Digital Library Quality Criteria Template for Training€¦ · Digital Library Quality Criteria Template for Training Page 1 Cover Profile Tab 1: General Comments Formative assessment

Digital Library Quality Criteria Template for Training

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Cover Profi le

Tab 1: General Comments

Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals (from RFP-23).

T it le Enter a user-friendly name for the resource. (75 characters)

Attr ibutes of the Formative Assessment Process* Which attributes of the formative assessment process does this resource include? Select all that apply.

Clarify Intended Learning Elicit Evidence Interpret Evidence Act on Evidence

Student Engagement in the Formative Assessment Process* Describe how this resource enables students to actively engage in the formative assessment process, if applicable. (1000 characters)

Resource Type* From the list, select the one choice that most closely describes the type of resource.

¡ Instructional Resource ¡ Professional Learning Resource ¡ Combination of Instructional and Professional Learning Resource


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Tab 2: Materials Comments

Author* The name of the person, people, or entity that wrote or developed the resource. (75 characters)

Owner* The name(s) of the person, people, entity, or publisher who own the copyright for the resource. (75 characters)

License Information* Select the option that best reflects the uploaded materials in your resource. Note that either option, once completed fully, will allow you to move forward in the resource creation process.

¡ I own all the uploaded materials in this resource and license those materials for use in the Digital Library under the Smarter Balanced Terms of Service (Section 6).

¡ I do not own all the uploaded materials in this resource. (select one – answer required): o Smarter Balanced Copyright Clearance Form (signed by the owner)

§ Upload the signed Copyright Clearance Form o Creative Commons Attributiono Creative Commons Attribution No Derivativeso Public Domain (free of copyright restrictions)o Smarter Balanced Terms of Service (owned by the contributor)o License Available at Approved Content Site (e.g., YouTube, Slideshare)

Personally Identif iable Student Information and Images* Per FERPA regulations, resources in the Digital Library cannot contain student records and other information that identify to specific students.

To the best of your abilities, please confirm the materials in your resource comply with all applicable laws and school district policies regarding the following: • Use of student education records such as summative, interim, and formative assessment results,

grades, GPAs, report cards, and special education records • Use of personal identifiers such as student, parent, and family names and addresses, Social Security

IDs, Student IDs, driver license numbers, birth dates, and other information that identifies students • Use of photos and videos of students and adults


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Tab 3: Summary Comments

Resource Summary* Enter a user-friendly summary of the resource that includes the topics covered by the resource and how the resource should be used (e.g., PLCs, individual, ongoing learning, etc.) (1000 characters)

Context(s) Within Which the Resource Could Be Used* Describe the likely context(s) in which the resource could be used (e.g., PLCs, individual, ongoing learning, small group, whole class). (1000 characters)

Specific Connection to the Common Core State Standards* Identify how this resource addresses the Common Core State Standards (e.g., how it addresses particular claims, clusters, targets, and/or “standards”). Pay special attention to the interconnectedness of claims. (1000 characters)

Specific Connection to the Formative Assessment Process* Identify how this includes, reflects, and addresses the formative assessment process. (1000 characters)


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Tab 3: Summary (cont.) Comments

Learning Goals* Identify the learning goals associated with this resource. Learning goals can be for students and/or educators depending upon whether a resource is a professional learning resource or an instructional resource. (1000 characters)

Success Criteria* Identify the Success Criteria that describe what success looks like from a learner’s perspective when the learning target is reached. The learner can be a student and/or educator depending on whether a resource is a professional learning resource or an instructional resource. (1000 characters)

Supporting Evidence* Include evidence that the resource has been tried successfully with educators (or students) and has resulted in a positive impact on educator practices (or student outcomes) (1000 characters)

Principles, Literature, or Research* List either: A. The principles of adult learning or

professional development reflected in the resource; and/or

B. The literature, research, or widely accepted practices used to inform the content in the resource.

(1000 characters)


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Tab 4: Tags Comments

Subjects and Domains* The Subject area(s) and domain(s) to which the learning resource applies. Select all that apply.

Grades* The Grade(s) in which the resource might be used, regardless of curriculum alignment. Select all that apply.

KG - Kindergarten 1 - First Grade 2 - Second Grade 3 - Third grade 4 - Fourth Grade

5 - Fifth Grade 6 - Sixth Grade 7 - Seventh Grade 8 - Eighth Grade 9 - Ninth Grade

10 - Tenth Grade 11 - Eleventh Grade 12 - Twelfth Grade Not Grade Specific

Intended End User(s)* Individual(s) or group(s) for whom the resource was produced. Select all that apply.

Administrator Family Student

Intended Student Population(s) Student population(s) for which the resource is best suited. Select all that apply.

General Education Students With Disabilities (SWD) English Language Learners (ELL) Gifted & Talented (G&T)

☐ ELA - Reading Literature ☐ ELA - Reading Informational Text ☐ ELA - Reading Foundational Skills ☐ ELA - Writing ☐ ELA - Speaking & Listening ☐ ELA - Language ☐ Math - Counting & Cardinality ☐ Math - Operations & Algebraic Thinking ☐ Math - Numbers & Operations in Base Ten ☐ Math - Numbers & Operations - Fractions ☐ Math - Measurement & Data ☐ Math - Geometry ☐ Math - Ratios & Proportional Relationships ☐ Math - The Number System ☐ Math - Expressions & Equations ☐ Math - Statistics & Probability ☐ Math – Functions

☐ Math - Number and Quantity ☐ Math - Algebra ☐ Math - Modeling ☐ Science and Technical - Reading ☐ Science and Technical - Writing ☐ Science and Technical - Other ☐ History/Social Studies – Reading ☐ History/Social Studies – Writing ☐ History/Social Studies – Other ☐ Arts ☐ World Languages ☐ Health ☐ Physical Education ☐ Career/Vocational ☐ Other ☐ Not Subject Specific

Teacher Coach/Coordinator Professional Learning Community


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Tab 4: Tags (cont.) Comments

Geographic Sett ing(s) Setting(s) for which this resource is appropriate. Select all that apply.

Urban Suburban Rural

Smarter Balanced Keyword(s) Identifiers aligned to Smarter Balanced topics. (Do not select)

Assessment Literacy Modules ELA Exemplary Instructional Modules Math Exemplary Instructional Modules Interim Score Report Modules Summative Score Report Modules Accessibility and Accommodations Achievement Level Descriptors Computer Adaptive Testing Interim Assessment Summative Assessment Smarter Balanced Interim Assessment Smarter Balanced Summative Assessment Smarter Balanced Assessment Blueprint Smarter Balanced Content Specifications Smarter Balanced Task Specifications Smarter Balanced Item Specifications

Media Type(s)* The type(s) of media included in the resource. Select all that apply.

Audio Document Image Interactive Presentation Spreadsheet Video


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Tab 4: Tags (cont.) Comments

Educational Use The purpose of the instructional resources in the context of a lesson. Select all that apply.

Activity Analogies Assessment Auditory Brainstorming Classifying Comparing Cooperative Learning Creative Response Demonstration Differentiation Discovery Learning Discussion/Debate Drill & Practice Experiential Field Trip Game Generating Hypotheses Guided Questions Hands-On Homework

ID Similarities & Differences Inquiry Interactive Interview/Survey Interviews Introduction Journaling Kinesthetic Laboratory Lecture Manipulative Metaphors Model & Simulation Musical Nonlinguistic Note Taking Peer Coaching Peer Response Play Presentation Problem Solving

Problem-Based Project Questioning Reading Reciprocal Teaching Reflection Reinforcement Research Review Robotics Role Playing Service Learning Simulations Speaker Summarizing Technology Testing Hypotheses Thematic Instruction Visual/Spatial Word Association Writing

Technologies Required For Use In Classroom The technologies required to use this resource in the classroom. Select all that apply.

Tablets/Computers for Teacher Video Camera Still Camera Smart Board LCD Projector

Document Camera Tablets/Computers for Students Calculator Clickers Internet Smartphone

Common Core State Standard(s) Identify the standard(s) to which this resource is aligned. Note that Anchor Standards or Mathematical Practices are included alongside content standards for all grades.

CCS Standard


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Gate-Keeping Criteria Three reviewers will independently vet each resource against the Quality Criteria. The first reviewer uses the Gatekeeping Criteria to determine if the resource is appropriate for the Digital Library. Gatekeeping Criteria are framed as yes/no questions.

§ If the reviewer answers “yes” to all of the Gatekeeping Criteria, he or she then reviews it against the applicable Quality Criteria, i.e., Professional Learning Resource Quality Criteria or Instructional Resource Quality Criteria. The other two reviewers will vet the resource independently.

§ If the reviewer answers “no” to any of the Gatekeeping Criteria, he or she provides constructive feedback before the software returns the resource to the contributor. There is a limit of 1000 characters (including spaces) for each comment. The contributor may decide whether to: (1) revise the resource using the constructive feedback; (2) revise the Cover Profile; or (3) find other resources.

Gate-Keeping Criteria Response Comments (1000 character limit)Does the information in the cover profile accurately match the resource? ¡ Yes ¡ No

Is the resource legible, viewable, and does the technology function properly (if applicable)? ¡ Yes ¡ No

Is the resource comprehensible? ¡ Yes ¡ No

Does the resource support educators and/or students in using at least one of the following attributes of the formative assessment process to implement the Common Core State Standards? ‒ Clarify Intended Learning ‒ Elicit Evidence ‒ Interpret Evidence ‒ Act on Evidence

¡ Yes ¡ No

Is the resource free from bias and objectionable or culturally insensitive material (e.g., related to race, culture, religion, political viewpoint, gender, or socioeconomic status)? ¡ Yes ¡ No

Is the resource free of student records and other information directly related to specific students? Specifically, is the resource free from: ‒ Education records such as summative, interim, and formative assessment results;

grades, GPAs, and report cards; and special education records? ‒ Identifiers such as student, parent, and family names and addresses; Social

Security IDs, Student IDs, and driver license numbers? ‒ Any other information that would make students easily identifiable (e.g., birth

dates)?

¡ Yes ¡ No

Is the resource available free of charge, for the duration of its use? ¡ Yes ¡ No


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Quality Criteria for Professional Learning and Instructional Resources

Criteria for Professional Learning Resources Comments 1. Reflects research and/or the principles of effective professionallearning

Rating* 1 2 3 4 5

a. The content of the resource is consistent with current research.b. The design of the resource reflects principles of effective professional

learning1, including:i. Aligns outcomes with educator practice and student standardsii. Supports change in instructional practiceiii. Uses a variety of sources and types of student, educator, and system data

to plan, assess, and evaluate professional learningiv. Takes educators through practices similar to those that it expects the

educator to implement with studentsv. Is respectful of the experience and purpose that adults bring to their

learningvi. Promotes shared goals, collaboration, and effective communication

within learning communitiesvii. Provides opportunities for reflective practiceviii. Enables educators to apply new skills and concepts in the context of their

practice by providing multiple opportunities to try, reflect, and movetoward new practices

ix. Demonstrates the productive, respectful use of artifacts from practice,such as video and samples of student work

c. The resource includes evidence of positive impact on educator practice orotherwise demonstrates promise.

*Note: Scale is as follows1 – No Evidence 2 – Minimal Evidence 3 – Partial Evidence 4 – Adequate Evidence 5 – Exemplary Evidence

1 Reflects principles from Learning Forward and other frameworks for adult learning.


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Criteria for Professional Learning Resources Comments

2. Incorporates high-quality formative assessment practices Rating* 1 2 3 4 5 a. Clarify Intended Learning

i. The resource clearly articulates learning targets that reflect theCommon Core State Standards.

ii. The resource clearly articulates success criteria.iii. The resource is designed coherently, so that all content aligns to

learning goals and success criteria.b. Elicit Evidence

The resource includes tasks and/or strategies to elicit evidence oflearning (e.g., self-assessments, self-reflection, educator-directed).

c. Interpret EvidenceThe resource provides a way (e.g. method, model, process) to analyze orinterpret evidence.

d. Act on Evidencei. The resource provides opportunities or recommendations for

responsive action to evidence (e.g. provide feedback to participants,suggest grouping of participants, create action plans, set goals, reviselearning experience based on analysis of evidence).

ii. The resource enables students to actively engage in the assessmentand learning process.



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3. Reflects learner differences and supports personalized learning Rating* 1 2 3 4 5

a. The resource reflects one or more principles of Universal Design forLearning (e.g., multiple means of representation, action and expression,engagement).

b. The resource is accessible to, or can be modified for, a range ofeducators, including educators with disabilities and culturally diverseeducators.

c. The resource supports a range of learners. It can be differentiated basedon educator readiness, interest, or learning style.

d. The resource provides supplemental materials and strategies foreducators who would like more or less support in the specific topic orcontent.

e. The resource can be used and/or adapted in multiple teaching andschool contexts.

f. The resource reflects diversity in the educators and students it profiles.g. The resource can be easily adapted for a variety of formats (e.g.,

PLCs/collaborative learning teams, individuals, online learning).



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4. Demonstrates uti l i ty , engagement, and user-fr iendliness Rating* 1 2 3 4 5 a. The resource is self-explanatory or easy to use.b. The resource engages the educator through stimulating and challenging

content, and/or creative, inventive formats.

5. Integrates media and technology effectively Rating* 1 2 3 4 5 a. The resource integrates technology in a way that increases the

educator’s understanding and teaching of the Common Core StateStandards.

b. The technology/media support the educator in one or more steps of theformative assessment process (i.e., Clarify Intended Learning, ElicitEvidence, Interpret Evidence, Act on Evidence).

c. The technology and media are accessible by a range of educators.


Make your posting recommendation:

SNE Member Rationale for Posting Recommendation (To be passed on to the State Leadership Team member when required by business rules)

SLT Member Rationale for Posting Decision (To be passed back to the submitter if not posted)


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Criteria for Instructional Resources Comments

1. Al igns with the intent of the Common Core State Standards Rating* 1 2 3 4 5 a. The resource clarifies intended learning that is based on the Common

Core State Standards for ELA or Mathematics (e.g., mathematicalpractices, portrait of the reader, interdisciplinary, etc.).

b. The resource reflects the Smarter Balanced claims, clusters, and/ortargets for the Common Core State Standards.

c. The resource explicitly references precursor and successor skills.d. The tasks included in the resource meet or exceed the Depth of

Knowledge (DOK) levels as indicated in the Item Specification documentfor the content.

2. Incorporates high-quality formative assessment practices Rating* 1 2 3 4 5 a. Clarify Intended Learning

The resource describes the learning goals and success criteria.b. Elicit Evidence

The resource contains one or more strategies or methods to helpeducators and/or students elicit rich, ongoing, instructionally usefulevidence of student learning.

c. Interpret EvidenceThe resource helps educators and/or students analyze or interpret one ormore sources of evidence generated as part of their coursework (e.g., inclass, homework, field study).

d. Act on EvidenceThe resource promotes student engagement and accountability as alearner (e.g., self-regulation, student choice, metacognition, strategiclearner perspective).



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Criteria for Instructional Resources Comments 3. Contains accurate, complete, high-quality curr iculum and instruction Rating* 1 2 3 4 5

a. The content in the resource is free from errors.b. The resource uses research-based instructional strategies and promising

practices for the intended student population (e.g., English language learners,general education, gifted and talented, students with disabilities).

c. The resource uses strategies, materials, and supporting standards (e.g.,language proficiency standards) that help students meet the Common CoreState Standards.

d. The resource is developmentally appropriate for the intended audience.e. The resource supports educators in facilitating high-cognitive-demand tasks

and learning experiences for all students.f. The resource is complete enough so that educators can integrate the practices

into their instruction (i.e., no major components or materials are missing).g. The resource identifies the materials (and associated costs) necessary to

implement the instruction effectively.For mathematics resources:

h. The task/activity in the resource leverages the mathematical practices to teachthe content.

i. The task/lesson in the resource provides opportunities for students to buildconnections or relationships among mathematical ideas.

For ELA resources: j. The resource builds content knowledge through culturally and/or personally

relevant text in print and/or digital formats.k. The resource emphasizes writing and/or multimodal composition that uses

source-based evidence to inform or persuade.l. The resource enables students to have rich and rigorous conversations about a

common text and/or set of texts.m. The resource engages students in research/inquiry to investigate topics and to

analyze, integrate, and present information.n. The resource allows students to build the academic language needed to access

more complex text and develop disciplinary literacy practices.



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4. Reflects learner differences and supports personalized learning Rating* 1 2 3 4 5 a. The resource reflects one or more principles of Universal Design for

Learning (e.g., multiple means of representation, action and expression, engagement).

b. The resource is accessible to, or can be modified for, a range of students, including students with disabilities, English language learners, culturally diverse students, and students with gifts and talents.

c. The resource supports instruction for a range of learners. It can be differentiated based on student readiness, interest, learning style, background knowledge, English language proficiency.

d. The resource provides supplemental materials and strategies for students who need more or less support in the specific content or learning process.

e. The resource can be used and/or adapted in multiple teaching and school contexts.

5. Demonstrates uti l i ty , engagement, and user-fr iendliness Rating* 1 2 3 4 5

a. The resource is self-explanatory or easy to use for teachers and students.

b. The resource engages the student through stimulating and challenging content, and/or creative, inventive formats.

*Note: Scale is as follows 1 – No Evidence 2 – Minimal Evidence 3 – Partial Evidence 4 – Adequate Evidence 5 – Exemplary Evidence


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6. Integrates media and technology effectively Rating* 1 2 3 4 5 a. The resource integrates technology and media in a way that connects

explicitly to the identified learning targets. The technology/mediasupport the educator and/or student in one or more steps of theformative process (i.e., Clarify Intended Learning, Elicit Evidence,Interpret Evidence, Act on Evidence).

b. The technology and media support access to text and other curriculummaterials.

c. The technology and media are developmentally appropriate.d. The technology and media are accessible by a range of students.


Make your posting recommendation

SNE Member Rationale for Posting Recommendation (To be passed on to the State Leadership Team member when required by business rules)

SLT Member Rationale for Posting Decision (To be passed back to the submitter if not posted)

Documents

Digital Library Quality Criteria Template for Training€¦ · Digital Library Quality Criteria Template for Training Page 1 Cover Profile Tab 1: General Comments Formative assessment