Wednesday, 26 March 2014

...but common assessment is foggy

I love how when some things, such as big ideas, become clearer, other ideas just become foggy.  Over the course of the semester, I have been doing some thinking about the drive for common assessments.  I always thought that common assessment meant that in all common courses all students do the exact same summative and culminating tasks.  This ensures that all students are meeting the same expectations and have similar experiences (despite having different teachers with different teaching styles).

At a recent staff meeting, I left with the message that common assessment didn't actually mean the EXACT same summative.  I breathed a sigh of relief, and I really hope that I didn't misinterpret the message.  What I
understand common assessment to mean includes:

  1. Teachers assess the same big ideas, enduring understandings, and essential questions.
  2. Teachers assess the same skills.
  3. Teachers have flexibility in designing their specific assignments, as well as the content they use, as long as they fulfill 1. and 2. above.  For example, tests can have different questions, essays can have different topics, English teachers can choose different texts.
  4. The culminating task is the exact same TYPE of assessment, such as an interview or an exam, but the content used may be different.  For example, two different English teachers can use two different short stories, as long as their students are all writing an essay.
I'm really curious how others interpret "common assessment" and what it looks like in their schools and/or departments.

No comments:

Post a Comment