Transcript Pre-Post Assessment - Neglected, Delinquent

Pre-Post Assessment
NDTAC
April 2006
NDTAC’s Home on the Net: www.neglected-delinquent.org
Pre-Post Assessment

Why focus on pre-post assessment?
– Assessment is an integral part of any student’s
educational experience, especially for youth who are
neglected or delinquent
– Assessment helps :
• teachers to individualize instruction
• ensure that students master all aspects of the curriculum
• document students’ academic progress
– Assessment data:
• provides administrators with valuable information on the
status of their education programs
• helps to identify effective practices
• helps direct resources and interventions to those students,
teachers, and/or facilities with the greatest needs
In the Spotlight
NDTAC’s A Brief Guide to Selecting and Using Pre-Post
Assessments
This guide summarizes the “how” and
“why” of selecting an appropriate pre-post
test, describes key concepts such as
reliability and validity, and provides a
checklist of questions for the test publisher.
The guide is intended as a resource for
those who are interested in selecting a new
pre-post assessment, or who wish to
reevaluate their current testing procedures,
and may help administrators select an
instrument that best meets the needs of
their programs.
In the Spotlight
NDTAC's Assessment Toolkit: Measuring Academic
Performance
The Toolkit featured this month was designed
to help State administrators and local program
managers track and improve their academic
assessment procedures and results. The
toolkit provides an overview of the benefits of
collecting and using academic assessment
data and includes resources designed to help
programs improve assessment procedures.
Especially exciting are the resources for data
collection, which provide program managers
with the opportunity to track their program’s
progress over time by using electronic data
tables and graphs.
State Administrator’s Toolkit- Web
Snapshot:
Administrator’s
Toolkit for
collecting
Assessment Data
*Web only
All Assessment
Toolkits are available
on the NDTAC
Website in the April
Spotlight.
Program Manager’s Toolkit- Excel
Snapshot:
Program
Manager’s
Toolkit
*Excel Table
Features:
•Track progress
over 1 or more
Review Periods
•Easy, 1-click
navigation
Program Manager’s Toolkit- Graphs
Snapshot:
Program
Manager’s
Toolkit
*Excel Graph
More Features:
•Interactive
•Automatically
produces
presentationfriendly graphs
from data you
enter into Tables
Program Manager’s Toolkit- PDF
Snapshot:
Program
Manager’s
Toolkit
*PDF version
Features:
•In-depth review
•“Next Steps”
section to set
Goals for next
Review Period
•Printer-friendly
Reading List
Rabinowitz and Ananda’s Balancing Local Assessment with
Statewide Testing: Building a Program that Meets Student
Needs (2000)
This article outlines the role of State and local assessment and the steps
local stakeholders should consider when developing assessment systems.
The authors map out eight key steps to developing local assessment
systems that, when properly planned, can yield valuable student
achievement information. These steps include:
• identifying and prioritizing needs and goals
• meeting with state assessment officials
• identifying resources
• convening development teams
• providing necessary professional development
• piloting tasks and reports
• revising tasks based on pilot studies
• implementing and monitoring
Assessment and Data Systems
Library UPDATED!
Updated this month, this library page is one of eight that
the Center has to offer. Other library pages include:
• Curriculum & Literacy
• Monitoring & Compliance
• Neglected Youth
• Special Education
• State Plans, Collaboration & Family Involvement
• Teacher Quality & Professional Development
• Transition, Re-entry & Aftercare
Each page contains strategies, models, and
innovations; legal requirements and legislation; events
and presentations; tools; and additional readings and
resources
In the Spotlight
A Look at Legislation: Common Pre-Post Assessments
This article examines two States and their move toward
common, State-approved pre-post tests. We explore how
the process unfolded in each State, provide examples of
State legislation mandating a common test, and talk
about why some local facilities actually pushed for this to
happen.
Contributors:
Karen Denbroeder, Senior Educational Program Director for
the Florida Department of Education’s Bureau of
Exceptional Education and Student Services
Robert Bakke, Consultant for the California Department of
Education’s Secondary, Postsecondary, and Adult Education
Division’s Educational Options Office
Common Assessment in Florida’s
Juvenile Justice Education System
Karen Denbroeder, Senior Educational Program Director for the
Florida Department of Education’s Bureau of Exceptional
Education and Student Services
In February 2006, Florida Chancellor of K-12
Public Schools, Dr. Cheri Pierson Yecke,
announced the selection of the Basic
Achievement Skills Inventory (BASI) as the
common assessment instrument for all
incarcerated students across the State.
But how did they get there?