In support of our mission to promote assessment knowledge and practice, we offer these Important Considerations for Student Assessment and Reporting/Grading Policies and Guidelines in District Continuity of Learning Plans. We hope they help address the current exceptional circumstances facing schools, and the equally exceptional measures that will be required to address student needs in an equitable way.
We believe that students benefit when educators and policymakers give more deliberate and informed attention to the role that assessment can and should play in supporting literacy.
Since assessment systems are much more than arbitrary collections of assessments, the components of such systems must be carefully chosen so that they:
a) focus on important aspects of literacy and its development,
b) serve the needs of different stakeholders, and
c) are conceptually and operationally coherent.
Across Michigan, it is recognized that literacy rates among our students should be better than they are. At the same time, there is recognition that improved literacy requires focused attention at all levels of development and instruction, but most critically on early literacy development.
While significant and meaningful work is underway across Michigan to improve instruction and leadership for early literacy, districts need information and support for implementing high-quality early literacy assessment systems that support learning. Beyond identifying the possible components of such systems, and possible plans for implementation, assessment literacy is needed among multiple stakeholders so that educators at all levels have the knowledge and support structures to implement assessment systems that improve literacy achievement for all of Michigan’s children.
Our comprehensive guide, Early Literacy Assessment Systems That Support Learning, supports districts in developing, implementing, and supporting assessment systems that support early literacy. This Guide is intended to serve as the foundation for the development of policy, resources, and professional learning opportunities that serve to promote assessment systems and practices that effectively support literacy development.
This Guide itself consists of three main sections, each of which can be read on its own to meet the needs and goals of different stakeholders:
The Guide concludes with a Glossary of assessment related terms, sets of References associated with the content of the Guide, and a brief description of the landscape of related literacy initiatives across Michigan.
Our early literacy assessment system work is accomplished through a partnership with the Michigan Department of Education and builds upon the significant early literacy efforts underway in Michigan. It is informed in large part by Michigan’s Literacy Essentials* as well as the contributions and feedback from a diverse network of scholars and practitioners with expertise in cognitive science, educational assessment, literacy development, professional learning, and organizational development.
*The Literacy Essentials are developed and supported by the Michigan Association of Intermediate School Administrators (MAIEA) General Education Network (GELN) Early Literacy Task Force (ELTF).
James Pellegrino, Ph.D.
In this Learning Moment video, Pellegrino, who chaired the ELAS Guide work, describes how the conceptions people have about assessment shape the process of designing and implementing high-quality assessment systems and practices.
Margaret Heritage, Ph.D., formative assessment expert and consultant, and Tanya Wright, Ph.D., associate professor, Michigan State University.
In this Learning Moment video, Dr. Heritage and Dr. Wright answer the question “What is a comprehensive assessment system for literacy in the early grades?”