Resources for Assessment Systems
ADE Balanced Assessment Framework
ADE Balanced Assessment Framework
The ADE Balanced Assessment framework is intended to inform and guide Arizona educators as they work to improve and enhance their continuum of assessment practices. Through this framework, educators will be able to learn how to utilize the appropriate assessment practice for each purpose as well as how to use the data obtained from each type of assessment to ultimately improve student achievement.
- ADE Balanced Assessment Framework (Updated 3.2.18) Word Version
- Designing a Comprehensive Assessment System – WestEd
(Please contact Suzi Mast if you would like a screen reader compatible version.)
Resource to support site/district analysis of their assessment systems.
Balanced Assessment Systems: Leadership, Quality, and the Role of Classroom Assessment
Authors: Steve Chappuis, Carol Commodore
Rick Stiggins Copyright – 2016 Corwin Press
Companion PDF resources
Formative Assessment as a process is critical to student achievement of deeper learning called for in college- and career- ready standards, and to students’ acquisition of important 21st century skills such as communication, collaboration, and self- monitoring.
The overall definition of Formative Assessment that the ADE as a system embraces is from CCSSO (Council of Chief State School Officers).
Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. (CCSSO, 2008).
1. Use learning progressions to clearly articulate how learning develops across standards
2. Establish clear learning goals for the lesson and associated success criteria
3. Plan strategies to elicit evidence of learning during the lesson
4. Interpret the evidence in relation to the lesson learning goals
5. Decide on appropriate pedagogical action
6. Involve students in the process through peer and self-assessment
7. Create and maintain a collaborative classroom culture in which teachers and students collaborate and are partners in learning
The Arizona Department of Education along with partners WestEd and Margaret Heritage, have been involved in multiple projects with difference points of focus on Formative Assessment. This site provides resources and an overview of the past and current projects that Arizona Educators, the ADE, and WestEd have partnered together to positively influence student achievement.
The Formative Assessment Insights course is an interactive digital learning experience for teachers in grads K-12. This is an interactive digital learning experience for teachers in grades K-12. The interactive platform provides teachers opportunities to learn with like- minded colleagues in their own school and districts around the country. When teachers implement formative assessment as a process, in collaboration with their students, it can have powerful effects on student learning. His online course has 5-6 modules and runs approximately 6 months for completion. Participants can take the course individually or as a group. This course can be purchased and implemented at a school/district level.
The FAST-ER Grant is focused on different models of formative assessment implementation based on the needs of each site/district involved in the project. The main tool of the grant is Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice or FARROP. Implementation of a self-reflection and peer reflection model using the FARROP rubrics is the main focus of the grant. Participants spent the school year extending their learning about formative assessment and the FARROP rubrics through online modules focused on the 10 dimensions of formative assessment, videotaping their own classroom for self-reflection, and through observing other teachers and assisting them in their growth of implementation of formative assessment.
The SAAL project is focused on giving students the capabilities to learn for themselves. This project built upon what teacher participants had already learned through the Formative Assessments Insights (FAI) course by exploring the competencies that contribute to students becoming active agents in their own learning and assessment.
Arizona Leans In on Formative Assessment. This Ed Week article highlights Arizona Educator involvement in the Formative Assessment Insights course. This article was published online on November 9, 2015. This article was published in print on November 11, 2015 as An Arizona Initiative Sets Sights on Teachers.
Contact Information: Suzi Mast, Director of Mathematics | 602-364-4030