Transcript Balanced Continuum of assessment: Compliance and Best

BALANCED CONTINUUM OF ASSESSMENT:
COMPLIANCE AND BEST PRACTICES
Adán Delgado
Dr. Mel Morgan
Christina Velasquez
Pojoaque Valley School District
NMCEL Mini-Data Conference
Albuquerque, NM – December 9 and 10, 2014
GOALS OF SESSION
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Environment Questioning Use and Overuse of Assessment
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Discussion of Continuum of Assessment
• Review of Ambiguous Vocabulary
• Formative Assessment Characteristics
• Summative Assessment Characteristics
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Assessments and Response to Intervention
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Interim Assessments
• Best Practices
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Special Ed, and Bilingual Assessments
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Assessment and Teacher Effectiveness Measures
AMBIGUOUS VOCABULARY
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Formative Assessment
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Summative Assessment
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Universal Screening
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Short-Cycle Assessment
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Interim Assessment
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Progress Monitoring
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Cut-Score
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End-of-Course Exam
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Item Analysis
CONTINUUM OF ASSESSMENT
FORMATIVE
SUMMATIVE
FORMATIVE ASSESSMENT
(SOURCE: CARNEGIE MELLON, EBERLY CENTER FOR TEACHING EXCELLENCE)
• The goal of formative assessment is to monitor student
learning to provide ongoing feedback that can be used by
instructors to improve their teaching and by students to
improve their learning. More specifically, formative assessments:
• help students identify their strengths and weaknesses and target
areas that need work
• help faculty recognize where students are struggling and address
problems immediately
• Formative assessments are generally low stakes, which means that
they have low or no point value.
SUMMATIVE ASSESSMENT
(SOURCE: CARNEGIE MELLON, EBERLY CENTER FOR TEACHING EXCELLENCE)
• The goal of summative assessment is to
evaluate student learning at the end of an
instructional unit by comparing it against
some standard or benchmark.
• Summative assessments are often high stakes, which
means that they have a high point value.
• Information from summative assessments can be used
formatively when students or faculty use it to guide
their efforts and activities in subsequent courses.
OTHER CONSIDERATIONS
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Frequency
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Length of Assessment
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Teacher Accessibility
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Computer-Based
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Open-Response Items
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Rubrics (Multiple Point Assignment)
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Student Work
STATE TESTING CHART
INTERIM ASSESSMENT BEST PRACTICES
(SOURCE: BAMBRICK-SANTOYO)
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COMMON INTERIM:
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At least quarterly
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Common across all teachers of the same grade level
TRANSPARENT STARTING POINT:
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Teachers see the assessment in advance
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The assessment defines the roadmap for teaching
ALIGNED TO:
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state test (format, content, and length)
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Instructional Sequence (curriculum)
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college-ready expectations
RE-ASSESSES:
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Standards that appear on the first interim appear again on subsequent interims
INTERIM ASSESSMENT ITEM ANALYSIS
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Even Distribution May Indicate Guessing
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High Selection Rate for a Single Incorrect Response may Indicate a Common Mistake or
Common Misunderstanding
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Level of Difficulty
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CCSS Strand or Domain
ITEM 25
ANS
RIGHT
%
WRONG
%
A
%
B
%
C
%
D
%
C
19
81
12
12
19
57
TESTING REQUIREMENTS UNDER THE IDEA
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Every student must be formally assessed for initial placement under the guidelines found in the
New Mexico TEAM (Technical Evaluation Assistance Manual).
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Every student must then be re-evaluated every three years by the same kind of test used for
initial placement.
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A list of all tests required for placement can be found in the TEAM
(www.ped.state.nm.us/SEB/technical/index.html)
ANNUAL PROGRESS MONITORING
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What do we have to do?
What is best practice?
As a district you must choose a tool that
gives you information to write an annual
IEP.
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Find a tool that all Special Education staff
can use.
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Use it with Fidelity.
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Use the information to write Present levels
of Performance for Individual Education
Programs.
This tool must be accurate and easy.
WHAT IS ACCESS
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Assessing Comprehension and Communication in English State to State for English
Language Learners
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The WIDA Consortium has created a set of English Language Development standards.
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The ACCESS for ELL’s tests the development of those standards in the following areas:
• Listening
• Speaking
• Reading
• Writing
WHAT DOES ACCESS TELL US?
For a student
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Proficiency level scores
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Interpretation of scale scores 1-6
• 1: Entering
• 2: Emerging
• 3: Developing
• 4: Expanding
• 5: Bridging
• 6: Reaching
For a district
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Teachers receive confidence bands for
student performance.
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Districts can use the data for scheduling
purposes.
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Districts can also see overall grade by
proficiency level within the district
HOW DO WE USE THIS DATA?
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Districts can track the overall progress of their programs based on student performance.
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Scheduling decisions can be made for placement in EDL classes.
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Individual student growth and performance can be monitored annually.
SUMMATIVE ASSESSMENT USE IN TEACHER
EVALUATION
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PVSD Actively Avoided Use of Formative Assessments in Teacher Evaluation
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4 Approved Assessments Allowed for Teacher Evaluation
• NWEA MAP
• Riverside
• Discovery
• Renaissance STAR
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DIBELS used by Default in Place of PARCC for K-2 Teachers
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VAS Spreadsheet in SharePoint
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Course Codes
QUESTIONS
505-455-2282
[email protected]