Director of Assessment, Data, and School Improvement
x 22349
jillklahnsmith@wsdr4.org
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Students are given the opportunity to show growth
Data points do not have to be large, summative tests
Grades are based on clearly specified learning goals
Frequent specific feedback is essential for student learning
Students can learn without grades, but not without feedback
Students are provided time to self-assess and reflect on their learning
Behaviors that impact learning are valued and reported separately
Students are given opportunities to practice and learn from mistakes without penalty
Grades reflect what students know, understand. and are able to do, not on compliance
There is always a young person on the other side of the assessment.
There will always be an emotional response to any assessment given.
Students often relate their self-worth to how they perform on assessments.
How we respond to students’ assessments can make or break their hope, efficacy, and achievement.
Why are we assessing this?
Who will use the results of this assessment?
How will the assessment data be used to improve teaching, learning, and student growth?