Common assessment framework

Reading comprehension should not be confused with reading accuracy, another very common form of reading assessment. In a reading accuracy assessment, a child is asked to read a passage of text clearly, without making any mistakes. When children read orally, they usually concentrate on reading accurately, and do not pay as much attention to comprehension of the content. Oral reading accuracy does give insights into decoding skills and strategies, but that is a separate test.

Common assessment framework

The study showed that higher achieving students were able to look past this while other students were not. Another study done by White and Frederiksen [25] showed Common assessment framework when twelve 7th grade science classrooms were given time to reflect on what they deemed to be quality work, and how they thought they would be evaluated on their work, the gap between the high achieving students and the low achieving students was decreased.

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One way to help with this is to offer students different examples of other students' work so they can evaluate the different pieces. By examining the different levels of work, students can start to differentiate between superior and inferior work.

Feedback[ edit ] There has been extensive research done on studying how students are affected by feedback. Kluger and DeNisi [26] reviewed over three thousand reports on feedback in schools, universities, and the workplace.

Of these, only of them were found to be scientifically rigorous and of those, 50 of the studies shows that feedback actually has negative effects on its recipients.

Main Features

This is due to the fact that feedback is often "ego-involving", [17] that is the feedback focuses on the individual student rather than the quality of the student's work.

Feedback is often given in the form of some numerical or letter grade and that perpetuates students being compared to their peers. The studies previously mentioned showed that the most effective feedback for students is when they are not only told in which areas they need to improve, but also how to go about improving it.

The next thing students tend to do is to ask other students in the class for their grade, and they compare the grade to their own grade. Questioning[ edit ] Questioning is an important part of the learning process and an even more important part is asking the right types of questions.

Questions that promote discussion and student reflection make it easier for students to go on the right path to end up completing their learning goals. Here are some types of questions that are good to ask students: What do you think of [student]'s answer? What can we add to [student]'s explanation?

Wait time[ edit ] Wait time is the amount of time that is given to a student to answer a question that was posed and the time allowed for the student to answer.

Mary Budd Rowe [28] went on to look at the outcomes of having longer wait times for students. Peer-assessment[ edit ] Having students assess each other's work has been studied to have numerous benefits: Students are able to speak to one another in a language that they are more comfortable with than they would be with an instructor.

The insight of a fellow student might be more relatable than that of a teacher. Students tend to accept constructive criticism more from a fellow student than from an instructor.

While students are in the process of peer-assessment, a teacher can more easily take command of the learning going on.A common assessment might be indicated if there are parental elements (e.g.

parental substance abuse/ misuse, domestic violence, or parental physical or mental health issues) that might impact on the child. Under Sources of Law we explained that some countries will apply greater weight to certain sources of law than others, and that some will put more emphasis on judicial decisions than others..

There are two main types of legal system in the world, with most countries adopting features from one or other into their own legal systems, Common Law and Civil law. The page you are trying to access has moved. The Connecticut State Department of Education has a new website.

If you have existing bookmarks you will need . The Common Assessment Framework. The Common Assessment Framework (CAF) is an 'Assessment and Planning Tool' to support children with significant and complex additional needs who require specialist support from across education, health and social care.

Common assessment framework

The Common Assessment Framework (CAF) is a tool to support early intervention, this means when used effectively it ensures families receive the right support at .

The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) is exactly what its title says it is: a framework of reference.

It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language.

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