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Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.

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Successful middle schools engage students in all aspects of their learning. There are many strategies for accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning.

The ISTE Classroom Observation Tool (ICOT®) is a FREE online tool that provides a set of questions to guide classroom observations of a number of key components of technology integration.
1. TEACHERS can use ICOT to learn from colleagues.
2.

A Comparative Analysis of Superintendent, Principal, and Teachers' Perceptions of Accountability Systems. The purpose of this technical report is to develop a better understanding of the assessment and accountability practices and policies that educators are implementing in the classrooms, schools, and districts and to examine whether those policies are associated with perceived school and student improvements in achievement.\n\nThe study provides descriptive information about the need for schools and districts to effectively use data, how schools and districts use data to guide classroom practice, and the difference in data use based on the level of student proficiency in individual schools.

Like never before, today's classroom teachers routinely are being asked to collaboratively analyze student data, develop or implement new mandated curricula, and assess the effectiveness of these innovations. Ironically, few preservice preparatory or in-service professional development programs actively train classroom instructors in the use of team-based inquiry or collaborative data- driven problem solving. Framed within the context of the literature and governmental efforts to achieve school reform, this article describes one such in-service program, in practice at public and charter schools in high-need communities in New York City. The Inquiry Based School Improvement Program (IBSIP) was created and designed to help schools serving high-need communities in New York City engage in the types of team-based inquiry and data-driven problem solving needed to meet the everchanging institutional demands on these schools to improve.

10 Research-Based Principles to Guide Classroom Practice. You can also download a free poster on the 10 principles from this site.

Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement, Mr. Black and Mr. Wiliam point out. Indeed, they know of no other way of raising standards for which suc

How can we improve student learning in the classroom and raise student performance on high-stakes tests? The key is continuing assessment and evaluation throughout the school year, as well as a commitment to the success of all students.

Teachers can use information from assessments required under NCLB to inform classroom decisions and provide the best possible instruction for students. [Pamphlet on Standardized and Dynamic Assessment from NCLB].

The HSTW Assessment, administered to seniors, is used by HSTW states, districts and schools to document school improvement efforts. It is comprised of three subject tests (reading, mathematics and science) coupled with a student survey. This assessment provides comprehensive school-level data that disaggregate students' achievement by their perceptions of school and classroom experiences. These results have given schools, districts and states a unique opportunity to determine what is and is not working to increase student achievement. The assessment is administered by all HSTW sites in even-numbered years.

Thoughtful analysis from Scott McLeod. In his work with numerous school organizations in multiple states, he has seen the power of data firsthand. When done right, data-driven education can have powerful impacts on the learning outcomes of students. Unfortunately, most school districts still are struggling with their data-driven practice. Much of this is because they continue to think about using data from a compliance mindset rather than using data for meaningful school improvement

Districts use new methods to learn what works best for kids
No longer is it viewed as acceptable for teachers to deliver lectures, administer grades and expect their students to simply try harder. Teachers are increasingly being asked to use assessments and collect data on student learning to gauge whether their methods are succeeding and what more needs to be done.

Developed in collaboration with technology leader Northrop Grumman, ASCD's new software-based ASPIRE Assessment System will provide educators with customized classroom formative assessments they can use throughout the year to get more timely and useful feedback on student learning.

Demystify that data! A powerful asset to data driven inquiry and improvement, Data Wise comes out of a work group of Boston Public School leaders and Harvard Graduate School of Education faculty and doctoral students and is informed by the development of a data system now used by all Boston Public Schools. Data Wise guides schools and school systems through the growth of comprehensive data systems that encompass classroom work samples as well as standardized tests.

Classroom images and examples of using data to inform.

The momentum behind building high-quality data systems to harvest better information about student, school, and district performance has never been stronger. Although collecting data is essential, knowing how to analyze and apply this information is just as important for meeting the end goal of improving student achievement. The purpose of this study is to identify, quantify, and report on district-level processes that enable effective utilization of data to increase academic achievement at the classroom level.

From judging performance to guiding students to shaping instruction to informing learning, coming to grips with informative assessment is one insightful journey.

Simple strategies & tools to make sense of your student achievement data from Dennis Fox. The site includes downloadable workshop handouts.

Making data part of instructional planning can be challenging, especially if teachers are not used to thinking about assessment and data as a regular part of the process. This article offers helpful tips.

There's a ton of data being collected. The trick is to know how to use it effectively.