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Essential Elements Rubric - Assessments
The document outlines the Essential Elements Rubric, a self-assessment tool designed to evaluate the effectiveness of benchmark and progress monitoring assessments in education. It discusses the implementation, utilization, and scheduling of assessments, emphasizing the importance of data in identifying struggling students and informing instructional decisions. The document highlights the reliance on both standardized and teacher-designed assessments while addressing the impact of assessments on instructional time.
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Essential Elements Rubric - Assessments
- 1. Copyright Jigsaw Learning 2011 Essential Elements Rubric – Assessments Assessments Essential Elements Rubric A self-‐assessment tool to assist in determining current realities and provide direction when establishing and utilizing benchmark and progress monitoring assessments. Essential Element Initiating Establishing Developing Sustaining Flag students for discussion Assessments in place utilize student scores to determine interventions for struggling students Assessment data typically used to “flag” students, yet pressures still exist that focus on scores Assessment data is used to “flag” students for discussion, with focus on individual scores Assessment data is used to “flag” students for discussion, with focus on performance trends Common across the school Common assessments in place at certain grade levels for either benchmark or progress monitoring Common assessments in place at certain grade levels for both benchmark or progress monitoring Common benchmark and progress monitoring assessments in place that are consistent at each grade level Common benchmark and progress monitoring assessments in place that are consistent from grade to grade Benchmark assessments Benchmark assessments in place for most students at most grade levels Benchmark assessments in place for all students at most grade levels Benchmark assessments in place for all students and at all grade levels Benchmark assessments in place for all students and at all grade levels, utilized for proactive planning for students Teacher assessments Student progress and individual needs primarily determined by standardized assessment data Benchmark and progress monitoring assessments rely upon teacher assessments for further diagnosis Some benchmark and/or progress monitoring assessments are teacher designed and rely upon teacher assessments for further diagnosis Benchmark and progress monitoring assessments are teacher designed and rely upon additional classroom assessments for further diagnosis Progress monitoring assessments Progress monitoring assessments in place for some students at some grade levels Progress monitoring assessments in place for struggling students at all grade levels Progress monitoring assessments in place for struggling students that align with specific needs Progress monitoring assessments in place for struggling students that align with specific needs, with systems in place to make adjustments to assessing schedule Efficient use of time Assessments in place rely upon teacher administration that takes teacher and student time away from instruction and learning Assessments in place take student time away from instruction and learning Assessments in place take some student or teacher time away from instruction and learning Assessments in place take very little student or teacher time away from instruction and learning Assessment schedule established Benchmark and progress monitoring assessment times communicated as they happen in the school Benchmark and progress monitoring assessments communicated at least a month prior to them happening in the school Benchmark assessment dates established annually but progress monitoring dates communicated throughout the school year Benchmark and progress monitoring assessments occur according to an assessment schedule developed annually and communicated at the start of the school year Results disaggregated for use Raw assessment data results shared (or made available) to teachers Assessment data shared with limited disaggregation – largely dependent on publisher programs Assessment data disaggregated to allow for ease of understanding by staff members Multiple disaggregated data sets shared with teachers, showing trends for students