Assessment Matters

Reclaiming the Assessment Process

Assessment Matters redefines assessment methods school-wide by helping students, teachers and principals make data-informed decisions to ensure all students progress towards mastery.

CHALLENGE: Measurement Without Meaning

Our educational system is still trying to crack the code of how to provide all students with an equitable opportunity to learn. Schools are awash in student data yet struggle to translate it into meaningful changes in instruction that produce better results. Teachers feel dis-empowered by testing mandates while students are invisible in their own assessment process.

SOLUTION: Reclaiming the Assessment Process

Assessment Matters helps school communities measure student progress intelligently. We emphasize formative assessment as a planned, purposeful process of using data to make the right decisions. By focusing on the most meaningful evidence of student growth, teachers learn to refine practice continuously and students take control of their personal journey to mastery.

Teachers

Teachers

Utilize standards-aligned assessments to make strategic instructional decisions.

Teacher Leaders

Teacher Leaders

Build collective efficacy by guiding peers through collaborative inquiry

School Leaders

School Leaders

View assessment as a system to make strategic decisions promoting rigorous instruction

Students

Students

Use assessment results to work towards personal learning goals.

Parents

Parents

Understand child’s progress through reports and student-led conferences.

Partnering for Success

An established network of over 40 schools collaborating for success.

Collaborative Approach

Collaborative Approach

Teaching Matters works with schools to build assessment capacity and create a custom plan to develop assessment literacy and practice.

Networked Learning

Networked Learning

Through online, in-person and cross-school learning opportunities, participants tap into a network of schools solving the biggest challenges in formative assessment.

Onsite Coaching

Onsite Coaching

Our coaches work intensively with teachers, teacher teams and school leaders on the job to plan, execute and act on better assessment practice.

Students from X280 talk about the school’s approach to assessment. 

Assessment Matters schools received significantly higher scores on the Quality Review in both 2.2 (Assessment) and 4.2 (Teacher Teams) than the city as a whole.  

When surveying Assessment Matters School Leaders:

  • 92% reported improved vision for effective assessment practice in their schools as a result of the program
  • 85% reported improved distributed leadership
  • 85% reported that the program improved their effectiveness as instructional leader

Schools participating in Assessment Matters over the last three years have seen gains on the NYS Math and ELA test – including strong relative gains against the city. 

Investing in Students and Communities at Pelham Academy | Bronx, NY

Watch how Pelham Academy was able to transform the culture in the building and increase student proficiency by 159% in just three years.

The research basis for formative assessment practice as a driver of improved outcomes in schools is well established. The Assessment Matters program draws from three key research strands to inform best practices:

Formative Assessment

In Assessment and Classroom Learning (Black & Wiliam, 1998) the authors cite prior studies reporting effect sizes that ranged from 0.40 and 0.70 for formative assessment practice. A 2017 IES/REL research report surveying self and other-directed formative assessment in elementary schools “lends continuing support to the claim that formative assessment has a positive impact on student academic achievement.”  

Feedback to Students

The Power of Feedback (Hattie & Timperley,  2007) summarizes previous meta-analyses of the effects of feedback. The review found an overall effect size of 0.79, which placed it among the top 5 or 10 influences of any kind on achievement. In a recent update of Marzano, Pickering, and Pollock’s 2001 meta-analysis, McREL researchers found an effect size for feedback of 0.76, which translates roughly into a 28 percentile point difference in average achievement (Beesley & Apthorp, 2010; Dean, Pitler, Hubbell, & Stone, 2012).

Collaborative Inquiry in Teacher Teams

In 1993 Albert Bandura’s research found that collective teacher efficacy (CTE), defined as “a group’s shared belief in the conjoint capabilities to organize and execute the courses of action required to produce given levels of attainment” had positive effects on student academic performance which more than outweigh the negative effects of low socioeconomic status. More recently, John Hattie’s research in Visible Learning has ascribed CTE an effect size of 1.57.

Are you interested in reclaiming the assessment process at your school? Fill out the contact box below, and a Teaching Matters team member will be in touch.





For More Information:
212 870-3579
inquiry@teachingmatters.org
www.teachingmatters.org