Practice Brief 65 -- Topics: Equity Assessment

Using 3D interim assessments to support coherence, equity, and a shared understanding of learning

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Why it Matters to You
  • Teachers, collaborating with colleagues, should use interim assessments to analyze the extent to which their instruction is supporting student learning.
  • PD Providers should provide learning experiences for teachers focused on using a system of assessment that includes the use of interim assessments.
  • School & District Leaders, in collaboration with teachers, should use interim assessments to improve instructional or curriculum choices based on data analyzed across classes, classrooms, and schools.

What Is The Issue?

A Framework for K–12 Science Education, NGSS writers, and assessment experts have put forth a vision focused on developing a “bottom up” system of assessments starting at the classroom level—when integrated into instructional units. This helps teachers make ongoing instructional adjustments, and it would promote vertically coherent assessments at school-, district-, and state-levels. Interim assessments—that fall between formative and summative—can be a valuable part of a more balanced and comprehensive 3D assessment system.

Authors:

By Todd Campbell, Jonathan Hall, Peter McLaren, Jeff Greig, Sean Elkins, John Duffy, Holly Hollander | January 2020


​Reflection questions

  • What shared model of learning guides curriculum, instruction, and interim assessments?
  • Who will be involved in interim assessment teams?
  • What is the purpose of your team’s work with interim assessments (e.g., supporting classroom instruction, providing insight into curriculum and learning across systems)?

Things To Consider

Attending to Equity

Recommended Actions You Can Take



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