Activity 1.

3 Assessment Practices Inventory

Complete this self-analysis at the beginning of your study of CASL, partway through, and then at
the conclusion.

Scale:
0
1
2
3
4

I am uncertain about what this means.

Not at all: I dont or cant do this, or this doesnt happen in my classroom.
Beginning: I do this infrequently, or this happens infrequently in my classroom.
Partially: I do this sometimes, or this happens sometimes in my classroom.
Completely: I do this regularly, or this happens on an ongoing/as needed basis in
my classroom.

Key 1: Clear Purpose

I can identify the key users of classroom assessment
information and work to meet their information needs.
I understand formative and summative assessment uses and
know when to use each.
I understand the impact of formative assessment practices
on student achievement.

Key 2: Clear Targets

I can classify the learning targets I am teaching according to
one of four types.
I know how to deconstruct broad content standards into
classroom-level learning targets.
I base instruction and assessment on clear learning targets.
I translate learning targets into student-friendly language.

Key 3: Sound Design

I know how to design or select assessments to serve
intended formative and summative purposes.
I know how to select the appropriate method(s) to assess
each type of learning target.
I create assessment plans to map the content of my
assessments.
I understand and apply principles of sampling appropriately.
I can write and/or select assessment items, tasks, scoring
guides, and rubrics that meet standards of quality.
I recognize and avoid sources of bias that can distort
assessment results.
I know how to apply formative assessment practices within
each assessment method.
Key 4: Effective Communication
I offer students effective feedback during their learning.

Rating 1/
Date:
0

Rating 2/
Date:
3

Rating 3/
Date:
4

Rating 1/
Date:
1

Rating 2/
Date:
2

Rating 3/
Date:
3

3
2

3
3

4
3

Rating 1/
Date:
2

Rating 2/
Date:
3

Rating 3/
Date:
4

0
1

3
3

4
4

Rating 1/
Date:
2

Rating 2/
Date:
3

Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

Learning Teams Facilitation Guide and Activities & Resources
Copyright 2012 by Pearson Education, Inc., All rights reserved.

Rating 3/
Date:
4

Activity 1.3 Assessment Practices Inventory

I track student achievement by learning target.

I keep track of both formative and summative assessment
information.
I record and combine summative assessment information to
accurately reflect student achievement.
I calculate report card grades to accurately communicate
level of individual student achievement at a point in time.
I participate in conferences as needed to discuss student
progress.
I offer students effective feedback during their learning.

1
3

3
4

4
4

Key 5: Student Involvement

Rating 1/
Date:
3

Rating 2/
Date:
3

Rating 3/
Date:
4

2
2

3
2

3
3

My students can describe the learning targets they are to

achieve.
My students can give each other effective feedback.
I design assessments with students information needs in
mind.
I have prepared my students to self-assess accurately and to
set meaningful goals for further learning.
I give students opportunities to track, reflect on, and share
their learning progress with others.

Overall reflection on first rating

1. I have the most knowledge and skill in these areas: I feel like my strongest area would be in that of
using clear targets. All of my units and courses taught are aligned to our state Career and Technical
Education (CTE) standards, state Agricultural Fiber and Natural Resources (AFNR) standards, and
national AFNR standards. All students begin each unit with a skills and standards sheet where they
self-assess on a scale of 0-4 their perceived level of knowledge on each topic to be covered. By the
end of the unit they reassess themselves to see where they have improved, or where they might still
need to develop stronger skills. When I design my unit summative assessments I keep these objectives
and standards in mind and try my best to make sure I am assessing what the unit has been designed to.

2.

I want to work on these areas: I really want to focus on improving in all areas as I feel assessment is
something I have always felt less confident in. That being said, effective communication and sound
design are two specific areas I would like to improve on; especially sound design.

Overall reflection on second rating

1. I have the most knowledge and skill in these areas: After completing course readings and participating
in class discussions, I have found that despite my initial doubts about my assessment capabilities, I am
growing much more confident in some of my perceived weaker skills and found that I have been doing
some things that I did not realize. For example, effective communication is something I have always
been hard on myself about but through the activities and discussions, Ive come to realize this is one of
my strongest areas. I am constantly tracking students progress and providing them a combination of
verbal and written feedback to help them grow. Which leads into the area I could still work on (see
below).

Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

Learning Teams Facilitation Guide and Activities & Resources
Copyright 2012 by Pearson Education, Inc., All rights reserved.

Activity 1.3 Assessment Practices Inventory

2.

I want to work on these areas: Id really like to try and transform my feedback into student-to-student
and student-to-self feedback. Based on current activities and discussions, if I continue to focus on my
design of assessments for and of learning, I will be able to share more and more of the onus and
responsibility of feedback and learning with the students. I do not believe I will be able to do this in
one eight-week graduate class, but I really like the activities and process we have been going through.

Overall reflection on third rating

1. I have the most knowledge and skill in these areas: Clear purpose and effective communication.
These two areas are the best two of the five Keys. At first I wasnt sure what all of the Keys meant but
as I read and discussed with classmates I understood that some of what we spoke about I was already
doing in my class consistently. As I practiced with some activities it became clear to me that
communicating with my students and their progress in my course is brought up on an almost daily
basis. Students are given clear expectations about how different assessments and assignments are used
to inform my instruction, and are given a variety of verbal and written feedback on how they can grow.
2.

I want to work on these areas: Although I feel I have grown substantially in assessment design, I feel
like I could go back and re-do several of the chapter activities with the curriculum I teach for each
grade and continue to hone the skills we have discussed over this course. I am still less confident in
my ability to deconstruct broad learning targets (such as the common core) but feel confident in
deconstructing the learning targets from the National AFNR standards and State CTE standards. I
would like to continue to work towards developing this skill as well.

Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

Learning Teams Facilitation Guide and Activities & Resources
Copyright 2012 by Pearson Education, Inc., All rights reserved.