A r c h i v e d  I n f o r m a t i o n

Assessment of Students Performance April 1997

EXHIBIT 6-4

Extent of Teacher Involvement in the Assessment Design Process

Teacher Involvement in: High Level of Involvement1 Moderate Level of Involvement2 Low Level of Involvement3
Designing assessment tasks Cooper (school)
Noakes (school)
Ann Chester (school)
Ni?os Bonitos (school)
Thoreau (school)
McGary (district)
Windermere (district)
Crandall (state)
Hudson (state)		 Sommerville (school)
Westgate (district)
Breckenridge (state)
Maple Leaf (state)
 Park (school)
Manzanita (state)
Walters (state)
Developing scoring rubrics and setting standards of performance Cooper (school)
Park (school)
Ni?os Bonitos (school)
Thoreau (school)
McGary (district)
Windermere (district)
Hudson (state)		 Westgate (district)
Crandall (state)
Noakes (school)
Ann Chester (school)
Sommerville (school)		 Breckenridge (state)
Manzanita (state)
Maple Leaf (state)
Walters (state)
Participating in scoring Park (school)
Thoreau (school)
Sommerville (school)
Ni?os Bonitos (school)
Noakes (school)
Ann Chester (school)
Cooper (school)
McGary (district)
Crandall (state)
Maple Leaf (state)
Breckenridge (state)
Hudson (state)		 Manzanita (state)
Walters (state)		 Windermere (district)
Westgate (district)

1Teachers are responsible for designing or implementing the particular aspect of the assessment, individually or in cooperation with their colleagues.

2Teachers are involved in designing or implementing some, but not all, aspects of the assessment. Or, teachers are turned to for feedback about an assessment designed by others. Or, teachers are represented in design and implementation, but most teachers are not involved.

3Teachers are not involved in designing or implementing the particular aspect of the assessment.