I hereby declare that I will post this on my desk--in a re-purposed matte-finish page protector, refraining from encasing my thoughts for all eternity in newly generated, non-renewable petro-chemical sheathingthe reflected glare of which impinges upon readability and increases visual distraction in an already visually rich classroom, and refer to it occasionally so that I may have the best interests of my students in mind when evaluating their performance.
Article 1
I assess students in relation to their achievement of state content standards, and not against each other.
Article 2
I use performance standards with district-established criteria for determining proficiency levels and my own referenced criteria for other formative assessments.
Article 3
I assess achievement on an individual basis (even when assessing cooperative learning skills), and to keep assessment of movement towards learning goals separate from those of effort, attitude, and behavior.
Article 4
I celebrate mistakes and the learning opportunities they bring by using formative assessments as and for learning, while reserving summative assessments of learning as the primary means to determine proficiency levels.
Article 5
I emphasize the most recent accomplishments when determining an individual's achievement level.
Article 6
I consider all evidence of a student's level of mastery, using appropriate measures of central tendency when relevant.
Article 7
I employ a variety of quality assessments (such as authentic performance tasks), record the data they generate, and question assessment directives that I perceive as unfair.
Article 8
I ensure that students participate in age-appropriate discussion and determination of how they are assessed, and that this information is communicated with families.
Assessment Manifesto
I hereby declare that I will post this on my desk--in a re-purposed matte-finish page protector, refraining from encasing my thoughts for all eternity in newly generated, non-renewable petro-chemical sheathing the reflected glare of which impinges upon readability and increases visual distraction in an already visually rich classroom, and refer to it occasionally so that I may have the best interests of my students in mind when evaluating their performance.
Article 1
I assess students in relation to their achievement of state content standards, and not against each other.
Article 2
I use performance standards with district-established criteria for determining proficiency levels and my own referenced criteria for other formative assessments.
Article 3
I assess achievement on an individual basis (even when assessing cooperative learning skills), and to keep assessment of movement towards learning goals separate from those of effort, attitude, and behavior.
Article 4
I celebrate mistakes and the learning opportunities they bring by using formative assessments as and for learning, while reserving summative assessments of learning as the primary means to determine proficiency levels.
Article 5
I emphasize the most recent accomplishments when determining an individual's achievement level.
Article 6
I consider all evidence of a student's level of mastery, using appropriate measures of central tendency when relevant.
Article 7
I employ a variety of quality assessments (such as authentic performance tasks), record the data they generate, and question assessment directives that I perceive as unfair.
Article 8
I ensure that students participate in age-appropriate discussion and determination of how they are assessed, and that this information is communicated with families.