Think of a recent assessment design conversation you had with a colleague. What aspect of the assessment process did you discuss? Did you consider which standards to assess? Did you talk about how many questions, or tasks, were needed to determine student mastery? Or, did you examine the content that you would evaluate?
As the director of assessment at a large public high school in the Midwest, I engage in these assessment conversations often with teachers and collaborative teams. While we discuss all aspects of the assessment process, the most common question I hear from teachers is, “What should my assessments look like?” Read more