Balanced Assessment Survey
Complete the questionnaire by checking the choice at your current confidence level for each statement. This survey is based on the ideas in CASL - Classroom Assessment for Student Learning  by Rick Stiggins
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1.  I understand the various users of classroom assessment information, including students, and can accommodate their various assessments for and of learning needs. *
2. I balance assessment for and of learning in my classroom and have a plan for integrating them over time. *
3.  I use classroom assessment information to guide and revise teaching. *
4. I know the difference between formative and summative assessment practices. *
5.  I can clearly describe the learning targets I want my students to hit. *
6. I can define in writing the specific patterns of reasoning students are to master. *
7. I can articulate in writing the performance skills I expect students to learn and demonstrate. *
8. I can develop high-quality selected response/short answer assessments. *
9. I can develop high-quality performance assessments. *
10. I can select among assessment types based on target type and purpose. *
11. I provide more descriptive feedback than evaluative feedback to students. *
12. I can record and combine assessment information to accurately reflect student learning. *
13. I make learning targets clear to students. *
14. My students can describe what learning targets they are to achieve *
15. I give students opportunities to self-assess and set goals for further learning. *
16. I give students opportunities to reflect on and share their learning progress with others. *
17. I create questions based on student misconceptions. *
18. I use open-ended questions to invite students to think and/or offer multiple possible answers. *
19. I challenge students’ cognitive demand, advance high-level thinking and discourse, and promote metacognition through questioning. *
20.  I regularly collaborate with peers as I analyze student work to inform my own teaching practices. *
21. I use data to set growth goals from students, and design assessments to demonstrate progress toward meeting the goal. *
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