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Assessing Students in the 21st Century
Presented by
Jan Stanley, State Title I Director
Karen Davies, Title I Coordinator
Framework for the 21st Century Skills
Common Language?
What is a balanced assessment system?
Assessment OF LearningAssessment FOR Learning
A Balanced Assessment System
• Summative Assessments
• Benchmark Assessments
• Formative Assessments OF Learning
• Formative Assessments/Classroom Assessments FOR Learning
A Balanced Assessment System
• Ensures that all instructional decisions are based on data
• Meets the informational needs of following groups:– State– District– School– Classroom (teachers and students)– Parents
State Summative and Local Benchmark Assessments
• Who are the primary users?
• What are the typical uses?
• What is being assessed?
• What methods are being used?
• When do we assess?
Assessment User Assessment FOR Learning
Assessment OF Learning
State Department of Education Community
Which districts/schools are making adequate yearly progress? Are the students acquiring skills to prepare them for the 21st century?
SuperintendentDistrict Administrators
Are our chosen strategies to improve achievement producing results?How shall we allocate district resources to achieve success?
Principal How shall we allocate our resources to achieve success?Is classroom instruction producing results?
Assessment OF Learning
• Administered after learning has occurred
• Utilized to communicate statements of student learning status to those outside the classroom
• Used to gather evidence for a student's report card grade – final exams and projects
• Administered to demonstrate accountability
Formative Assessment
A Process During Learning
• Who are the primary users?
• What are the typical uses?
• What is being assessed?
• What methods are being used?
• When do we assess?
Assessment User
Assessment FOR Learning
Assessment OF Learning
Student Am I improving?Where do I need help?
How am I achieving in relation to my peers?
Teacher What intervention does this student need?Is instruction paced at the correct rate?What are this student’s strengths?
What grade has this student earned?Is this student achieving on grade level?
Parents What can I do at home to support learning?Is my child learning new things?
How does my child compare to others in the school/district/state?How does this school compare to others in the district/state?
Classroom Assessment FOR Learning
What is the difference between formative assessments and formative classroom assessments for learning?
Formative /Classroom Assessments For Learning
• Occur during learning • Encourage student motivation and learning
These assessments:• Are not high-stakes• Are not used for accountability• Are not used for report card grades
“If everything is for a grade, there’s never time to practice – get better.” -Rick Stiggins
What is the Student Involvement Component?
Classroom Assessment For Learning
• Acknowledges the critical importance of students and teachers working as a team
• Ensures instructional decisions are made by students and teachers
• Provides continuous descriptive rather than evaluative feedback
Feedback
Research indicates feedback that focuses on leaning targets leads to greater academic gains than feedback that emphasizes self esteem.
Learning Targets Questions students should ask teachers
• If I have not mastered an objective (summative/benchmark), how will I improve if I don’t know which specific learning targets are keeping me from mastery?
– What knowledge do I need to demonstrate the intended learning?
– What patterns of reasoning do I need to master?– What skills are required, if any?– What product development capabilities must I
acquire?
Activity
Descriptive or Evaluative
Feedback?
Descriptive VS Evaluative Feedback
Descriptive • Describes features of
work or quality• Relates to learning
targets or standards of quality
• Identifies strengths• Provides specific
information on how to improve
Evaluative• Assigns a label to
achievement• Expresses a judgment• Expresses disapproval• Identifies weaknesses • Assigned to all work,
even if it is for practice
When consistently carried out as a matter of routine within and across classrooms, evaluative feedback has been linked to profound gains in student achievement, especially for low achievers.
Benjamin Bloom, "The Search for Methods of Group Instruction as Effective as One-on-One Tutoring," Educational Leadership, May 1984
Paul Black and Dylan Wiliam, "Inside the Black Box: Raising Standards Through Classroom Assessment," Phi Delta Kappan, October 1998
Teacher Responsibilities
Monitoring Student Progress
What is the expectation for a change in responsibilities for
Title I and special educationteachers?
Teacher Accountability
Improving Results for Students in High Need Populations
A Strategic Plan
Recommendation #2
Establish the Expectation
Recommendation #2
Establish a management system, within a tiered instruction and intervention model, that empowers special education and Title I teachers to assume leadership and responsibility in documenting progress and coordinating instructional interventions for individual identified students to ensure improved results for each student in reading and mathematics on an annual basis.
Source – Page 5 of the Executive Summary of the Strategic Plan for Improving Results for Students in High Need Populations
Change in the Focus of Services
Special Education Teachers
Accommodations and Modifications for Learning
Intervention Strategies
Title I Teachers
Remediation of Skills
Intervention Strategies
Teacher Responsibilities for Student Accountability
• Participate in completing a comprehensive analysis of assessment data
• Generate a list of students by grade level who are not achieving mastery
• Graph or chart longitudinal assessment data for “at risk students”
• Participate in instructional intervention teams and the development of student intervention plans
• Provide academic interventions and conduct progress monitoring
What are the teacher responsibilities for measuring student
progress?
Assessment – Now What?
• Summative and benchmark assessment results have been reviewed and targeted (non proficient) students have been identified
What now?
Instructional Intervention Team
Instructional Intervention Team
• What is the purpose of the team?
• Who are the members?
• What are the team responsibilities?
Purpose of the TeamThe team is responsible for gathering student information concerning current performance, skill deficiencies, developing an intervention plan and using collected progress monitoring data to make adjustments to intervention plan.
THIS IS NOT A STUDENT ASSISTANCE TEAM.
Intervention Team MembershipTeam membership may include 2 or more of these suggested professionals:
• Principal/designee• Title I teacher• Special education teacher• Technology Integration Specialist (TIS)• Speech and language specialist• General education teacher• One or more of the following individuals dependent upon student
needs – counselor, nurse, social worker, school psychologist• Other as determined by district and/or school administrators
Team Member Responsibilities
• Define the deficiency using baseline data
• Develop an individual instructional intervention plan of action
• Implement the intervention plan
• Evaluate plotted data to adjust interventions
Baseline Data
Data Sources• Summative Individual Right Response Record
• Benchmark tests
• Formative assessments
Identification of specific student academic weakness
Deficient Skills Have Been Identified
The Intervention Plan should include the following information:
• Description of specific intervention• Duration of the intervention• Schedule and setting of the intervention• Persons responsible for implementing the intervention• Identify measurable outcomes–goals/objectives• Identification of measurement instrument and
documenting techniques• Progress monitoring schedule
Plan has been Developed
Implement the Intervention Plan
• Intervention strategies are delivered through Tier 2 or Tier 3 instruction.
MONITOR PROGRESS
Progress Monitoring
• What is it?
• Why do we do it?
• What is the purpose?
What is Progress Monitoring?
Progress monitoring involves continuous data collection on skills that are important for the student’s success.
Why Use Progress Monitoring?
Progress Monitoring
To collect direct andfrequent measures
of student progress.
Use the data to establish
instructionalgoals.
Use that data tomake instructionalchange decisions.
What is the Purpose?
Student Success !
Plan has been Implemented
Evaluate and Adjust Interventions
The team reconvenes to assess student progress and make adjustments to the instructional intervention plan.
DATA COLLECTED
Implement Plan
Progress Monitor
Evaluate And
AdjustIntervention
Plan
Instructional Intervention Plan
has been Adjusted
Concluding Thoughts
Research has shown that consistently applying principles of assessment FOR learning has yielded unprecedented gains in student achievement.
Concluding Thoughts
Students must be taught the skills they need to be in control of their own academic success: – self assessment;– goal setting;– reflection on personal work;– recording the results of progress; and– understanding and sharing the results of
their progress.
Suggested Resources
• Assessment FOR Learning – An Action Guide for School Leaders
S. Chappuis, R. Stiggins, J. Arter, and J. Chappuis
• Classroom Assessment for Student Learning –Doing It Right-Using It Well R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis
Publisher: Educational Testing Service - 2006