Assessment LiteracyKentucky Core Academic Standards

Characteristics of Highly Effective Teaching and Learning

Career and College ReadinessPodcast 4

• Gain a deeper understanding of:• The Characteristics of Highly Effective Teaching and Learning (CHETL)

• Assessment Literacy

I can identify Characteristics of Highly Effective Teaching and Learning (CHETL).

I can identify components of a Balanced Assessment system.

I can reflect upon my current practice as it relates to CHETL and Balanced Assessment.

College & Career Readiness

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Podcast 4

Podcasts 2 and 3

• Creates a common point of reference for discussing effective practices in teaching and learning.

• Describes the role of the teacher and student in an exemplary instructional environment.

• Allows discussions around a set of research-based descriptors for five components of effective classroom practice.

1.Learning Climate 2.Classroom Assessment and Reflection 3.Instructional Rigor and Student Engagement 4.Instructional Relevance 5.Knowledge of Content

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Read the definition at the top of the CHETL Section assigned to your group.

• Highlight key words.• What does this definition mean to you?

Read the teacher characteristics.• Record examples from your practice or

instructional strategies that support these characteristics.

Be prepared to share with the large group.

Classroom Assessment and Reflection:  The teacher and student collaboratively gather information and reflect on learning through a systematic process that informs

instruction.

To be assessment literate means to be skilled both in gathering accurate information about students’ learning and in using it effectively to promote further learning.

Classroom Assessment for Student Learning, p 21

An assessment literate teacher understands:◦ the uses and purposes of classroom assessments

for and of learning.

◦ who the users of those assessments are and their information needs.

Gathering accurate information

Effective use of information and procedures

Assessment Literacy

Balanced Assessment is Formative and Summative and includes:

Day to day classroom assessments Periodic interim/benchmark assessments Annual standardized testing

Chappuis, Commodore, and Stiggins 2010

• Look at the definition and descriptors for “Section 2: Classroom Assessment and Reflection”.

• Write down examples from instructional practice.

Think About:• Where am I now in my current practice?• What support do I still need in order to

continue my professional learning?

• The KDE leadership networks, as well as JCPS, are using Classroom Assessment for Student Learning (Stiggins, Arter, Chappuis, and Chappuis, 2006) as a guide to support our implementation of balanced assessment practices and improve assessment literacy.

• Summer Professional Development – KCAS, CHETL, Assessment Literacy (preparation for first 12 weeks of the school year)

• Continuing Professional Development – differentiated to meet the needs of individual schools

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INFORMATION

• Rollout – introduction and progressive learning about the standards, assessment and CHETL

• Characteristics of Highly Effective Teaching and Learning – CHETL

• Balanced assessment including effective use of formative assessment - Assessment Literacy

• Kentucky Core Academic Standards - KCAS

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• I can identify Characteristics of Highly Effective Teaching and Learning (CHETL).

• I can identify components of a Balanced Assessment system.

• I can reflect upon my current practice as it relates to CHETL and Balanced Assessment.

• Where am I now?◦Rank yourself 1-4, 4 being the best, with

regards to each component of CHETL.

• Where do I need to go?◦What additional professional

development do you need?

College & Career Readiness

Middle

Elementary

High

Ken

tuck

y C

ore

Aca

dem

ic S

tan

dar

ds

HIG

HL

Y E

FF

EC

TIV

E T

EA

CH

ING

& L

EA

RN

ING

Assessment

Assessment

Assessment

SENATE BILL 1

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