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CFAs are powerful tools for changing professional practice of educators (pg 146)

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"Common assessments promote efficiency for teachers" (pg. 142). These assessments allow teachers to not only analyze what the students have learned but they also allow all teachers of a certain subject to make sure that they are on the same page.

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CFAs can cause teacher anxiety— “what if my class is the lowest performing?” p150

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pg 140: CFAs should assess a few key concepts frequently rather than many concepts infrequently

pg148: positive peer pressure is a good means for changing teacher behavior

pg 149: the reason that PLCs improve teachers is, paradoxically, because they focus on learning

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We should evaluate CFAs using both individual and collective analysis.

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...from the perspective of the majority of teachers, poor student performance on a test clearly reflects deficiencies in students rather than the need for educators to explore new strategies.

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...from the perspective of the majority of teachers, poor student performance on a test clearly reflects deficiencies in students rather than the need for educators to explore new strategies.

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pg 146

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formative assessments do not have to take a lot of time- quick starter or exit ticket

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formative assessments do not have to take a lot of time- quick starter or exit ticket

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Common assessments promote equity for students

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Resources for creating rigorous assessments

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Common assessments are effecient for teachers and promote equity for students.

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Common assessments are effecient for teachers and promote equity for students.

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"Clarity precedes competence" (DuFour 134)

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pg. 163 "Any School dedicated to a mission of learning for all students would acknowledge the inherent limitations to the individualistic approach, an would instead take collective responsibility for each student's success and create a school wide system process for interventions and extensions. 

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pg. 163 "Any School dedicated to a mission of learning for all students would acknowledge the inherent limitations to the individualistic approach, an would instead take collective responsibility for each student's success and create a school wide system process for interventions and extensions. 

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Assessments are a “means” p157

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P 134 There needs to be a shared understanding throughout the PLC of what the CFA guidelines/expectations should be.

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Collaboration should be guided by protocol (established strategies and practices).

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Irene - Summative vs Formative   Pg 135  

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Irene - Summative vs Formative   Pg 135  

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Summative Assessment - OF Learning
Formative Assessment - FOR Learning