Assessment Review Protocol

Assessment Review Protocol

Author/Team completes page 1 and provides with copy of the assessment tools for reviewers(s).

Name of Course:Click here to enter text. Date of Review Click here to enter text.

Author/team of assessment being reviewed: Click here to enter text.

Title/unit of assessment being reviewed: Click here to enter text.

Team Members Reviewing Materials:

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Standards(s) addressed in the assessment (you will need available copies of the relevant standards-attach if needed):

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Isolate the learning targets found within the standard (addressable parts of the standard above):

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Total number of learning targets: Click here to enter text.

Total number of Strategic Targets (skill or reasoning oriented) for assessment: / Click here to enter text. /
Total number of Specific Targets (content specific) for assessment: / Click here to enter text. /

Reviewers Begin Here:

Based on initial review, what is the primary purpose of the assessment?

Check 1 only / Assessment Purpose:
☐ / Possession: Students demonstrate ownership of declarative and procedural knowledge. Requires basic retrieval and understanding.
☐ / Execution: Students use acquired knowledge and skills to create solutions to problems, make informed, strategic decisions, and respond to the demands of the daily challenges:
☐ / Integration: Students extend and refine knowledge to automatically and routinely analyze and resolve problems and employ solutions. Students must blend knowledge and skills with other disciplines in order to be successful.
☐ / Construction: Students use extensive knowledge and skill in dynamic ways to construct new solutions to current complex known problems, to solve unanticipated problems, and to take action. Their efforts inform our understanding of the necessary knowledge and skills.

Selected method(s) identified to assess articulated standard(s) – check types to be used:

☐ / Selected
Response / ☐ / Constructed
Response / ☐ / Performance
Assessment

Describe selected method(s) and identify how it/they will assess the level of rigor in the identified standards(s):

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Quality of Targets to relative to standard: Select a Level of quality for each provided statement:

Statements of quality for over target listing: / Check if Yes / Feedback
Targets align with required or appropriate standards for course / ☐ / Click here to enter text. /
Targets are sufficient in reflecting the whole of the standards(s) / ☐ / Click here to enter text. /
Targets are accurate. They reflect the core processes and knowledge demanded by the standard(s) / ☐ / Click here to enter text. /
Targets are appropriately scaffolded (build upon each other) / ☐ / Click here to enter text. /
Targets are written in student friendly language (framed as ‘I will’ or ‘I can’ or ‘students will be able to’ and put in terms students understand) / ☐ / Click here to enter text. /

If selected response, number of questions per target: Click here to enter text.

Rigor of Targets (option-fill in the table below OR write the level of rigor next to the questions or prompts immediately on the assessment).

Total Number / Depth of Knowledge Levels
(Webb Alignment Tool, July 2005) / Percent of Total
Click here to enter text. / Level 1: Recall- Recite, Recall, Label, Naming, Define, identify, Match, List, Draw, Calculate / Click here to enter text. /
Click here to enter text. / Level 2: Skill/Concept – Infer, Identify Patterns, Modify, Predict, Distinguish, Compare / Click here to enter text. /
Click here to enter text. / Level 3: Strategic thinking – Assess, Revise, Critique, Draw Conclusions, Differentiate, Formulate, Hypothesize, Cite Evidence / Click here to enter text. /
Click here to enter text. / Level 4: Extended Thinking – Synthesize, Analyze, Prove, Connect, Design, Apply Concepts / Click here to enter text. /

If constructed response or performance assessment, criteria used to determine quality of target master (list or attach rubric for review):

Criteria for constructed response or performance based assessments:

Statements of quality for over target listing: / No Evidence / Develop / Proficient
The assessment(s) aligns tightly to the learning targets. / ☐ / ☐ / ☐ /
The assessment(s) focuses on assessing skills worth learning. / ☐ / ☐ / ☐ /
The assessment(s) strives to simulate real challenges facing people in field of study or really life. / ☐ / ☐ / ☐ /
The assessment(s) allows for “ill-structured challenges” (more than one right answer). / ☐ / ☐ / ☐ /
The assessment(s) emphasize prompts or tasks requiring thought and knowledge. / ☐ / ☐ / ☐ /
The assessment(s) de-mystifies task, criteria, and standards. / ☐ / ☐ / ☐ /
The assessment(s) allows for activities or topics to ‘match’ student learning student learning styles/interests. / ☐ / ☐ / ☐ /
The assessment(s) require evaluations to be based on explicit criteria and standards of quality / ☐ / ☐ / ☐ /
The assessment(s) involve students in the assessment process in meaningful ways. / ☐ / ☐ / ☐ /

The Assessment Addresses the 4 C’s of next generation assessments:

Check if Yes / The C Involved / How will it be measured?
☐ / Communication / Click here to enter text. /
☐ / Collaboration / Click here to enter text. /
☐ / Critical Thinking / Click here to enter text. /
☐ / Creativity / Click here to enter text. /

Conclusion: Reviewer Team Feedback

Opportunities for Growth / Celebrations of Strengths
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Author(s) completes page 5 and responds according to feedback from the reviewers(s).

Author/Team’s Self-Assessment:

Opportunities for Growth / Celebrations of Strengths
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Author/Team’s Reflections: Next Steps

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