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It explains assessment purposes and cycles, including short-, medium-, and long-cycle approaches such as formative checks, end-of-unit measures, interim/benchmark assessments, and annual/end-of-year evaluations. 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The ELA/ELD Framework has not been edited for publication. © 2014 by the California Department of Education.  \nState Board of Education-Adopted Chapter 8 Page 2 of 79  \n(CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards) depends on educators’ skilled use of assessment information. With these standards, the landscape of assessment and accountability in California has experienced a dramatic shift. Not only do the standards present new goals for California educators as depicted in the outer ring of Figure 8.1 below, but the implementation of the California Assessment of Student Performance and Progress (CAASPP) system represents a major shift in the intent of statewide assessment: “It is the intent of the Legislature…to provide a system of assessments of pupils that has the primary purposes of assisting teachers, administrators, and pupils and their parents; improving teaching and learning; and promoting high-quality teaching and learning using a variety of assessment approaches and types” (E60602 .5(a)) . This shift is consonant with major emphases in California’s standards for college and career readiness: a renewed focus on purposeful and deeper learning for students and their teachers, strong collaboration and partnerships at all levels of education, and a culture of continuous growth based on reflective practice.  \nFigure 8.1. Goals, Context, and Themes of the CA CCSS for ELA/Literacy and the CAELD Standards  \nThe ELA/ELD Framework was adopted by the California State Board of Education on July 9, 2014. The ELA/ELD Framework has not been edited for publication. © 2014 by the California Department of Education.  \nState Board of Education-Adopted Chapter 8 Page 3 of 79  \nThis chapter describes what is involved in the skilled use of assessment to support student achievement of the CA CCSS for ELA/Literacy and the CA ELDStandards—and ultimately the overarching goals of ELA/literacy and ELD instruction:  \nstudents develop the readiness for college, careers, and civic life; attain the capacities of literate individuals; become broadly literate; and acquire the skills necessary for living and learning in the 21st century. (See outer ring of Figure 8.1. ) Both sets of standards, as discussed throughout the framework, constitute shifts that have significant implications for assessment. First, the CA CCSS for ELA/Literacy and CA ELD Standards are organized in a coherent structure from kindergarten through grade twelve. The CA CCSS for ","cbCaisgiThah7uHU","https://ap.wps.com/l/cbCaisgiThah7uHU","pdf",954767,"English","# Chapter at a Glance\n## Purposes of Assessment\n## Assessment Cycles\n## Short-Cycle Formative Assessment\n## Medium-Cycle Assessment\n## End-of-Unit Assessments\n## Interim or Benchmark Assessments\n## Assessing ELD Progress Over Time (Long-Cycle Assessment)\n## Annual/End-of-Year Assessments\n## Ensuring Accessibility for ELs on Long-Cycle Assessments\n## Additional Methods of Medium-and Long-Cycle Assessment\n## Rubrics\n## Portfolios\n## Student Involvement\n## Feedback\n## Teacher Feedback\n## Peer Feedback\n## Self-Assessment\n## Assessment of ELD Progress\n## Assessing ELD Progress in Writing\n## Assessing ELD Progress in Oral Language\n## Assessment for Intervention\n## Universal Screening (Medium Cycle)\n## Diagnostic Assessment (Medium Cycle)\n## Progress Monitoring (Short or Medium Cycle)\n## Mandated California Assessments\n## Computer Adaptive Tests\n## Performance Tasks\n## Accommodations for Students with Significant Cognitive Disabilities\n## English Language Proficiency Assessment\n## Technical Quality of Assessments\n## Elements of Technical Quality\n## Validity\n## Reliability\n## Freedom from Bias\n## Technical Quality and Formative Assessment\n## Conclusion\n## Works Cited","[{\"question\":\"What are the main purposes and cycles of assessment discussed in Chapter 8?\",\"answer\":\"The chapter outlines purposes of assessment and multiple assessment cycles, including short-cycle formative assessment, medium-cycle assessment, end-of-unit assessments, interim/benchmark assessments, and long-cycle (longer-term) assessments.\"},{\"question\":\"How does the chapter assess ELD progress over time?\",\"answer\":\"It describes long-cycle assessment approaches and focuses on assessing ELD progress across writing and oral language, using methods such as performance tasks and related assessment practices.\"},{\"question\":\"What technical quality principles are used to evaluate assessments?\",\"answer\":\"The chapter highlights validity, reliability, and freedom from bias as key elements of technical quality, and connects technical quality to formative assessment.\"}]","Chapter 8 - Assessment - Action/Completeness Assessment | PDF",1790991619,202]