Kim Bailey

Kim Bailey is director of staff development and instructional support for the Capistrano Unified School District in California. She is also an adjunct faculty member at Chapman University in Orange, California.
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Three Critical Phases of Common Assessment Practice: Before, During, After

The Three Critical Phases of Common Assessment Practice: Before, During, and After


Based on Simplifying Common Assessment

In the book Learning by Doing (DuFour, et al., 2016), the authors define professional learning communities as “an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.”

In practice, the collective inquiry and action research process they describe is driven by team-developed common formative assessments. Common formative assessments are the way teams answer the guiding question, “How will we know they have learned it?” and when used well, empower teams to improve their students’ learning.

Whether a team is just getting started or working to refine their collaborative practice, it can think of the common assessment process in three major phases: before, during, and after. Let’s look at the considerations and actions teams must take within each phase. Read more

Assessment Growth

Embrace a Growth Mindset About Assessment Practices

Categories: Assessment

As someone who coaches schools in the design and use of assessment to support student learning, I’ve observed the gamut of implementation. Some teams are hesitant to move forward with the process of changing their assessment practices, barely dipping their toes in the water, for fear of making a wrong move. Other teams comply with the expectation to give specific assessments but aren’t using the data that comes from them because they’re unsure how to proceed. Yet there are many teams who, even though the practices are new and potentially challenging, dive into the process with a sense of commitment and confidence. Read more

Setting up the dominoes

1Comment tail

Reaching the Tipping Point Through Common Formative Assessment

Categories: Assessment

When a school begins its journey to become a professional learning community, it’s fairly common for teacher teams to experience a lack of clarity about their purpose. Not only are they unclear about how they’re supposed to spend their time, they might even be questioning the premise that working collaboratively could lead to improved student learning.

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