Student Assessment and Program Evaluation
Aims, Actions, Adaptations
In order to introduce effective formative assessments into CPS, teachers and administrators needed to understand the value of these assessments, how to administer them, and how to analyze and use their results.
As part of the development process for the elementary mathematics benchmark assessments, the district employed two models for workforce development during the pilot stage: a “whole-school” model and a “train-the-trainer” model. In the “whole-school” approach, all teachers in 12 pilot schools came together by grade level (3rd-8th) three times a year. These teachers learned about assessment literacy and well as specific techniques for evaluating and scoring student responses. They brought their actual students’ responses to the training sessions and worked with their colleagues to evaluate them. In the “train-the trainer” model, 15 schools sent one teacher from each grade level, 3rd-8th, to a training workshop similar to the one used in the “whole-school” model. The expectation was that each teacher would lead a training session for the other teachers at that same grade level in his or her school. OMS also provided professional development around assessment literacy for district mathematics and science leaders. The professional development included a suite of district-developed tools that participants could use to lead professional development activities in their sub-districts (Areas) or individual schools.