection of the assessment method by identifying the knowledge category (see Ch. 3) and the aligned assessment method (see Ch. 4) for your learning targets.
• Correct Answers. Include a version with correct answers.
• Scoring guide (Only for written response assessments)
• Description of the Performance Task as it is described in chapter 7 as well as Rubric. (Only for Assignment #2: Performance Tasks)

NOTE:
These assignments provide a great opportunity for you to grow professionally. This is very practical work – exactly what you do as a teacher! Each assessment assignment can target different subject matter, classes or grade-levels, or the same subject matter. Make this meaningful for you!

For each of the 3 assessments, you are asked to bring a “draft” of work. This should be your best work and best effort given what you have learned from the textbook.  We will work with your drafts in class, and you will submit your revised work on the following Saturday. Faculty will examine your work. If your work has not met standard we will ask you to redo it until you demonstrate proficiency.

Special notes for elementary teachers:
Some of these assessment strategies may not appropriate for kindergarten or primary students. Select intermediate grades for practicing assessments that require higher levels of literacy.