Achieving Balance in Classroom Assessment—ISD/ESA cohort

A two-year faciliatated professional learning and implementation journey for ISD/ESA personnel


Learn to facilitate classroom-level, assessment-literate practice to improve student learning & achievement!

Districts that implement—with fidelity—quality balanced assessment systems in every classroom show improved student learning and increased student achievement.

Join us for a two-year facilitated professional learning and implementation journey toward Achieving Balance in Classroom Assessment (ABCA). Claim your place among a select number of ISD consultants to participate in this unique opportunity to learn how balanced assessment—assessment for and of learning—can:

  • substantially improve student instruction and learning
  • close gaps in student performance, and
  • increase equity in student learning and achievement.

Through the ABCA program, the Michigan Assessment Consortium (MAC) will support ISD consultants with structured programming, facilitation consultation, and high-quality resources to help them achieve increased knowledge concerning student achievement through improved assessment practices in every classroom.

This MAC-provided learning opportunity will engage ISD consultants in strengthening their understanding of classroom assessment using both the formative assessment process (assessment for learning) and summative assessments (assessments of learning), engage them in opportunities to facilitate their new understandings while brainstorming how to integrate the new knowledge and understandings with their current ISD responsibilities and expertise.

Participant outcomes

ISD/ESA Consultants will learn to:

  • use the formative assessment process to plan, deliver, and reflect on instruction;
  • use interim assessments periodically to monitor or verify student learning;
  • select/develop and use other quality summative and formative evidence-gathering tools within the classroom setting;
  • deepen their understanding of how assessment for learning (the formative assessment process) and assessment of learning (summative assessments) work together to enhance student learning and increase student achievement;
  • recognize what assessment literate educators know, do, and believe as they work to improve the balance of assessment at the classroom level; and
  • deepen understanding of the integration of assessment practices and strategies mentioned above into current ISD related responsibilities,
  • build on facilitation skills to deliver meaningful learning opportunities for constituent districts beginning in Year 2, and
  • learn to support district use of evidence gathered through a balanced assessment system to support a continuous improvement process through MICIP.

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