The District’s Role to Advance Ambitious Teaching Practices and Assessments in Schools

• In Event: Classroom Assessment and Assessment Literacy Practices to Support Equitable and Ambitious Teaching and Learning

Abstract

This paper addresses how district leaders and staff can engage with schools to encourage and support assessment systems which support ambitious teaching and learning. This includes identifying which assessments should be prioritized under this vision, and how districts can use state test results without detracting from the work to support schools to engage in effective classroom assessment practices.

This paper addresses the role of balanced assessment systems within the instructional infrastructure and the importance of districts establishing this infrastructure anchored to high-quality curriculum and instructional materials in partnership with their schools. Infrastructure components discussed include high-quality curriculum and materials, professional learning, and grading. These three components together are critical for supporting and implementing the uses of the balanced assessments envisioned throughout the volume. For instance, concerning professional learning, this paper highlights the important roles districts and schools play in supporting learning communities and distributed teams and sustained professional development through active learning. This paper then addresses how districts might begin the work of moving toward this bold vision for teaching, learning, and assessment, as well as to engage in necessary evaluations to monitor the implementation work.

Authors

• Elena K. Diaz-Bilello, University of Colorado - Boulder

• Jared Anthony, Carnegie Foundation for the Advancement of Teaching