Teacher Learning Modules

Watch this short introductory video before you begin!

The video explains how these modules were designed to be used and how they align with the teacher version.

Teacher Module 00 Introduction Video Recording.mp4

Strand 1: Assessment Foundations

Understand the purpose of educational assessment and how assessment purpose dictates assessment design.

Modules 1-2

Module 1: What is the purpose of assessment?

Module 2: How do you ensure the assessment design matches the intended use of the assessment information?

Strand 2: Formative Assessment Processes

Understand how to design, select, interpret, and use high-quality formative assessment processes to adjust and monitor teaching and learning.

Modules 3-9

Module 3: What are essential features of high-quality formative assessment processes?

Module 4: How do you clarify, share, and help students understand the learning intentions and success criteria?

Module 5: How do you use quick pre-assessments to elicit evidence of student strengths and learning needs before instruction?

Module 6: How do you elicit evidence of student strengths and learning needs during or after instruction?

Module 7: How do you use evidence of student learning to adjust instruction and better meet students' needs?

Module 8: How do you provide feedback that moves student learning forward?

Module 9: How do you involve students and their peers as active agents in the learning process?

Interested in going deeper with formative assessment? We have a separate website that provides formative assessment resources including short readings, videos, walkthrough protocol, teacher PLC resources, connection to math learning progressions, and more! Check it out by clicking on the button below!

Additional Formative Assessment Resources (Click here!)

Strand 3: Summative Classroom Assessment

Understand how to design, select, interpret, and use high-quality summative classroom assessments to evaluate what and how much students have learned at a point in time as a result of instruction.

Modules 10-17

Module 10: What are essential features of high-quality summative classroom assessments?

Module 11: How do you create, select, or adapt a unit test?

Module 12: How do you grade and report on student progress towards grade-level expectations?

Module 13: Why use performance assessments?

Module 14: How do you create a performance assessment?

Module 15: How do you evaluate the quality of performance assessments using review criteria and cognitive labs?

Module 16: How do you create a rubric for use with a performance assessment?

Module 17: How do you score and calibrate scores for performance assessments?

Strand 4: Standardized Assessments

Understand the purpose and design of standardized assessments (e.g., state and interim) to appropriately interpret and use results to make better educational decisions for students.

Modules 18-20

Module 18: How are standardized tests designed and why does it matter?

Module 19: How can a classroom teacher interpret and use standardized test results to make better educational decisions?

Module 20: What should educators consider when selecting commercial interim assessments?

Strand 5: Balanced Assessment Systems

Understand the purpose and use of state, local, and classroom assessments and their role in creating a balanced system of assessments.

Modules 21-23

Module 21: What are balanced assessment systems and what features define them?

Module 22: What are classroom assessment systems?

Module 23: How do you know if you have a high-quality classroom assessment system?