Tag Archives: Pearson ATI

High-Quality Assessments and Standards-based Grading and Reporting

natalie-bolton130x140By Natalie Bolton

Standards-based grading and reporting policies are becoming a norm in P/K ­‐ 12 schools, districts, and states. However, as policies are created calling for shifts in grading and reporting practices, it is imperative that time be spent on making sure that classroom assessments, both formative and summative, are of high quality. So, what tools or checks are in place to assist teachers in making sure their classroom assessments are of high quality, prior to reporting if a student has met a standard?

I’ve found that using the assessment development cycle as described by Chappuis, Stiggins, Chappuis, and Arter (2012) is a great tool to critique an existing assessment or to provide guidance as an assessment is being designed. Using the assessment development cycle helps ensure I can accurately communicate about student mastery of standards. All assessments, regardless of assessment method, should go through the cycle to ensure assessments are of quality. Three stages make up the cycle and are described in Figure 1. Continue reading

And We’re Up!

It wasn’t long ago that a few of us here at the Pearson ATI office, were saying that great questions and ideas pass our desk all the time and wouldn’t it be great if we could share these ideas with more people. It didn’t take too much arm twisting to get some of our authors and presenters to want to participate in sharing some quality content with a wider audience in a quick and easy way.

Our blog aims to support to teachers and administrators who are trying to make a difference for their students and in their schools through assessment literacy and most importantly, assessment practices. So if you are on a path to revising your assessment practices and you have a question don’t hesitate to contact us. Leave us a comment, send us an email. Don’t sit quiet, stand up, reach out, make a difference!