Frost Assessment Practices Inventory2

Activity 1.
3 Assessment Practices Inventory
Complete this self-analysis at the beginning of your study of CASL, partway through, and then at
the conclusion.
Scale:
0
1
2
3
4
I am uncertain about what this means.

Not at all: I dont or cant do this, or this doesnt happen in my classroom.
Beginning: I do this infrequently, or this happens infrequently in my classroom.
Partially: I do this sometimes, or this happens sometimes in my classroom.
Completely: I do this regularly, or this happens on an ongoing/as needed basis in
my classroom.
Key 1: Clear Purpose
Rating 1/3
Date:10/1/15
Rating 2/3
Date:11/9/1
5
Rating 3/
Date:12/14/15
I can identify the key users of classroom assessment

information and work to meet their information needs.
I understand formative and summative assessment uses

and know when to use each.
I understand the impact of formative assessment

practices on student achievement.
Key 2: Clear Targets
Rating 1/
Date:
Rating 2/
Date:
Rating 3/
Date:
I can classify the learning targets I am teaching according

to one of four types.
I know how to deconstruct broad content standards into

classroom-level learning targets.
I base instruction and assessment on clear learning targets.
I translate learning targets into student-friendly language.
Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

Learning Teams Facilitation Guide and Activities & Resources
Copyright 2012 by Pearson Education, Inc., All rights reserved.
Activity 1.3 Assessment Practices Inventory
Key 3: Sound Design
Rating 1/
Date:
Rating 2/
Date:
Rating 3/
Date:
I know how to design or select assessments to serve

intended formative and summative purposes.
I know how to select the appropriate method(s) to assess

each type of learning target.
I create assessment plans to map the content of my

assessments.
I understand and apply principles of sampling appropriately.
I can write and/or select assessment items, tasks, scoring

guides, and rubrics that meet standards of quality.
I recognize and avoid sources of bias that can distort

assessment results.
I know how to apply formative assessment practices within

each assessment method.
Key 4: Effective Communication
Rating 1/
Date:
Rating 2/
Date:
Rating 3/
Date:
I offer students effective feedback during their learning.
I track student achievement by learning target.
I keep track of both formative and summative assessment

information.
I record and combine summative assessment information to

accurately reflect student achievement.
I calculate report card grades to accurately communicate

level of individual student achievement at a point in time.
I participate in conferences as needed to discuss student

progress.
I offer students effective feedback during their learning.

Key 5: Student Involvement
Rating 1/
Date:
Rating 2/
Date:
Rating 3/
Date:
My students can describe the learning targets they are to

achieve.
My students can give each other effective feedback.
I design assessments with students information needs in

mind.
I have prepared my students to self-assess accurately and to

set meaningful goals for further learning.
I give students opportunities to track, reflect on, and share

their learning progress with others.
Overall reflection on first rating

1. I have the most knowledge and skill in these areas:
I have skill and knowledge understanding the purpose for different assessments. I know how to
translate formative assessments into practices in the classroom.
2. I want to work on these areas:
I want to work on my ability to effectively translate student records into appropriate grades. We are
using a brand new curriculum this year and how to give grades is not prescribed. I need to work out
some kinks in my grading before the semester ends.
Overall reflection on second rating

I have improved a lot in my understanding of clear targets. I think that I am able to take a target and
decide how to best asses that target. I think that the use of propositions is very helpful in this
area. It forces me to focus on the specific information or knowledge that I want to address.
I still want to work on communicating results with parents and students. I have a few ideas but no
real plan of action yet. I am going to start allowing for more self-assessment. The student
friendly rubrics will be a great tool in this area.

Overall reflection on third rating

I am really beginning to feel more comfortable in the area of feedback. I think that I am taking the
time to ensure that I have given students the time to reflect and discuss. The portfolios that we
are creating are exciting to parents and students and make them feel a lot of pride for their work.
I will continue to practice and grow in my understanding of sound design. I think that items such as
sampling size give me the most trouble. I have a hard time deciding what is the best way to test
a subject if I am not given an example test. I really think this is an important area in assessment
and I need to take more time out to ensure that my practices align with the intent and actually
describe the intended learning targets well.


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Activity 1.

3 Assessment Practices Inventory

I am uncertain about what this means.

Key 1: Clear Purpose

I can identify the key users of classroom assessment

I understand formative and summative assessment uses

I understand the impact of formative assessment

Key 2: Clear Targets

I can classify the learning targets I am teaching according

I know how to deconstruct broad content standards into

I base instruction and assessment on clear learning targets.

I translate learning targets into student-friendly language.

Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

Activity 1.3 Assessment Practices Inventory

Key 3: Sound Design

I know how to design or select assessments to serve

I know how to select the appropriate method(s) to assess

I create assessment plans to map the content of my

I understand and apply principles of sampling appropriately.

I can write and/or select assessment items, tasks, scoring

I recognize and avoid sources of bias that can distort

I know how to apply formative assessment practices within

Key 4: Effective Communication

I offer students effective feedback during their learning.

I track student achievement by learning target.

I keep track of both formative and summative assessment

I record and combine summative assessment information to

I calculate report card grades to accurately communicate

I participate in conferences as needed to discuss student

I offer students effective feedback during their learning.

Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

Activity 1.3 Assessment Practices Inventory

Key 5: Student Involvement

My students can describe the learning targets they are to

My students can give each other effective feedback.

I design assessments with students information needs in

I have prepared my students to self-assess accurately and to

I give students opportunities to track, reflect on, and share

Overall reflection on first rating

Overall reflection on second rating

Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

Activity 1.3 Assessment Practices Inventory

Overall reflection on third rating

Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

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