Transcript Assessment and Data

Assessment and Data
REGION 14’S COMPREHENSIVE ASSESSMENT
PLAN
The big picture of student performance
How can I answer the question, “How is my child doing?”
 Information in the student portal/gradebook
 Progress reports and report cards
 Parent-teacher conferences
 Parent-teacher communication: notes, emails
 Student work samples compared to grade level models
 Multiple, corroborating scores/performance levels that
serve as pieces of evidence from classroom, grade,
district, state assessments
Why so much testing?
 Standards define what students should know and be able to
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do at each grade and in each content area so that students
master the same learning objectives regardless of their teacher
or school assignment
Teachers need to assure that all students are making progress
towards the learning objectives
Different types of assessment give teachers different pieces of
information for short and long term planning for what
students already know, areas of strength and student needs so
that teachers can focus instruction where needed
Assessments provide data to match students to resources,
materials and strategies in order to maximize their learning
Assessments provide data on readiness for learning and
grouping of students
Using scores to improve instruction
 View this video clip that explains how assessment
scores can be used to match students with
appropriate learning experiences that will maximize
learning (just right choices)
http://www.schooltube.com/video/4a04233b3e29480
6ab71/The%20Lexile%20Framework%20for%20Readi
ng:%20Linking%20Assessment%20With%20Reading
%20Instruction
Difference between testing and assessment
 Previous generation of students were exposed to
mostly testing
 Testing tends to be summative-an end point- and
little is done with the information other than to
report results or performance level
 Assessment provides data that helps check
instructional effectiveness, adequacy of curriculum,
fine-grained information about students know and
are able to do and where they struggle
 Assessment is a dynamic part of the instructional
process: teach-check-adjust
Goals for assessment
 Minimize loss of instructional time: it takes a team effort
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to move students as seamlessly as possible through the
process, especially if there are technology bottlenecks
Collect data that is important for planning instruction
and tracking student learning
Collect data that is actionable: teachers have the time to
review, analyze and use in planning
Share out information about student performance levels
so that it can be used in any content area that uses
reading, writing, and problem-solving to deliver
instruction
Reduce redundancy wherever possible
Levels of assessment
 Classroom teacher
 Grade level/school
 District
 State
 Diagnostic
 Independent
Classroom-teacher
 Formative
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In the moment
Checks for understanding, inform instruction and monitor if
strategies are effective
Usually informal and not graded
May be questioning, observation, quick writes, exit tickets, quizzes,
Running Records
 Summative
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Typically at the end of a chapter, unit or learning objective
Determine level of mastery of content, performance level
Graded
May be paper and pencil test, performance task, project, portfolio
May be part of instructional program or series
Grade level-school
 Common across classrooms-helps with consistency
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of curriculum and learning expectations
May be developed by teacher team or
independently/commercially developed
Often have grade level targets, norms
Baseline: pre-test
Benchmark/Interim: Fall-Winter-Spring, mid-terms
Summative: Check of mastery, finals
Examples: Fountas & Pinnell MSV, on-demand
writing, math and science benchmarks
District
 Connects across grades and schools
 Creates a longitudinal picture of student performance
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and growth
Typically a standardized or independently/commercially
produced product
May be predictive of student performance on state
assessment targets
Typically has grade level goals, targets or norms, but may
be grade independent (helps pinpoint what the student is
ready to learn, regardless of grade or age)
Examples: Degrees of Reading Power (DRP), Measures
of Academic Progress (MAP)
State
 Complies with federal requirements to report all
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students’ performance in Math, Language Arts and
Science
Content assessed and performance levels aligned with
standards for each grade
Independently/commercially developed and scored
No cost to the district
May be connected to teacher, school or district
accountability (high-stakes)
Examples: CMT/CAPT in past years, Smarter Balanced
beginning Spring 2015
Diagnostic
 Limited to students who may have specific learning
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needs or disabilities
Generally associated with a specific protocol for
administering and scoring the assessments
Drill-down deeply to identify specific areas where
student needs intervention and support
May be given more frequently to monitor student
progress and response to intervention
Examples: DRA2, Gates-McGinnity, WoodcockJohnson, DIBELS
Independent
 Participation is voluntary
 Includes only a sub-set of students
 May be associated with a course or program of study
or may be completely outside the school
 Examples: SAT, ACT, PSAT, NOCTI, Advanced
Placement (AP) tests
Uses of assessment data
 Classroom assessments typically count as evidence
on progress reports and report cards, whereas
school, district, and state level assessments are not
part of grades
 Uses for these assessments include
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Determining a starting point for instruction
Creating instructional groups
Selecting appropriate materials to help students access content
Tracking students’ growth
Accountability for mastering grade level standards
Determining if the curriculum is focused on the right content
to align with standards
Making sense of scores
 Context of scores is important
 What is the scale for the scores? What does the number mean?
 Are there grade level goals or targets?
 How does the student’s performance compare to peers in the
same grade or nationally (grade level norms)?
 How do the scores document the amount of student growth or
progress?
 Are the scores a valid and reliable representation of what the
students knows and is able to do?
Sharing assessments with parents
 Parents have a right to access their child’s
educational records
 Not all pieces of assessment data are created equal
 Each school level (elementary, middle, high) will
determine the most critical data to communicate
about student performance
 The menu of assessments may change as the district
adds and deletes assessments from the assessment
plan
Items typically shared
 Degrees of Reading Power (DRP)
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Measures level of reading comprehension
Grade level goals
Scale of 0-100
 Measures of Academic Progress (MAP)
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Measures understanding of math concepts, reading comprehension,
language use
Grade independent, but has grade and national norms
Scores fall between 140 (K)-300 (post-secondary)
 Elementary Progress Reports/Middle and High Report
Cards
 State Assessment (Smarter Balanced) performance levels
Be aware of moving targets
 DRP
 Grade level goals/targets revised to reflect higher expectations in
standards needed for students to be college and career ready
 Students will need to fill gaps in knowledge and experience and teachers
will need to learn and implement new strategies to change the learning
trajectory
 MAP
 Students (and staff) gaining experience in testing in the online platform
 Computer adaptive testing often takes a few administrations to zero in
on the correct instructional level of questions (50% correct)
 Smarter Balanced
 In development since 2012, field tested in 2014
 Performance levels now being established as well as rating of item
difficulty
 Grade level expectations higher than CMT/CAPT
 Filling background gaps as well as addressing grade level content
Data collection and privacy issues
 FERPA: Family Educational Rights and Privacy Act
 Rights for parents/guardians and eligible students
 Limits access to identifiable student records to only those
school officials, legal or other authorized parties with a
legitimate educational interest
 Does allow sharing of directory information or nonidentifiable, aggregated student data
School date systems (Power School) limit access to student
scores to authorized users only
Information reported to the state through state reporting
collections and state assessments is done through a secure online
reporting system. No additional data is being collected for SB:
same as CMT/CAPT. Data are aggregated for analysis.
Making sense of student scores
 Work with the teacher to understand what the
assessment is designed to measure, the scoring scale
and if there are any relevant reference points, norms
or targets to give the score a context
 Take advantage of available Parent Toolkits and
assessment websites to learn more about the
assessment
 Look at a variety of evidence to create a more
complete picture of the student’s performance