Fuchs and Fuchs’ (2006) Introduction to Response to Intervention: What, why, and how valid is it? highlights the important features of Response to Intervention, explicate much of the RTI vernacular, and explain why it is effective model, both economically and pragmatically. Moreover, they provide insight into what questions remain unanswered and what issues remain unresolved. […]
This Self-Assessment Tool designed by the Colorado Department of Education Exception Student Services Unit provides guidance to schools for the implementation process of a Response to Intervention model. According to the Colorado DOE, Response to Intervention is defined as follows: “… an approach that promotes a well-integrated system connecting general, compensatory, gifted, and special education […]
Reeves (2006) refers to data walls as “One of the most powerful techniques educators and school leaders can use to improve decision making in the classroom, school, and district…” (Reeves, 2006, pg. 1). This article provides the essential components of effective data wall building, what information will compose a good data wall, the utility of […]
The Massachusetts Department of Education defines a data wall as “… a visual representation of data related to specific question or problem” (“Building data walls,” 2010, pg. 1). The purpose of this article is to guide and inform the practice of creating data walls. The resource provides on overview of what data walls are and […]
The following resources provide relevant examples of assessment literacy professional development approaches. http://www.assessmentacademy.net/Assessment101/tabid/55/Default.aspx http://qualityinstruction.org/trainings/assessment-literacy http://ati.pearson.com/events-training/leading-professional-development-in-seven-strategies-of-assessment-for-learning.html
This article situates the need for assessment literacy in a current educational context, and provides descriptions of four separate assessment literacy-training programs intended to improve assessment literacy among experienced and pre-service educators alike. According to Lukin, Bandalos, Eckhout, & Mickelson (2004), considering the changing political and professional relationships within education, the need for assessment literacy […]
Volante & Fazio (2007) examined the assessment literacy of teacher candidates enrolled in a teacher education program at the university level. This study provided said candidates with a survey designed to gauge the respondents’ self-efficacy towards assessment literacy, the primary functions of assessment, different methods for assessment, assessment training, and suggested strategies for increasing assessment […]
This study conducted by Mertler & Campbell (2005) intended to develop an instrument that could accurately measure educators’ assessment literacy. The Assessment Literacy Inventory, or ALI, was then examined in order to assess the reliability, and other psychometric qualities of the instrument. The citation for this resource is provided below. Mertler, C., & Campbell, […]
This article by Popham (2009) begs the question, “Is assessment literacy merely a fashionable focus for today’s professional developers or, in contrast, should it be regarded as a significant area of professional development interest for many years to come?” (Popham, 2009, pg. 4). The author begins by defining relevant vernacular, outlines what he considers to […]
Assessment Literacy for the 21st Century discusses the importance of being familiar with the characteristics of sound assessment strategies, provides “redefined” definitions of the goals of assessment literacy, and identifies barriers to the process. Moreover, the author promotes strategies for overcoming such barriers, and outlines a four-part plan for school districts encouraging assessment literacy. Stiggins […]