Assessment in Action Introduction Unit

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 Throughout Wisconsin, districts and schools are pioneering promising practices in student assessment, moving from the theory of a strategic assessment system to a viable system that ensures students will graduate college and career ready.  Examples of these promising practices are being shared in WISELearn (a part of the Wisconsin Information System for Education (WISE). They reflect only a glimpse of what Strategic Assessment Systems look like in schools and districts across Wisconsin. 

Material Type: Module

Author: Lauren Zellmer

1: Assessment in Action: Formative Assessment Practices

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 Standards-based curriculum is the core of the formative assessment process in English Language Arts and Math at the Chippewa Falls Middle School.  Student progress toward proficiency on the established learning targets is monitored using a variety of both formal and informal formative practices. The use of formative practices has helped students and instructors determine progress toward standards attainment and the meeting of student learning goals.Read more about these practices in the module. 

Material Type: Module

Author: Lauren Zellmer

2: Assessment in Action: Personalized Learning and Assessment

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 Elementary and middle school teachers at Marathon Area Elementary and Venture School work collaboratively on developing learning targets and setting the expectations of high quality work.   Students track their learning progress in a binder that moves with them in each grade. They engage in self-reflection through student-led conferences as they report on data collected and show examples of his/her work.The student explains why each piece of work was important, how it connected to their learning goals, and how that lead to demonstration of proficiency in the standards. Read more about these practices in the module. 

Material Type: Module

Author: Lauren Zellmer

3: Assessment in Action: Assessment Engaged Learners

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Lisa Krohn, Director of Teaching and Learning, challenged teachers at Johnson Creek Elementary School to rethink the traditional format of student learning and assessment and, focus on how to create  successful learners. Students are now grouped by academic readiness instead of age. Teachers transitioned from being grade level teachers (e.g. 3rd grade teacher) to “Focus Area Advisors” specializing in math or literacy. The workshop model allows students to be active learners engaging in formative assessment practices including conferring, journaling, and computer adaptive programs to name a few.  Read more about these practices in the module. 

Material Type: Module

Author: Lauren Zellmer

4 : Assessment in Action: Portfolio Assessment

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Principal Matt Renwick, principal and author, works with the art teacher and grade 5 teacher to utilize portfolio assessment in classrooms. The teachers are incorporating digital portfolio assessment as a way to better gauge student progress and success for more subjective areas of study, such as literacy and art.  Read more about these practices in the module.

Material Type: Module

Author: Lauren Zellmer

6: Assessment in Action: Strategic Assessment Process

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 At Lake Superior Intermediate School, grade level teams meet weekly and quarterly to dig into student data. Each grade level created a data wall to monitor student progress. The data analysis process and discussions drive decision making about student learning and classroom instruction. High quality data is essential to determine which students need more practice and/or intervention/enrichment (PIE) on each priority standard for both ELA and Math. The teams use universal screening data, running records for reading, common formative assessments, and teacher observations to ensure multiple sources of data present a complete picture of student learning and guide instructional adjustments.Read more about these practices in the module. 

Material Type: Module

Author: Lauren Zellmer

8: Assessment in Action: Implementing Universal Design for Learning

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In order to integrate Universal Design for Learning (UDL) at all levels, a series of "Try Its" (3-4 week periods to implement UDL strategy) were scheduled throughout the year with cohort groups of teachers to increase student engagement and reach more of their  students.    Following each try it period, the cohort team reviewed the resultant data.  After their first year, cohorts regrouped to discuss UDL practices and how they worked in the classroom. In year two, a second cohort was developed to follow the same path. Cohort 1 trained Cohort 2, and answered questions. Members of the two cohorts were then strategically mixed with other staff members to help them understand the UDL work and process.  Read more about these practices in the module. 

Material Type: Module

Author: Lauren Zellmer

7: Assessment in Action: A Culture of Data Literacy

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Building on a collaborative staff culture, teachers presented their SLOs with colleagues for feedback and to find common themes in instructional practices. Professional Learning Communities (PLCs) shifted their focus from teaching to student learning as a result of increased data literacy skills across staff. It has become a mission of the Grant Elementary staff to continue to address individual student needs to ensure all students are showing growth and achievement.  Read more about these practices in the module. 

Material Type: Module

Author: Lauren Zellmer