Effective Assessment CLASS, Day 2

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Effective Assessment CLASS, Day 2

CLASS Assessment PowerPoint 23 May 2011

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Expected OutcomesParticipants Can and Do

• Identify and apply the various types of assessment and their purposes.

• Identify how Summative Assessment practices differ from Formative Assessment practices and implement these practices in their classrooms.

• Identify how the Formative Assessment process should be implemented.


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Expected OutcomesParticipants Can and Do

• Identify and apply how the use of assessment data ensures that students receive targeted interventions in Response to Intervention (RtI).

• Identify how assessments fit with implementation of the Common Core State Standards, including Authentic Assessment.


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Assessment Sorting Activity



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DATEThe Unit Organizer BIGGER PICTURE

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Effective Assessment

CLASS

Context for Instruction Text Complexity

becoming more knowledgeable about the use of data from different types of assessments, in order to provide

individualized instruction, and increase student achievement.

Types of Assessments

Formative Assessment

Process

Authentic Assessment

1. 2.3.4.5.6.

1. 2. 3. 4.

Icebreaker

Outcomes

Research

Content

Technology

Grade Level Ex’s

Assignments/NS

RtI

CCSS

Understanding

Application

Analysis

Evaluation

1. 2.3.

1.2.

1.2.3.4.

1. What are the various types of Assessment AND their purposes?2. How are Summative Assessment practices different from Formative Assessment practices?3. How is the Formative Assessment process implemented in classrooms?4. How does the use of assessment data ensure students receive targeted interventions in RtI?5. How does assessment fit with the implementation of Common Core State Standards?

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“Marking [grading] is usually conscientious but often fails to offer guidance on how work can be

improved. In a significant minority of cases, marking [grading] reinforces under-achievement and under-expectation by being too generous or unfocused. Information about pupil performance received by the teacher is insufficiently used to

inform subsequent work.”

General Report on Secondary Schools, 1996-OFSTED


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What is the gap between current assessment practice and ideal assessment practice?

Formative Assessment Versus

Summative Assessment


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• Formative assessments describe ongoing classroom-based evaluations for improving student learning and informing instruction.

• Activities may involve time spent inside or outside of the classroom such as teacher-made tests, curriculum-embedded tests, oral questioning, and other cognitive performance assessments.

• Summative assessments are aimed at a final evaluation of a student’s

mastery or understanding of information, skills, concepts, or processes.

• Some examples may include state assessments, end-of-unit or chapter tests, end-of-term or semester tests, scores that are used for school accountability (AYP), and student reports.

Summative Assessment


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Turn and Talk…

How do you know when a student gets it?

What are you going to do when they don’t?


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Emily’s Story

“A Vision of the perfect Assessment System…”


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Behavior, Discipline, Climate

Curriculum, Instruction, and Assessment

Parent and Community Outreach

Professional Development, Mentoring

Organizational Model For Maximizing Student Achievement

Academic Instruction & Intervention

S P R I N T

Behavioral Instruction & Intervention


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Response to Intervention

Tier 1 Tier 2 Tier 3 Core Classroom Supplementary Intensive Intervention Intervention Intervention

ALL Students Approx. 20-30% Approx. 5-10% INCREASING: Time & Intensity & Data Collection & Expertise


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Professional Parallel

Annual Treatment, REGULAR Physician,

Screening Data

TIER 2

TIER 1

Strategic, Supplemental Care,

SPECIALIST working with regular physician

TIER 3Intensive Care,

TEAM of doctors, nurses, technicians, Monitoring Data

INCREASING Time & Intensity & Data Collection & Expertise


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“Assessment without the capability and will to respond to the information it generates, is

essentially a waste of time.”

Joseph Torgeson, Ph.D.


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RtI and Assessment

1. Screening2. Diagnostic3. Monitoring4. Evaluation


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Benchmark/Screening Assessments

Which of our students might possibly need some extra assistance in order to be successful academically?


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• Evaluating the instructional needs of ALL students on a regular basis, looking for students who may need some additional help.

• Ensuring that no student, “Falls between the cracks”- unwilling to write-off or ignore any student.


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Examples: QPS (Quick Phonics Screener),TOWRE (Test of Word Reading Efficiency),Maze Assessment, DRA (DevelopmentalReading Assessment), Flynt-Cooter, DIBELS(Dynamic Indicators of Basic Early LiteracySkills)


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Diagnostic Assessments

What are this student’s academic strengths and

instructional needs?


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Diagnostic Assessments• Set of individually administered diagnostic

assessments.• Not the same as assessments used by special

educators, used to diagnose a disability.• Assists in designing instruction that builds on what

the student already knows and immediately addresses any gaps.

• Helps to provide specific information to plan effectively differentiated and appropriately focused instruction.


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Diagnostic Assessments

Examples: DAR (Diagnostic Assessment ofReading), Gates MacGinite, QRI(Qualitative Reading Inventory), QPS,GRADE, SDRT (Stanford Diagnostic ReadingTest), WRMT (Woodcock Reading MasteryTest)


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Progress Monitoring Assessments

Is learning happening?


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• Implemented periodically throughout the year to measure instructional effectiveness

• This is NOT simply watching a student move through a curriculum and appear to understand the content.

• Waiting until the end of a school year or even a semester is too long a wait for information that determines what the student is actually learning.

Progress Monitoring Assessments


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Examples: Quizzes, chapter or unit tests, dailyobservation of students’ performance onassignments and daily work. May includemore frequent assessments, settingperformance goals, and graphing progress.

Progress Monitoring Assessment


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Outcome/Evaluation Assessments

Did our students make progress toward meeting

the standards?


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Outcome/Evaluation Assessments• Results from these assessments are used for

making decisions regarding school accountability and are available to parents and community members.

• Often seen as more valuable to administrators and the public than they are at the classroom level.


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Outcome/Evaluation Assessments

Examples: High-stakes assessmentsdesigned by individual states, startingin the elementary years and on intohigh school (ACTAPP, Benchmarkassessments, EOC, ITBS, ACT and SAT.)



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CLASS






Process


1. 2.3.4.5.6.

1. 2. 3. 4.

RtI

CCSS

Understanding

Application

Analysis

Evaluation

1. 2.3.

1.2.

1.2.3.4.


Icebreaker

Outcomes

Research

Content

Technology

Grade Level Ex’s

Assignments/NS

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Let’s Revisit…

How do you know when a student gets it?

What are you going to do when they don’t?


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“The student who is aware of how he or she learns is better able to set goals,

develop a variety of learning strategies, and control and evaluate his or her own

learning process. Alternatively, summative assessments, which evaluate student performance at the conclusion of the instructional period, have little or no

influence on student learning.”

Assessment For Learning, StigginsCLASS Assessment PowerPoint 23 May 2011

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Summative Assessment Activity

“Communication about student achievement often relies on grades and report cards. Do

our grades accurately reflect student learning?”

Assessment For Learning, Stiggins


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Three Guiding Questions in the Formative Assessment process-1. Where am I going?2. Where am I now?3. What strategy or strategies can

help me get to where I need to go?


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Research…

“There is a firm body of evidence that formative assessment is an essential

component of classroom work and that its development can raise standards of

achievement. We know of no other way of raising standards for which such a strong

prima facie case can be made.”


Inside the Black Box: Raising Standards Through Classroom Assessment, William & Black

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“When teachers join forces with their students in the formative assessment process, their partnership generates powerful learning

outcomes. Teachers become more effective, students become actively engaged, and they

both become intentional learners.” Advancing Formative Assessment, Moss & Brookhart


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1. Shared learning targets and criteria for success2. Feedback that feeds forward3. Student goal setting4. Student self-assessment5. Strategic teacher questioning6. Student engagement in asking effective questions

Six Elements of the Formative Assessment Process


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How does Formative Assessment Affect Student Learning and

Achievement?Student LearningTeacher Quality


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1. Are my students motivated?

2. Are my students engaged?

3. Are my students self-regulated learners?

Self-Regulated Learners


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Instruction…What is BEST Practice?• Performance Assessment• Short Investigations• Open-Response Questions• Portfolios• Self-Assessment


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Common Core StandardsAssessment System Design: Distributed Summative Assessment

START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 3

75%

Through-Course 4

90%

End-Of-Year

Through-Course 3 and Through-Course 4 (ELA only):

ELA-3: Performance tasks that require evaluating information from within a set of digital resources, evaluating their quality, selecting sources, and composing an essay or research paper.

ELA-4 (speaking and listening): Students will present their work from ELA-3 to classmates and respond to questions. Teachers will score, using a standardized rubric, and can use results in determining students’ class grades.



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CLASS






Process


1. 2.3.4.5.6.

RtI

CCSS

Understanding

Application

Analysis

Evaluation

1. Tier 1- Core Instruction 2.Tier 2- Supplementary Intervention3.Tier 3- Intensive Intervention

1.

1.2.3.4.


1. Screener (FA)2. Diagnostic (FA)3. Progress Monitoring (FA)4. Evaluation (SA)

Icebreaker

Outcomes

Research

Content

Technology

Grade Level Ex’s

Assignments/NS

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Reflection…


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“Far and away the best prize that life offers is the chance to work

hard at work worth doing.”- Theodore Roosevelt


Documents

Effective Assessment CLASS, Day 2