Quabbin HS/MS Teacher Survey on Assessment

Assessment Survey

Your responses will be used to shape the PD for next year. Most of the questions focus on assessment which will be part of next year's Initiative,. Many of the questions are derived from NEASC's standards.

NOTE: The results are completely anonymous; IP addresses are not tracked. SurveyMonkey software allows the survey creator to turn Anonymous Responses on and to choose not to track IP addresses. Both have been done.

Question Title

* 1. The first group of questions are about your practice. Your responses rank the level of proirity you think the item merits for using departmental time.

	First level priority; we need to spend PD time on this area	Second level priority, we may need to spend PD time, but not immediately	Third level priority, we can delay work on this area	Fourth level priority, we don't need to work on this; we are proficient in this area	N/A Either this doesn't apply to you or you don't have enough informaton t answer
I have a formal process to assess student progress that uses rubrics and consistently high expectations	I have a formal process to assess student progress that uses rubrics and consistently high expectations First level priority; we need to spend PD time on this area	I have a formal process to assess student progress that uses rubrics and consistently high expectations Second level priority, we may need to spend PD time, but not immediately	I have a formal process to assess student progress that uses rubrics and consistently high expectations Third level priority, we can delay work on this area	I have a formal process to assess student progress that uses rubrics and consistently high expectations Fourth level priority, we don't need to work on this; we are proficient in this area	I have a formal process to assess student progress that uses rubrics and consistently high expectations N/A Either this doesn't apply to you or you don't have enough informaton t answer
I communicate student progress clearly to students and families	I communicate student progress clearly to students and families First level priority; we need to spend PD time on this area	I communicate student progress clearly to students and families Second level priority, we may need to spend PD time, but not immediately	I communicate student progress clearly to students and families Third level priority, we can delay work on this area	I communicate student progress clearly to students and families Fourth level priority, we don't need to work on this; we are proficient in this area	I communicate student progress clearly to students and families N/A Either this doesn't apply to you or you don't have enough informaton t answer
I regularly collect, disaggregate, and analyze data to address inequities in student achievement with my colleagues	I regularly collect, disaggregate, and analyze data to address inequities in student achievement with my colleagues First level priority; we need to spend PD time on this area	I regularly collect, disaggregate, and analyze data to address inequities in student achievement with my colleagues Second level priority, we may need to spend PD time, but not immediately	I regularly collect, disaggregate, and analyze data to address inequities in student achievement with my colleagues Third level priority, we can delay work on this area	I regularly collect, disaggregate, and analyze data to address inequities in student achievement with my colleagues Fourth level priority, we don't need to work on this; we are proficient in this area	I regularly collect, disaggregate, and analyze data to address inequities in student achievement with my colleagues N/A Either this doesn't apply to you or you don't have enough informaton t answer
I provide rubrics to students before all summative assessments	I provide rubrics to students before all summative assessments First level priority; we need to spend PD time on this area	I provide rubrics to students before all summative assessments Second level priority, we may need to spend PD time, but not immediately	I provide rubrics to students before all summative assessments Third level priority, we can delay work on this area	I provide rubrics to students before all summative assessments Fourth level priority, we don't need to work on this; we are proficient in this area	I provide rubrics to students before all summative assessments N/A Either this doesn't apply to you or you don't have enough informaton t answer
I regularly collaborate in formal ways to create, analyze, and revise common assessments	I regularly collaborate in formal ways to create, analyze, and revise common assessments First level priority; we need to spend PD time on this area	I regularly collaborate in formal ways to create, analyze, and revise common assessments Second level priority, we may need to spend PD time, but not immediately	I regularly collaborate in formal ways to create, analyze, and revise common assessments Third level priority, we can delay work on this area	I regularly collaborate in formal ways to create, analyze, and revise common assessments Fourth level priority, we don't need to work on this; we are proficient in this area	I regularly collaborate in formal ways to create, analyze, and revise common assessments N/A Either this doesn't apply to you or you don't have enough informaton t answer
I provide specific, timely, and corrective feedback to studentsts to ensure that students revise and improve their work	I provide specific, timely, and corrective feedback to studentsts to ensure that students revise and improve their work First level priority; we need to spend PD time on this area	I provide specific, timely, and corrective feedback to studentsts to ensure that students revise and improve their work Second level priority, we may need to spend PD time, but not immediately	I provide specific, timely, and corrective feedback to studentsts to ensure that students revise and improve their work Third level priority, we can delay work on this area	I provide specific, timely, and corrective feedback to studentsts to ensure that students revise and improve their work Fourth level priority, we don't need to work on this; we are proficient in this area	I provide specific, timely, and corrective feedback to studentsts to ensure that students revise and improve their work N/A Either this doesn't apply to you or you don't have enough informaton t answer
I regularly provide opportunities for students to revise and imporve their work after receiving feedback	I regularly provide opportunities for students to revise and imporve their work after receiving feedback First level priority; we need to spend PD time on this area	I regularly provide opportunities for students to revise and imporve their work after receiving feedback Second level priority, we may need to spend PD time, but not immediately	I regularly provide opportunities for students to revise and imporve their work after receiving feedback Third level priority, we can delay work on this area	I regularly provide opportunities for students to revise and imporve their work after receiving feedback Fourth level priority, we don't need to work on this; we are proficient in this area	I regularly provide opportunities for students to revise and imporve their work after receiving feedback N/A Either this doesn't apply to you or you don't have enough informaton t answer
I use a variety of assessment strategies including formative and summative assessment	I use a variety of assessment strategies including formative and summative assessment First level priority; we need to spend PD time on this area	I use a variety of assessment strategies including formative and summative assessment Second level priority, we may need to spend PD time, but not immediately	I use a variety of assessment strategies including formative and summative assessment Third level priority, we can delay work on this area	I use a variety of assessment strategies including formative and summative assessment Fourth level priority, we don't need to work on this; we are proficient in this area	I use a variety of assessment strategies including formative and summative assessment N/A Either this doesn't apply to you or you don't have enough informaton t answer
I set learning goals for myself and assess my progress	I set learning goals for myself and assess my progress First level priority; we need to spend PD time on this area	I set learning goals for myself and assess my progress Second level priority, we may need to spend PD time, but not immediately	I set learning goals for myself and assess my progress Third level priority, we can delay work on this area	I set learning goals for myself and assess my progress Fourth level priority, we don't need to work on this; we are proficient in this area	I set learning goals for myself and assess my progress N/A Either this doesn't apply to you or you don't have enough informaton t answer
I make sure my classes engage all students	I make sure my classes engage all students First level priority; we need to spend PD time on this area	I make sure my classes engage all students Second level priority, we may need to spend PD time, but not immediately	I make sure my classes engage all students Third level priority, we can delay work on this area	I make sure my classes engage all students Fourth level priority, we don't need to work on this; we are proficient in this area	I make sure my classes engage all students N/A Either this doesn't apply to you or you don't have enough informaton t answer
I regularly use formative assessment to inform and adapth students' instruction to improve student learning	I regularly use formative assessment to inform and adapth students' instruction to improve student learning First level priority; we need to spend PD time on this area	I regularly use formative assessment to inform and adapth students' instruction to improve student learning Second level priority, we may need to spend PD time, but not immediately	I regularly use formative assessment to inform and adapth students' instruction to improve student learning Third level priority, we can delay work on this area	I regularly use formative assessment to inform and adapth students' instruction to improve student learning Fourth level priority, we don't need to work on this; we are proficient in this area	I regularly use formative assessment to inform and adapth students' instruction to improve student learning N/A Either this doesn't apply to you or you don't have enough informaton t answer

Question Title

* 2. The following questions apply to the school or schools in general. Your answers will again priotitize their importance as you see it.

	First level priority, we need to spend PD/dpartmental time on this area first	Second level priority, we need to spend PD/dpartmental time on this area, but not immediately	First level priority, this area can be delayed	First level priority, we don't need to spend time on this; we are already proficiant in this area	N/A Either this doesn't apply or you don't have sufficient information to answer
The progress of the two schools is clearly communicated to the community	The progress of the two schools is clearly communicated to the community First level priority, we need to spend PD/dpartmental time on this area first	The progress of the two schools is clearly communicated to the community Second level priority, we need to spend PD/dpartmental time on this area, but not immediately	The progress of the two schools is clearly communicated to the community First level priority, this area can be delayed	The progress of the two schools is clearly communicated to the community First level priority, we don't need to spend time on this; we are already proficiant in this area	The progress of the two schools is clearly communicated to the community N/A Either this doesn't apply or you don't have sufficient information to answer
The schools have a formal process to collaborate regularly to examine student work, to set student goals, and to make curriculum, instructiona, and/or assessment changes	The schools have a formal process to collaborate regularly to examine student work, to set student goals, and to make curriculum, instructiona, and/or assessment changes First level priority, we need to spend PD/dpartmental time on this area first	The schools have a formal process to collaborate regularly to examine student work, to set student goals, and to make curriculum, instructiona, and/or assessment changes Second level priority, we need to spend PD/dpartmental time on this area, but not immediately	The schools have a formal process to collaborate regularly to examine student work, to set student goals, and to make curriculum, instructiona, and/or assessment changes First level priority, this area can be delayed	The schools have a formal process to collaborate regularly to examine student work, to set student goals, and to make curriculum, instructiona, and/or assessment changes First level priority, we don't need to spend time on this; we are already proficiant in this area	The schools have a formal process to collaborate regularly to examine student work, to set student goals, and to make curriculum, instructiona, and/or assessment changes N/A Either this doesn't apply or you don't have sufficient information to answer
The schools have a formal process to collaborate regularly to examine common course and and common grade-level assessments to set student goals, and to make curridulum, instruction, and/or assessment changes	The schools have a formal process to collaborate regularly to examine common course and and common grade-level assessments to set student goals, and to make curridulum, instruction, and/or assessment changes First level priority, we need to spend PD/dpartmental time on this area first	The schools have a formal process to collaborate regularly to examine common course and and common grade-level assessments to set student goals, and to make curridulum, instruction, and/or assessment changes Second level priority, we need to spend PD/dpartmental time on this area, but not immediately	The schools have a formal process to collaborate regularly to examine common course and and common grade-level assessments to set student goals, and to make curridulum, instruction, and/or assessment changes First level priority, this area can be delayed	The schools have a formal process to collaborate regularly to examine common course and and common grade-level assessments to set student goals, and to make curridulum, instruction, and/or assessment changes First level priority, we don't need to spend time on this; we are already proficiant in this area	The schools have a formal process to collaborate regularly to examine common course and and common grade-level assessments to set student goals, and to make curridulum, instruction, and/or assessment changes N/A Either this doesn't apply or you don't have sufficient information to answer
The schools have a formal process to collaborate regularly to examine achievement of school expectations, to set student goals, and to make curriculum, instruction, and/or assessment changes.	The schools have a formal process to collaborate regularly to examine achievement of school expectations, to set student goals, and to make curriculum, instruction, and/or assessment changes. First level priority, we need to spend PD/dpartmental time on this area first	The schools have a formal process to collaborate regularly to examine achievement of school expectations, to set student goals, and to make curriculum, instruction, and/or assessment changes. Second level priority, we need to spend PD/dpartmental time on this area, but not immediately	The schools have a formal process to collaborate regularly to examine achievement of school expectations, to set student goals, and to make curriculum, instruction, and/or assessment changes. First level priority, this area can be delayed	The schools have a formal process to collaborate regularly to examine achievement of school expectations, to set student goals, and to make curriculum, instruction, and/or assessment changes. First level priority, we don't need to spend time on this; we are already proficiant in this area	The schools have a formal process to collaborate regularly to examine achievement of school expectations, to set student goals, and to make curriculum, instruction, and/or assessment changes. N/A Either this doesn't apply or you don't have sufficient information to answer
The schools have a formal process to collaborate regularly to examine data from sending and receiving schools and post-secondary institutions to set student goals and to make curricululm, instruction and/or assessment changes	The schools have a formal process to collaborate regularly to examine data from sending and receiving schools and post-secondary institutions to set student goals and to make curricululm, instruction and/or assessment changes First level priority, we need to spend PD/dpartmental time on this area first	The schools have a formal process to collaborate regularly to examine data from sending and receiving schools and post-secondary institutions to set student goals and to make curricululm, instruction and/or assessment changes Second level priority, we need to spend PD/dpartmental time on this area, but not immediately	The schools have a formal process to collaborate regularly to examine data from sending and receiving schools and post-secondary institutions to set student goals and to make curricululm, instruction and/or assessment changes First level priority, this area can be delayed	The schools have a formal process to collaborate regularly to examine data from sending and receiving schools and post-secondary institutions to set student goals and to make curricululm, instruction and/or assessment changes First level priority, we don't need to spend time on this; we are already proficiant in this area	The schools have a formal process to collaborate regularly to examine data from sending and receiving schools and post-secondary institutions to set student goals and to make curricululm, instruction and/or assessment changes N/A Either this doesn't apply or you don't have sufficient information to answer
The schools have a formal process to collaborate regularly to examine surveys from current students and alumni to set student goals and to make curriculum, instruction, and/or adssessmetn changes	The schools have a formal process to collaborate regularly to examine surveys from current students and alumni to set student goals and to make curriculum, instruction, and/or adssessmetn changes First level priority, we need to spend PD/dpartmental time on this area first	The schools have a formal process to collaborate regularly to examine surveys from current students and alumni to set student goals and to make curriculum, instruction, and/or adssessmetn changes Second level priority, we need to spend PD/dpartmental time on this area, but not immediately	The schools have a formal process to collaborate regularly to examine surveys from current students and alumni to set student goals and to make curriculum, instruction, and/or adssessmetn changes First level priority, this area can be delayed	The schools have a formal process to collaborate regularly to examine surveys from current students and alumni to set student goals and to make curriculum, instruction, and/or adssessmetn changes First level priority, we don't need to spend time on this; we are already proficiant in this area	The schools have a formal process to collaborate regularly to examine surveys from current students and alumni to set student goals and to make curriculum, instruction, and/or adssessmetn changes N/A Either this doesn't apply or you don't have sufficient information to answer
Grading and reporting practices and policies are regularly reviewed in both schools so that they will align with school core values and beliefs about learning	Grading and reporting practices and policies are regularly reviewed in both schools so that they will align with school core values and beliefs about learning First level priority, we need to spend PD/dpartmental time on this area first	Grading and reporting practices and policies are regularly reviewed in both schools so that they will align with school core values and beliefs about learning Second level priority, we need to spend PD/dpartmental time on this area, but not immediately	Grading and reporting practices and policies are regularly reviewed in both schools so that they will align with school core values and beliefs about learning First level priority, this area can be delayed	Grading and reporting practices and policies are regularly reviewed in both schools so that they will align with school core values and beliefs about learning First level priority, we don't need to spend time on this; we are already proficiant in this area	Grading and reporting practices and policies are regularly reviewed in both schools so that they will align with school core values and beliefs about learning N/A Either this doesn't apply or you don't have sufficient information to answer

Question Title

* 3. The following questions relate to the student survey. Your responses ask you to indicate your level of agreement or disagreement with the statemenst

	Strongly agree	Agree	Disagree	Strongly disagree	N/A I don't have enough information to answer
Students should be allowed to revise their work to support student growth	Students should be allowed to revise their work to support student growth Strongly agree	Students should be allowed to revise their work to support student growth Agree	Students should be allowed to revise their work to support student growth Disagree	Students should be allowed to revise their work to support student growth Strongly disagree	Students should be allowed to revise their work to support student growth N/A I don't have enough information to answer
Students should set goals to support student accountability	Students should set goals to support student accountability Strongly agree	Students should set goals to support student accountability Agree	Students should set goals to support student accountability Disagree	Students should set goals to support student accountability Strongly disagree	Students should set goals to support student accountability N/A I don't have enough information to answer
Students rarely use the feedback that I provide. They look at the grade and stop there.	Students rarely use the feedback that I provide. They look at the grade and stop there. Strongly agree	Students rarely use the feedback that I provide. They look at the grade and stop there. Agree	Students rarely use the feedback that I provide. They look at the grade and stop there. Disagree	Students rarely use the feedback that I provide. They look at the grade and stop there. Strongly disagree	Students rarely use the feedback that I provide. They look at the grade and stop there. N/A I don't have enough information to answer
In major projects, I give students choices about how to demonstrate their knowledge and learning	In major projects, I give students choices about how to demonstrate their knowledge and learning Strongly agree	In major projects, I give students choices about how to demonstrate their knowledge and learning Agree	In major projects, I give students choices about how to demonstrate their knowledge and learning Disagree	In major projects, I give students choices about how to demonstrate their knowledge and learning Strongly disagree	In major projects, I give students choices about how to demonstrate their knowledge and learning N/A I don't have enough information to answer
"Real life" activities and simulations make classess more engaging	"Real life" activities and simulations make classess more engaging Strongly agree	"Real life" activities and simulations make classess more engaging Agree	"Real life" activities and simulations make classess more engaging Disagree	"Real life" activities and simulations make classess more engaging Strongly disagree	"Real life" activities and simulations make classess more engaging N/A I don't have enough information to answer
I see my responsibility in teaching as getting as many students to mastery as I can	I see my responsibility in teaching as getting as many students to mastery as I can Strongly agree	I see my responsibility in teaching as getting as many students to mastery as I can Agree	I see my responsibility in teaching as getting as many students to mastery as I can Disagree	I see my responsibility in teaching as getting as many students to mastery as I can Strongly disagree	I see my responsibility in teaching as getting as many students to mastery as I can N/A I don't have enough information to answer
Students should be allowed to re-take exams when they have proven that they have worked to learn the material, for example, by working with me during flexblock.	Students should be allowed to re-take exams when they have proven that they have worked to learn the material, for example, by working with me during flexblock. Strongly agree	Students should be allowed to re-take exams when they have proven that they have worked to learn the material, for example, by working with me during flexblock. Agree	Students should be allowed to re-take exams when they have proven that they have worked to learn the material, for example, by working with me during flexblock. Disagree	Students should be allowed to re-take exams when they have proven that they have worked to learn the material, for example, by working with me during flexblock. Strongly disagree	Students should be allowed to re-take exams when they have proven that they have worked to learn the material, for example, by working with me during flexblock. N/A I don't have enough information to answer
The key to student engagement is challenging students	The key to student engagement is challenging students Strongly agree	The key to student engagement is challenging students Agree	The key to student engagement is challenging students Disagree	The key to student engagement is challenging students Strongly disagree	The key to student engagement is challenging students N/A I don't have enough information to answer
The key to student engagement is getting the students to view the work as worthwhile	The key to student engagement is getting the students to view the work as worthwhile Strongly agree	The key to student engagement is getting the students to view the work as worthwhile Agree	The key to student engagement is getting the students to view the work as worthwhile Disagree	The key to student engagement is getting the students to view the work as worthwhile Strongly disagree	The key to student engagement is getting the students to view the work as worthwhile N/A I don't have enough information to answer
Our grading policies need to be revisited	Our grading policies need to be revisited Strongly agree	Our grading policies need to be revisited Agree	Our grading policies need to be revisited Disagree	Our grading policies need to be revisited Strongly disagree	Our grading policies need to be revisited N/A I don't have enough information to answer
Standardized testing provides me with much usable information about my teaching and my students' learning	Standardized testing provides me with much usable information about my teaching and my students' learning Strongly agree	Standardized testing provides me with much usable information about my teaching and my students' learning Agree	Standardized testing provides me with much usable information about my teaching and my students' learning Disagree	Standardized testing provides me with much usable information about my teaching and my students' learning Strongly disagree	Standardized testing provides me with much usable information about my teaching and my students' learning N/A I don't have enough information to answer