Theme: Data & Assessment
Organization Level: Classroom
Critical elements: In addition to participating in whole-school data events and training, teachers in higher-performing classrooms gather and respond to student performance data on a daily basis. Teachers are expected—and supported—to analyze, reflect, and act upon data to promote college and career readiness.
Practice: Draw on multiple forms of authentic assessment to monitor student achievement and use results to respond to individual and collective learning needs.

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CriteriaLess Effective PracticesSuccess Factors for Meeting State StandardsSuccess Factors for College and Career Readiness
Support for Using Data

Little time or training is dedicated to helping educators make sense of assessment results or their implications for the instructional program.

Assessment results are shared with teachers in ways that are linked to curriculum and instructional implications. Time is set aside to assist teachers in understanding what results reveal about student achievement and mastery of standards.

Training and regular paid collaboration time support teachers in reviewing data, monitoring student progress toward college and career readiness, and making appropriate adjustments to their curriculum or instruction.

Monitoring Student Performance

Teachers equate assessment with annual standardized testing. Educators may use tests, quizzes, and other measures of progress, but these are not aligned or backwards mapped to mastery of standards, nor are they consistent with practices in other classrooms, limiting their usefulness for tracking student mastery.

Assessments are aligned to standards. Formative assessments, such as quizzes and homework, track mastery of new material throughout each unit of study. Common summative assessmentsfor example, midterm and final examsallow educators to identify areas of weakness in the performance of a class or individual students.

Teachers are adept at using multiple measures of performance data to track all students mastery of college and career ready skills and content. In addition to reviewing data as part of structured collaboration and professional development activities, educators reflect on classroom assessment results and the implications for individual classes and students.

Ongoing Assessments

It is not an expectation set by school leaders to assess on a regular basis. Students may work for long intervals between quizzes or unit tests before teachers perceive gaps or weaknesses in the classs understanding or become aware that individual students are struggling.

Skilled in standards-based lesson and unit design, teachers recognize the value of frequent assessment of grade-level skills and knowledge. Ongoing assessmentincluding pre-testingenables teachers to determine where to focus their instruction and gauge when students are ready to progress to the next topic or concept.

The practice of teaching and learning is informed by school-wide assessments as well as daily assessment of student mastery. Teachers lesson plans include numerous checks for understanding to verify previous learning and to determine students readiness to explore topics at greater depth.

Access to Actionable Data

Teachers have minimal or infrequent access to high-quality student performance data. Changes to the curriculum, when they occur, tend to be implemented after the results of state assessments are made available, not within a time-frame to have an effect on the current student cohort.

Teachers have access to student achievement data. Grade-level and subject-area planning meetings include review of data to identify areas where some or all of their students need additional support, alternate instructional approaches, or supplemental materials to master standards.

Student achievement data is made available to teachers at all times, often electronically via data portals, secure websites, or benchmark tracking software. Actionable, timely student achievement data provides insight into students progress, allowing teachers to respond quickly to student needs as they arise.

Student Access to Data

Little or no achievement and psychosocial data is consistently shared with students for the purpose of identifying strengths and weaknesses, setting individual goals, etc.

Teachers regularly communicate information about their progress to students. Students are familiar with standards and his/her performance on assessments.

Teachers regularly communicate information about progress to students. Students are familiar with content standards and their performance on assessments and use this information to chart individual education plans. As a result, students demonstrate greater levels of engagement and ownership over their learning.

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