- Answer the Discussion Questions from ASCD Study Guide for How to Make Decisions with Different Kinds of Student Assessment Data
- Chapter 3
- Question 2 – What kinds of scores are reported for individuals for your interim/benchmark assessments? For groups of students? How do you use the information? For example, do you adjust instruction based on test results? In what ways? Do you use the results primarily to adjust instruction for individual students, classes, or groups of students?
- Question 3 – If you give common formative assessments, where do they come from? For example, do teachers write them? Do teachers put them together with items from item banks? What kinds of questions are on them (multiple choice? constructed response? performance tasks?) and how are they scored? How do you use the results?
- Chapter 4
- Question 1 – Are the grades you give traditional or standards-based? What symbol system is used (e.g., ABCDF, percentages, proficiency levels)? What school policies and classroom practices would you describe if a parent asked, “How is my child graded in your class?”
- Question 2 – What sort of assignments contribute to grades in your classroom (e.g., tests, performance assessments)? In other words, what sort of student performance is reflected in the grades? What do you intend these assignments to measure, and how do you know that they measure what you intend?
- Question 3 – What does the grade distribution look like for a typical class or subject that you teach? In other words, what is the proportion of As, Bs, Cs, and so on, or Advanced, Proficient, and so on? How do you interpret this pattern?
Must be APA style 7th edition