Assessment Survey for Language Teachers

The purpose of this survey is to better understand how confident language teachers feel using various assessment strategies.

Please read the description of each assessment strategy below. Then, indicate how confident you feel employing each of the following strategies, using the following scale:

• No confidence
• Little confidence
• Some confidence
• High confidence

	No confidence	Little confidence	Some confidence	High confidence
I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs.	I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs. No confidence	I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs. Little confidence	I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs. Some confidence	I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs. High confidence
I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn.	I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn. No confidence	I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn. Little confidence	I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn. Some confidence	I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn. High confidence
I balance assessment for and of learning in my classroom and have a plan for integrating them over time.	I balance assessment for and of learning in my classroom and have a plan for integrating them over time. No confidence	I balance assessment for and of learning in my classroom and have a plan for integrating them over time. Little confidence	I balance assessment for and of learning in my classroom and have a plan for integrating them over time. Some confidence	I balance assessment for and of learning in my classroom and have a plan for integrating them over time. High confidence
I use classroom assessment information to guide and revise teaching.	I use classroom assessment information to guide and revise teaching. No confidence	I use classroom assessment information to guide and revise teaching. Little confidence	I use classroom assessment information to guide and revise teaching. Some confidence	I use classroom assessment information to guide and revise teaching. High confidence

No confidence

Little confidence

Some confidence

High confidence

I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs.

I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs. No confidence

I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs. Little confidence

I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs. Some confidence

I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs. High confidence

I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn.

I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn. No confidence

I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn. Little confidence

I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn. Some confidence

I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn. High confidence

I balance assessment for and of learning in my classroom and have a plan for integrating them over time.

I balance assessment for and of learning in my classroom and have a plan for integrating them over time. No confidence

I balance assessment for and of learning in my classroom and have a plan for integrating them over time. Little confidence

I balance assessment for and of learning in my classroom and have a plan for integrating them over time. Some confidence

I balance assessment for and of learning in my classroom and have a plan for integrating them over time. High confidence

I use classroom assessment information to guide and revise teaching.

I use classroom assessment information to guide and revise teaching. No confidence

I use classroom assessment information to guide and revise teaching. Little confidence

I use classroom assessment information to guide and revise teaching. Some confidence

I use classroom assessment information to guide and revise teaching. High confidence

	No confidence	Little confidence	Some confidence	High confidence
I can outline in writing the subject matter content knowledge my students are to master.	I can outline in writing the subject matter content knowledge my students are to master. No confidence	I can outline in writing the subject matter content knowledge my students are to master. Little confidence	I can outline in writing the subject matter content knowledge my students are to master. Some confidence	I can outline in writing the subject matter content knowledge my students are to master. High confidence
I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references.	I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references. No confidence	I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references. Little confidence	I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references. Some confidence	I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references. High confidence
I can define in writing the specific patterns of reasoning students are to master.	I can define in writing the specific patterns of reasoning students are to master. No confidence	I can define in writing the specific patterns of reasoning students are to master. Little confidence	I can define in writing the specific patterns of reasoning students are to master. Some confidence	I can define in writing the specific patterns of reasoning students are to master. High confidence
I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts).	I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts). No confidence	I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts). Little confidence	I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts). Some confidence	I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts). High confidence
I can define the key attributes of products I expect students to learn to create.	I can define the key attributes of products I expect students to learn to create. No confidence	I can define the key attributes of products I expect students to learn to create. Little confidence	I can define the key attributes of products I expect students to learn to create. Some confidence	I can define the key attributes of products I expect students to learn to create. High confidence
I can think through and define academic dispositions (school-related attitudes) I hope my students will develop.	I can think through and define academic dispositions (school-related attitudes) I hope my students will develop. No confidence	I can think through and define academic dispositions (school-related attitudes) I hope my students will develop. Little confidence	I can think through and define academic dispositions (school-related attitudes) I hope my students will develop. Some confidence	I can think through and define academic dispositions (school-related attitudes) I hope my students will develop. High confidence
I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students.	I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students. No confidence	I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students. Little confidence	I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students. Some confidence	I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students. High confidence
I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum.	I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum. No confidence	I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum. Little confidence	I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum. Some confidence	I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum. High confidence

No confidence

Little confidence

Some confidence

High confidence

I can outline in writing the subject matter content knowledge my students are to master.

I can outline in writing the subject matter content knowledge my students are to master. No confidence

I can outline in writing the subject matter content knowledge my students are to master. Little confidence

I can outline in writing the subject matter content knowledge my students are to master. Some confidence

I can outline in writing the subject matter content knowledge my students are to master. High confidence

I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references.

I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references. No confidence

I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references. Little confidence

I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references. Some confidence

I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references. High confidence

I can define in writing the specific patterns of reasoning students are to master.

I can define in writing the specific patterns of reasoning students are to master. No confidence

I can define in writing the specific patterns of reasoning students are to master. Little confidence

I can define in writing the specific patterns of reasoning students are to master. Some confidence

I can define in writing the specific patterns of reasoning students are to master. High confidence

I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts).

I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts). No confidence

I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts). Little confidence

I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts). Some confidence

I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts). High confidence

I can define the key attributes of products I expect students to learn to create.

I can define the key attributes of products I expect students to learn to create. No confidence

I can define the key attributes of products I expect students to learn to create. Little confidence

I can define the key attributes of products I expect students to learn to create. Some confidence

I can define the key attributes of products I expect students to learn to create. High confidence

I can think through and define academic dispositions (school-related attitudes) I hope my students will develop.

I can think through and define academic dispositions (school-related attitudes) I hope my students will develop. No confidence

I can think through and define academic dispositions (school-related attitudes) I hope my students will develop. Little confidence

I can think through and define academic dispositions (school-related attitudes) I hope my students will develop. Some confidence

I can think through and define academic dispositions (school-related attitudes) I hope my students will develop. High confidence

I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students.

I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students. No confidence

I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students. Little confidence

I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students. Some confidence

I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students. High confidence

I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum.

I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum. No confidence

I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum. Little confidence

I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum. Some confidence

I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum. High confidence

Assessment Survey for Language Teachers

1. Section 1: Assessment Strategies

Question Title

* 1. Why Assess?

Question Title

* 2. Assess What?