Indicator+3.3+Curricular+and+instructional+Choices+(Artifacts)

__**Indicator 3.3 - Assessment (Artifacts)**__

//**If teachers are fully engaged in the continuous standards-based teaching/learning cycle, a variety of methods will be used to measure and assess student learning. **// meetings so teachers can see trends in studet performance || Archdiocesan level ||
 * **Evidence** || **Type** ||
 * * Assessment data || Artifact - in binder and Data on F ||
 * * Archdiocesan Performance Assessments || Artifact - in binders and Data on F ||
 * * [[file:Archdiocesan Implementation Schedule for Reporting (2009-2010).docx]] || Artifact ||
 * * Formative assessment examples || Artifact ||
 * * Summative assessment examples || Artifact ||
 * * Performance-based assessment examples || Artifact ||
 * * Standardized assessments || Artifact ||
 * * [[file:Writing Assessments.docx]] || Artifact ||
 * * Assessments aligned to the standards and objectives || Artifact ||
 * * Staff meets to analyze data and align instruction || Practice-Test results are discussed at faculty
 * * Description of process used to adopt and analyze assessments || Terra Nova was analyzed and adopted at the
 * * Curricular and instructional choices made are based on data and research || Artifact ||
 * * Description of lessons revised based upon analysis of student work || Artifact ||
 * * Program modifications and rationale || Artifact ||
 * * Rubrics are developed for project-based learning || Artifact ||
 * * Transcripts include assessment data || Artifact-Guidance Office ||
 * * [[file:Assessments Survey.doc]] || Artifact ||
 * * [[file:Assessment Survey.docx]] Results for grades 7-12 (2010-11) || Artifact ||
 * * Professional development tied to results of evaluation || Artifact ||
 * * Course evaluations || No evidence ||
 * * Peer feedback documentation || Practice-Secondary English Department ||
 * * Exemplars and models of performance levels || Artifact ||
 * * Meeting agendas and minutes regarding assessment || No evidence ||
 * * Staff meetings regularly include data analysis || No evidence ||
 * * Staff meet to review current research || No evidence ||
 * * Staff can identify research used to align instruction || Practice ||



// **Professional development works best when it's on-site, job embedded, sustained over time, centered on active learning, and focused on student outcomes(Chappuis, 2007).** //

__**Resources**__
 * [|Rubric Examples]
 * [|Classroom Assessment Techniques] (Carnegie Mellon)

Kaftan, J., Buck, G., & Haack, A. (2006). Using Formative Assessments to Individualize Instruction and Promote Learning. Middle School Journal, 37(4), 44-47. Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute-by-minute and day-by-day.Educational Leadership, 63(3), 18–24. Wiliam, D. (2007). Content then process: Teacher learning communities in the service of formative assessment. In D.B. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 183–204).Bloomington, IN: Solution Tree.
 * __Citations:__**

**3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices**
//__Operational__//
 * // 3.3 a - The instructional staff consistently evaluates and monitors student learning through the systematic use of multiple types of summative and formative assessments that are aligned with the standards/expectations in all four core subject areas (English Language Arts, mathematics, science, social studies). A process is in place that assures the development of assessments of student learning is based on a clear definition of the type of achievement to be assessed and alignment with the standards/expectations. //
 * // 3.3 b - Teacher input and achievement data has helped to inform, develop, and implement evaluations of curriculum or instructional programs, practices, or processes in order to assess the effectiveness of teaching strategies. //
 * // 3.3 c - Formal professional development opportunities are provided to dialogue and learn about assessment development, including approaches that are formative and summative, authentic, and well matched to the kind of learning task. Teachers use this learning to develop and use high quality assessments. //

__ //Emerging// __
 * //3.3 d - The analysis of student work occurs primarily by school improvement teams for the purpose of informing the school improvement plan.//