Whichever assessment practice model you use—be it Response to Intervention (RTI), multi-tiered systems of support (MTSS), or any other—building a positive culture of assessment is the key to success for both students and teachers.
Tech tools alone cannot transform your data culture, but the right knowledge and strong leadership can. We’ve found that schools and districts are most successful if they possess these five common traits.
The school or district has a broad definition of assessment.
The word ‘assessment’ should not be a substitute for the word ‘test’ or ‘grade.’ When teachers, schools, and districts broaden their overall definition of what an assessment can be, teachers are able to get a more complete sense of what a student has learned and where there is still room for improvement. These don’t need to be limited to benchmarking, check-points, or end-of-level tests, and not all assessments factor into a student’s gradebook. Whether it be performance-based evaluations, rubrics, or even a one-on-one conversation about frustrations and successes, think of an assessment as any time you allow a student to demonstrate what they know and don’t know.
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