Districts may find the rubric on the next helpful as they weigh the relative strengths and weaknesses of the different assessments they are considering and/or developing. Adapted from the work of Dr. Margaret Heritage from the , the rubric focuses attention on eleven key criteria. The first three criteria focus on elements important for measures that intend to assess student growth. The remaining eight focus on criteria that can be applied to measures of growth as well as measures of achievement. Few but the most rigorous commercial or state assessments will earn ratings of 3 on all criteria, and some criteria are more applicable to some kinds of assessments than others. Technical Guide A will provide more guidance on using this rubric as well as other resources designed to help districts assess a range of types of assessments for their use as district-determined measures. Suggested Criteria for Reviewing District-Determined Measures of Student Learning Criterion 0 1 2 3 Growth: Measures Insufficient evidence The measure does The measure The measure change over time, not assess student assesses student assesses student not just baseline knowledge knowledge on knowledge on the achievement or measures growth related same or vertically indirectly (i.e., content/standards aligned content/ change in before and after the standards before graduation or learning period. and the learning dropout period. Growth: Identifies Insufficient evidence The measure does The measure The measure how much growth is not a definition defines defines “sufficient “sufficient sufficient for the of growth” with a growth” relative to “sufficient period covered by growth.” relative comparison an external standard the assessment such as a such as a national comparison to other norm or a criterion. students in the district. Growth: Measures Insufficient evidence The measure does The measure The measure change relative to not quantify change. quantifies change quantifies the an academic peer overall but does not change in a student group differentiate by relative to his or her academic peer academic peer group. others with similar academic histories. Consistency of Insufficient evidence There are no There are There are administration procedures for consistently applied consistently applied either (a) when the procedures for procedures for both test is administered either (a) when the (a) when the test is and (b) the time test is administered administered and allocated for the or (b) the time (b) the time test, or procedures allocated for the allocated for the are not consistently test. test. applied.
Districts may find the rubric on the next helpful as they weigh the relative strengths and weaknesses of the different assessments they are considering and/or developing. Adapted from the work of Dr. Margaret Heritage from the , the rubric focuses attention on eleven key criteria. The first three criteria focus on elements important for measures that intend to assess student growth. The remaining eight focus on criteria that can be applied to measures of growth as well as measures of achievement. Few but the most rigorous commercial or state assessments will earn ratings of 3 on all criteria, and some criteria are more applicable to some kinds of assessments than others. Technical Guide A will provide more guidance on using this rubric as well as other resources designed to help districts assess a range of types of assessments for their use as district-determined measures. Suggested Criteria for Reviewing District-Determined Measures of Student Learning Criterion 0 1 2 3 Growth: Measures change over time, not just achievement Insufficient evidence The measure does not assess student baseline knowledge or measures growth indirectly (i.e., change in graduation or dropout The measure assesses student knowledge on related content/standards before and after the learning period. The measure assesses student knowledge on the same or vertically aligned content/ standards before and the learning period. Growth: Identifies how much growth is sufficient for the period covered by the assessment Insufficient evidence The measure does not a definition of “sufficient growth.” The measure defines “sufficient growth” with a relative comparison such as a comparison to other students in the district. The measure defines “sufficient growth” relative to an external standard such as a national norm or a criterion. Growth: Measures change relative to an academic peer group Insufficient evidence The measure does not quantify change. The measure quantifies change overall but does not differentiate by academic peer group. The measure quantifies the change in a student relative to his or her academic peer others with similar academic histories. Consistency of administration Insufficient evidence There are no procedures for either (a) when the test is administered and (b) the time allocated for the test, or procedures are not consistently applied. There are consistently applied procedures for either (a) when the test is administered or (b) the time allocated for the test. There are consistently applied procedures for both (a) when the test is administered and (b) the time allocated for the test.