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Presented by Ronald H. May, Ph.D. Assessment, Research, and Technology Division of Assessments and Accountability August 2009 What is EAGLE? Designed to be used as an online, classroom assessment tool Available at any time to students, teachers, and administrators (password protected) Teachers can create their own tests or quizzes AND have access to premade unit tests Items in the EAGLE item bank are written specifically to the GLEs Formative and Summative Formative Assessment (assessment for learning) Summative Assessment (assessment of learning) includes but is not limited to interim tests, unit tests, and end-ofcourse tests, etc., that have usually been given after classroom instruction is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning for the purpose of improving students’ achievement of intended *Formative Assessmentinstructional for Students and Teachers (FAST) SCASS meeting in Austin, Texas, Oct 2006. outcomes.* http://www.ccsso.org/projects/scass/projects/formative_assessment_for_students_and_teachers/1 1541.cfm Characteristics of Formative Assessment* Learning Progressions – show the path of learning along which students are expected to progress Learning Goals and Criteria for Success – clearly identify and communicate learning goals and expectations to students. Work with students to establish clear learning goals (“I am learning to . . . ). Descriptive Feedback – provide evidencebased feedback that is linked to intended instructional outcomes and criteria for success Characteristics of Formative Assessment* (Continued) Self- and Peer-Assessment – to engage students in taking an active role to monitor, plan, and evaluate their own progress Collaboration – to establish a classroom culture in which teachers and students become partners in the learning process *From ”Attributes of Effective Formative Assessment” – a work product coordinated by Sarah McManus, NC Department of Public Instruction, for the Formative Assessment for Students and Teachers (FAST) Collaborative. http://www.ccsso.org/projects/scass/projects/formative_assessment_for_students_and_teachers/11541.cfm How EAGLE can be used as a tool to support Formative Assessment (cont.) The Student Report by Test depicts a graphic representation of how far the student has progressed on the GLEs for each test completed and whether they have reached the goal set by the teacher. The Student Report by Test shows: where the student should be (teacher’s goal) where the student is currently on the path to the goal, and which GLEs the student needs to work on most in order to move closer towards that goal 6 Seven Strategies of Formative Assessment Where am I going? Strategy #1: Provide students a clear and understandable vision of each learning target. 7 How to create student-friendly learning targets Example: Grade 5 Math GLE 27 GLE 27—Identify and plot points on a coordinate grid in the first quadrant. GLE Student-friendly version: Plot and name points on a coordinate grid. (Student friendly GLEs are available in EAGLE.) Word(s) to be defined: ‘coordinate grid’ Definition(s): A coordinate grid has two perpendicular lines, or axes, labeled like number lines. The horizontal line is called the x-axis. The vertical line is called the y-axis. The point where the lines cross is called the origin. (Show the students a picture with the x- and y-axes and origin labeled.) Student-friendly learning target: Have students use “I am learning to …” statements: “I am learning to plot and name points on an x, y grid.” Seven Strategies of Formative Assessment Where am I going? Strategy #2: Use examples of strong and weak work. Use Items and Scoring Rubrics to Show Examples of Strong and Weak Work. Scoring Rubric Used to Score Item student’s answer to the item Seven Strategies of Formative Assessment Where am I now? Strategy #3: Offer descriptive feedback on a regular basis. 12 Effective Feedback During Instruction Feedback is most effective in improving achievement if it is delivered while there is still time to act on it, which means before the graded event. Formative assessment should be used to move students’ learning along a forward path rather than merely score how much learning has occurred so far. Thus, assessment has to occur in the middle of instruction, not just at the end points (Shepard, 2001, p. 1086 in Chappuis). When students take a quiz, the score does not have to be used for grading purposes; rather it can serve you and your students as information about what they understand and what they need to improve. Seven Strategies of Formative Assessment Where am I now? Strategy #4: Teach students to self-assess and set goals. Self Assessment for Students Ask students to self diagnose before tailoring your comments Use Student Reports and have students prepare their own chart showing the learning targets they already know and the ones they need to learn. Have students analyze their own learning during their quiz responses by clicking on “I had to Guess” or “I know the answer.” Ask students to complete the EAGLE the self-assessment report. Seven Strategies of Formative Assessment How can I close the gap? Strategy #5: Design lessons to focus on one learning target or aspect of quality at a time. Strategy #6: Teach students focused revision. Focused Learning and Focused Revision For a Comprehensive Curriculum unit, make a list of major conceptual understandings and a list of common misconceptions for class discussion. Some multiple choice items can be used in formative assessment contexts if they contain wrong answers that represent faulty reasoning, misconceptions, or partial understanding. Help students to understand how these can be used for assessment. Use item analysis to determine how many students are distracted by a wrong answer and help them to understand why. Develop an item in front of your class modeled on a rubric and perhaps even a multiple-choice item showing correct answer and faulty reasoning answers. Seven Strategies of Formative Assessment How can I close the gap? Strategy #7: Engage students in SELF-REFLECTION, and allow them to keep track of and share their learning. Teach Students to Reflect on their Achievement What did I learn? What learning targets have I mastered? What are my strengths in this subject? What do I still need more practice on? Which learning targets have I not yet mastered? What do I still have questions about? www.LouisianaEagle.org or www.LouisianaSchools.net Principals’ User Administrator List (Teachers with User IDs & PWs EAGLE Sign-on Page Reques ta Guest User ID & PW Enter Guest/ Trainin g Site Training Site Sign on as a Teacher Training Enter Guest User ID (Teacher) and PW Teacher Home Page Help Screen View Classroom Roster School Roster Create A Test Selection Method, GLEs, and Items Item Card Schedule A Test Choose a Premade Test EAGLE Item Development Schedule Release Date May 2007 May 2008 May 2009 May 2010 May 2011 May 2012 TOTAL MATH ELA 4, 9 4 8, 10–12 8–12 3, 5, 6, 7 3, 5, 6, 7 1, 2 1–12 1, 2 1–12 SCI SS HS 4, 8 HS 4, 8 3, 5, 6, 7 3, 5, 6, 7 3–8, HS 3–8, HS EAGLE Hand-scoring Tutorial Designed to train teachers how to score constructed response items Includes sample items and rubrics Shows examples of all constructed response item types: SA, ER, and WP Guides teachers through the scoring process Provides instructional feedback when an item is scored incorrectly EAGLE Hand Scoring Hand Scoring Tutorial Sign on as a Student Created via Training Teacher Message Center My Schedule Take a Test Student Test Question Grade 4 Math Interactive Item Mean, Median, or Mode: GLE 35 Review or Finish Test Check Scores/Reports Self-Assessment Student Worksheet Report Student Report by Test EAGLE Classroom Reports Instructional Needs by Grade-Level Expectation Report by GLE Showing Individual Students’ Performance Analysis of Test Questions Report Instructional Resources EAGLE Draft Release Schedule May 2007 – Grades 4 and 9 Math Grade 4 ELA May 2008 – Grades 8, 10, 11/12 Math Grades 8, 9, 10, 11/12 ELA May 2009 – Grades 3, 5, 6, 7 Math Grades 3, 5, 6, 7 ELA Draft Schedule (Continued) May 2010 Physical Science, Biology, Chemistry, Earth Science, Physics, Environment Science, World Geography, Free Enterprise, Civics, U.s. History, World History Draft Schedule (Continued) May 2011 Mathematics, grades 1 and 2 ELA, Grades 1 and 2 Science, grades 4 and 8 Social Studies, grades 4 and 8 Draft Schedule (Continued) May 2012 Science, grades 3, 5, 6, 7 Social Studies, grades 3, 5, 6, 7 EAGLE Item Bank Statistics 1,433 Math items 1,617 ELA items Grade 4 Math: 376 ELA: 427 Grade 8 Math: 287 ELA: 266 Grade 10 Math: 241 ELA: 306 Grades 11/12 Math: 184 ELA: 291 Grade 9 Math: 345 ELA: 327 Grades 3, 5, 6, and 7 ELA and Math (over 5000 new items) Support Services EAGLE Training Site User Guide Software Tutorial Hand-scoring Tutorial Help Desks: toll free: 1-866-552-5583 e-mail: [email protected])