HOW DO YOU KNOW WHEN YOU’VE ARRIVED? EVALUATION AND ASSESSMENT
After reading this chapter, you should be better prepard to assist your staff in creating a viable process for assessment. In reality, a consideration o f assessment must address two is sues. First is the evaluation o f the change process itself: How is it working and how do you know it is working? The second, and admittedly more difficult issue, is that of the assessment of student learning. Herein the question to be addressed is a more complex and important one: Has the learning of students improved and is there any connection of trend lines in student learning to the change impetus? We believe that wrestling with these difficult questions re quires a major change in the school culture so that your staff can better use assessment results. And we will introduce you to some specific strategies that can help your school become proactive in creating it’s own assessment plan and work to make that plan a “normal” compo nent o f the school change process.