Proposal Title: Classroom Assessment TLC Points Requested: 20

for Student Learning (CASL) Date: June 8, 2006

Proposal description: Participants will develop a deeper understanding of quality

assessments and will implement effective classroom strategies that involve students in
learning and assessments. Each participant will work in collaborative learning teams to
discuss, share and reflect upon ideas and best practices.

Teaching & Learning Cooperative

Facilitator Proposal (for Groups of 5 or more participants)

Proposal Facilitator: Rebecca Biggwither Work Location: Adobe Bluffs

Phone: (858) 583-8403 x 3127 Email: biggwither27@yahoo.com

Intended Audience: Any K-5 ABES certificated staff members who voluntarily commit
to participate in a learning team, established for the purposes of developing and
implementing powerful classroom assessment practices to increase student motivation
and achievement.

Start and End Dates: November 2006 – April 2007

District Goals Addressed:

• K-12 Literacy (Support for K-12 Reading, Writing, or Mathematics)
• Proficiency for all students across all grade levels and content areas
measured by standardized state measures (CST, CAHSEE)

Anticipated Professional Learning Outcomes:

• Gain a solid understanding of quality classroom assessments through a
collaborative learning team approach
• Increase the use of assessment strategies and student involvement in learning
• Learn how to establish clear learning targets, match assessment methods to
learning targets, and provide effective descriptive feedback

The Learning Teams will:

• Differentiate between summative vs. formative (OF vs. FOR learning)
assessments
• Understand that student self-assessment is formative and can increase student
motivation, learning, and directly effect achievement.
• Extend their understanding of assessment literacy standards that ensure
accuracy and quality in classroom assessments.
• Read and reflect on new ideas and how those ideas are applied in their
classrooms.

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 • Implement classroom strategies/tools for establishing clear learning targets,
matching assessment methods to those targets, and involving students in the
assessment process.
• Collaborate with colleagues about ideas from the textbook, strategies
implemented in their classrooms and new findings throughout the process.
• Develop new assessments, tools and strategies that will be shared with fellow
colleagues.

PROFESSIONAL GROWTH ACTIVITIES

Pre-planning Strategies:
• April 2006 – Facilitator and Principal meet to discuss the structure and tasks
of the learning team.
• May 26, 2006- The A.B. staff is introduced to “Classroom Assessment for
Student Learning” in a 30 minute PowerPoint Presentation and interested
parties sign-up for the TLC.
• October 16-18th 2006 – Facilitator will participate in ‘Leading Professional
Development in Classroom Assessment’ training by Assessment Training
Institute.

Acquiring New Learning Activities: Total of 10.5 hours

• June 20, 2006 – (30 minutes) Meet with all participants to form learning
teams, establish learning team norms, and review TLC
requirements/expectations (portfolio, classroom implementation activities, and
reflection journal).

• November 6 and November 13 (4 hours)

These content sessions will include information from Chapters 1-3.
o Overview of five keys to quality assessments
o Difference between of and for learning
o Introduce the seven strategies of assessment for learning
o Identify clear learning targets

• December 4, February 5, and April 2 (6 hours)

These additional content sessions will allow participants to discuss, reflect and
establish next best steps. Janet Malone’s Learning Teams Possible 10-
Meeting schedule (attached) will be used as a guide to facilitate the sessions.

Classroom Implementation Activities: Total of 32 hours

Participants will Implement and test new strategies, develop quality assessments, and/or
revise existing assessments and rubrics using the knowledge gained through content
sessions, CASL text, collaboration with colleagues, and other valuable resources.

Collaborative Learning Team Activities: Total of 8 hours

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Members of each learning team will meet regularly for an agreed-upon amount of time to
help all members increase their understanding of assessment literacy. Learning teams
may choose to follow the Assessment Training Institute’s ‘Chapter-by-chapter Meeting
Schedules’ to guide their meetings. Collaboration activities may include:
• Sharing new findings and strategies
• Discussing what works, what does not, and possible next steps
• Reflecting upon readings or ideas from the text
• Reviewing and discussing DVD clips on assessments
• Participating in a presentation to the AB staff and/or fellow colleagues

Independent Study and Reflection: Total of 30 hours

Participants will develop a portfolio to include:
• A 5-10 minute video that captures students involved with assessment for learning
(may include but not limited to…class discussion, conference with a student,
interviews with students before/during/after an assessment activity, etc.) along
with a 1 page summary describing the events that led up to the video, events that
occurred after, and reflection on personal learning and impact on student learning
<OR> Write a 2 page reflection that summarizes their personal learning through
this TLC and the impact on their student’s learning.
• A reflection log to capture thoughts/ideas regarding content sessions, strategies
from the CASL text, classroom implementation activities, learning team meetings,
etc., from November 2006 – April 2007.
• Student work samples and/or student reflections that showcase strategies used in
the classroom.
• Any new or revised assessments/rubrics that were developed.

FACILITATOR ACTIVITIES:

• Increase the participants understanding of the CASL through the structure of

collaborative learning teams.
• Support staff members who wish to use this project in conjunction with
alternative evaluation goals.
• Work with the administrator to help develop, implement, and support the use of
powerful classroom assessment practices at ABES.

• Maintain a log to include:

o CASL activities and reflections
o Reflection log of strategies introduced to participants and strategies that
members share with staff and grade-level teams
o Summary of impact and continuous improvement evident across grade
levels at AB with documentation of meetings/discussions.

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BUDGET REQUEST:
• Amount respectfully requested from TLC funds = 50% of book purchase.
o One copy of Classroom Assessment for Student Learning – Doing It
Right, Using It Well by Richard Stiggins, Judith Arter, Jan & Stephen
Chappius; published by the Assessment Training Institute for each
participant at a cost of $58.00 each, plus tax and shipping. As of June 8,
2006 there are 17 participants excluding the facilitator.
• Additional materials to be covered by site:
o 3 ring binder for each participant: cost: $2.50
o 5 dividers for each participant: $1.79
o $50.00 PUBS expense