Sample School: Leadership for Teaching English Learners
WIDA SIS Summary Report
2.2.1 Leaders Schedule Time for Teachers to Discuss Formative Assessment of ELs
How often do school leaders schedule time for teachers to discuss the following topics?
Formative assessment of ELs
| Total Respondents: 24 | |
|---|---|
Never |
0% |
Once per year |
17% |
Once per semester |
50% |
1 to 2 times per quarter |
17% |
At least monthly |
17% |
2.2.2 Formative assessment process: Goal-Oriented
The next set of questions inquires about the practice of formative assessment, which is defined here as a planned, ongoing evidence-based process used by students and teachers to improve learning outcomes and promote self-directed learning.
To the best of your knowledge, of the following formative assessment practices, to what extent is each developed and used to improve English Learners’ learning in your school?
Students set their own learning goals
| Total Respondents: 24 | |
|---|---|
Process has not been developed. |
25% |
Process is currently being developed. |
25% |
Process is developed but not used. |
13% |
Process is developed and actively used. |
21% |
Process is developed, actively used and helps to improve student learning. |
17% |
2.2.3 Formative assessment process: Evidence-Based
The next set of questions inquires about the practice of formative assessment, which is defined here as a planned, ongoing evidence-based process used by students and teachers to improve learning outcomes and promote self-directed learning.
To the best of your knowledge, of the following formative assessment practices, to what extent is each developed and used to improve English Learners’ learning in your school?
Teachers and students collect student work as evidence of learning progress
| Total Respondents: 24 | |
|---|---|
Process has not been developed. |
4% |
Process is currently being developed. |
29% |
Process is developed but not used. |
25% |
Process is developed and actively used. |
29% |
Process is developed, actively used and helps to improve student learning. |
13% |
2.2.4 Formative assessment process: Content and Language Artifacts
The next set of questions inquires about the practice of formative assessment, which is defined here as a planned, ongoing evidence-based process used by students and teachers to improve learning outcomes and promote self-directed learning.
To the best of your knowledge, of the following formative assessment practices, to what extent is each developed and used to improve English Learners’ learning in your school?
Teachers and students collect both content and language artifacts as evidence of learning progress to inform teaching and learning
| Total Respondents: 24 | |
|---|---|
Process has not been developed. |
4% |
Process is currently being developed. |
8% |
Process is developed but not used. |
33% |
Process is developed and actively used. |
21% |
Process is developed, actively used and helps to improve student learning. |
33% |
2.2.5 Formative assessment process: Peer to peer feedback
The next set of questions inquires about the practice of formative assessment, which is defined here as a planned, ongoing evidence-based process used by students and teachers to improve learning outcomes and promote self-directed learning.
To the best of your knowledge, of the following formative assessment practices, to what extent is each developed and used to improve English Learners’ learning in your school?
Students provide and receive feedback to meet their learning goals
| Total Respondents: 24 | |
|---|---|
Process has not been developed. |
4% |
Process is currently being developed. |
8% |
Process is developed but not used. |
17% |
Process is developed and actively used. |
33% |
Process is developed, actively used and helps to improve student learning. |
38% |