Why Include Measures of Student Learning?
Advance is founded on the belief that students learn to think for themselves when teachers continuously learn and develop their classroom practices. Advance engages teachers in reflecting on both student learning data and meaningful feedback from school leaders, so they can learn, grow, and thrive as professionals. Understanding how students are performing is a crucial step toward recognizing outstanding teaching and encouraging meaningful improvements in teaching and learning.
Measures of Student Learning (MOSL) allow educators to better understand their students’ strengths and how best to support student growth. This happens when members of the school community collaboratively make thoughtful decisions about how to measure student learning at their school, including which assessments to use, which student groups to target, how to calculate student growth, and how to norm and score assessments. Then, schools can provide feedback and prioritize professional development.
Approximately half of a teacher’s evaluation is based on measures of student learning (MOSL) from assessments the school chooses to administer from an approved list. The DOE offers a variety of assessments to measure student learning, with the aim that schools and teachers use student data to drive instructional decision-making, toward the goal of preparing all students for college and career. School-based MOSL Committee members make recommendations to the school's principal for the assessment, target population, and growth measurement option, where choice is available, for each grade and subject offered at the school. The school principal may accept or reject the entire set of the School-based MOSL Committee’s measures recommendation. If the principal rejects the recommendation, the Default Measure will be applied to all grades/subjects, except where there is a required State assessment.
The work of Advance provides the opportunity for schools to measure student learning in meaningful ways that reinforce their instructional priorities and school culture. In turn, teachers use students’ performance to continuously measure student progress and to shape and adjust instruction accordingly over the course of the year.