Simplifying Common Assessment: A Guide for Professional Learning Communities at Work

by Kim Bailey, Chris Jakicic

Built on the process featured in Common Formative A Toolkit for PLCs at Work , this book demonstrates how educators can develop effective and efficient assessments. The authors simplify assessment development to give teacher teams the confidence to write and use team-designed common formative assessments that help ensure all students master essential skills and concepts.
Framing the Power of Assessment in Professional Learning Communities
Chapter 1: Clarifying Assessment Types and Uses
Chapter 2: Starting With the End in Mind
Chapter 3: Considering Rigor and Complexity
Chapter 4: Intentionally Planning Instruction and Assessment
Chapter 5: Creating Questions, Tasks, and Tools That Work
Chapter 6: Using Data to Support Student Learning
Chapter 7: Focusing on Feedback and Grappling With Grading
Chapter 8: Using Common Assessments With Singleton Teachers
Using a Road Map to Implement Common Assessments

176 pages, Paperback

Published November 18, 2016

Reviews

[Megan · Rating 3 out of 5]

Gave me some good ideas to create better assessments at work, but it read like an educational textbook. So not giving it points for style :)

[Kathy Dyer · Rating 3 out of 5]

In Simplifying Common Assessment, Kim Bailey and Chris Jakicic outline in detail how educators can develop effective common formative assessments (CFAs). The authors provide “Tips for Traction,” wide-angle and close-up questions, protocols, and guides to help teacher learning communities undertake this work collaboratively. Incorporating the work on CFAs as part of a professional learning community (PLC) helps PLCs fulfill responsibilities to use data to make instructional adjustments and increase student achievement.

In simplifying this process of developing and use common formative assessments, Bailey and Jakicic support teachers in building their assessment literacy. Topics covered in the book include: types of assessments, purpose and use of different types of data, designing quality assessments, writing quality items, analyzing the assessment and the results, and planning for and holding data conversations. Information is provided about team structures and what makes them work including how to support singleton teachers in the process.

Both authors infuse their classroom and leadership expertise as well as experiences gained from working with a variety of schools. Examples are provided throughout the book. Three pieces stuck out to me in particular. The first is in chapter 3 about bringing students into the conversation.
In chapter 6 the authors list some common mistakes to avoid when using data from common formative assessments. This phrase, “Think evidence, not grades” should be impactful for every PLC considering or doing this type of work - really for any teacher. The appendix contains continuums of the practices called out throughout the book that might be useful for teams in helping them identify where they are with each stage of the work and then making decisions about what will help them move on to the next level of implementation.

Easy to read and logically organized, this book can assist teams to deepen their knowledge of assessment literacy, strengthen conversations about using data, and guide them through the process of developing quality common formative assessments.