Using assessment to inform instructional decisions

Using Assessment to Inform Instructional

Decisions Carlo Magno, PhD.

Asian Psychological Services and Assessment

Assessment for learning

• How do we use assessment results to help students learn better?

• Assessment is used to determine:

• What students can do and cannot do..

• What students know and do not know..

• Misconceptions of students

• Confusion

• Provide teachers information on what to do next to bring students forward in their learning

Assessment Competencies of teachers

• Using assessment results to make decisions about:

• Individual student

• Planning for instruction

• Planning the curriculum

• School improvement

Using externally produced tests

• Results are made public with greater accountability

• Performance are based on national and international standards

• Ascertain that the assessment task is aligned with the needed standards

Organizing the assessment results

• Looking at the school result

• Looking at the level result per per subject

• Looking at the class result per subject

• Looking at individual total scores per subject area

• Looking at the competencies of a subject for each class

• Looking at the competencies of a subject for each student

• We can think of more intervention, the more specific the results are

Standards Country School SectionDELA CRUZ, JUAN A. 84 64 84 35 57 ProficientDELA CRUZ, JUAN B. 76 33 52 6 10 Progressing towards standardsDELA CRUZ, JUAN C. 87 77 91 54 81 ProficientDELA CRUZ, JUAN D. 80 50 71 16 29 ProficientDELA CRUZ, JUAN E. 78 43 64 14 19 Progressing towards standardsDELA CRUZ, JUAN F. 84 64 84 35 57 ProficientDELA CRUZ, JUAN G. 88 80 93 61 86 ProficientDELA CRUZ, JUAN H. 84 67 87 38 62 ProficientDELA CRUZ, JUAN I. 93 90 97 83 95 Highly ProficientDELA CRUZ, JUAN J. 87 77 91 54 81 ProficientDELA CRUZ, JUAN K. 83 61 82 28 38 ProficientDELA CRUZ, JUAN L. 79 46 68 15 24 Progressing towards standardsDELA CRUZ, JUAN M. 82 57 79 22 33 Proficient

Name SAS %ile Rank Qualitative Description

Asian Psychological Services & Assessment Corp.Algebra (School Performance Report)Date of Test: February 05, 2003XYZ High SchoolSection Year Level 1st

Distribution of Students Based on Proficiency LevelProficiency Level freq % dist graphNot met standards 0 0%Progressing towards standards 5 24%Proficient 13 62%Highly Proficient 3 14%Total 21 100%Comparative Distribution Curves: Section, School, Country vs. Standards

50.1 602.3 7015.9 8050 9084.1 10097.7 11099.9Scaled Ability ScorePercentile (%ile)Legend: - Section- School- Country School SAS

Asian Psychological Services & Assessment Corp.Algebra (School Performance Report)Date of Test: February 05, 2003XYZ High SchoolSection Year Level 1stSchool Performance Report (ScPR)Sample Standards-Based Test Results













STUDENT PERFORMANCE REPORT

Organizing assessment results

• Arrange the results per competency of each class/student

• Example:

• Add similar fractions 30%

• Add dissimilar fractions 32%

• Differentiate similar and dissimilar fractions 90%

• Solve problems involving similar and dissimilar fractions 30%

• Which competency do students need more learning?

• How did I teach this competency?

• Did I cover this competency in my class?

• Which competency are the students good at?

STRENGTHS AND WEAKNESSES

GRADE 1- SECTION A - ENGLISH

Associating picture to text 100%


Identifying the plural of a word 51%

Classifying nouns 67%

Arranging the words in alphabetical order 42%

Recognizing cause and effect relationship 71%


Recognizing cause and effect relationship 27%

Identifying the synonym of a word 38%

Using apostrophe to show possession 36%

Organizing assessment results

• Align the competencies in the test to the competencies in the syllabus

• Competencies in the test and not present in the syllabus needs to be added

• Indicate the percent of students with correct answer.

• Plan the time for competencies with low percentage

Example of syllabus for English Grade 1

Listening Comprehension Days

Viewing Comprehension

Vocabualry Development

Days

Literature

Writing and Composition

Oral Language

Days

note important details pertaining to (66%) 4i X X X

a. character

b. setting

c. events

Use/Respond appropriately to polite expressions 3i

Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers

Listening Comprehension Days

Viewing Comprehension

Vocabualry Development Days Literature

Writing and Composition

Oral Language Days

2. Give the correct sequence of three events 5i X x x

3. Infer the character feelings and traits (80%) 5i x x

Use/Respond appropriately to polite expressions 5i

x x

Talk about oneself and one's family 2i

4. Identify cause and/or effect of events (49%) 7i x x x

Points to reflect on low marks

• How do I improve the quality of my instruction?

• How much more time do I need for students to attain mastery?

• Did I prepare assessment tasks tapping directly the needed competencies?

• Did I look at the national curriculum to guide me in formulating my lesson plans?

Interventions

• Intentional Teaching – teach directly the competencies needed for the future assessment

• Assessment for learning – use assessment results to help students

• Use formative assessment

• Feedback

• Create similar assessment tasks in the classroom

• Supervising curriculum and assessment

Intentional teaching

• Devote time on essential skills that are indicated in the standards (teaching is aligned with standards)

• Established success criteria

• Use a subject-matter budget to see how many standards can be mastered within a quarter

Intentional teaching

How assessment for learning help you teach?

• Start with student friendly targets

• Models of strong and weak work

• Continous descriptive feedback

• Teach self-assessment and goal setting

• Teach one facet at a time

• Teach focused revision

• Teach self-reflection to track growth

Using Formative Assessment

Make learners aware of the learning goal

Determine current status

of students

Move students closer to the

goals

How is Assessment FOR Learning done?

• Understanding and articulating targets in advance of teaching/learning (formative Assessment)

• Informing students about learning goals in terms that students understand, from the very beginning of the teaching and learning process (Formative Assessment)

• Becoming assessment literate and able to transform expectations into assessment exercises and scoring procedures that accurately reflect student achievement

How is Assessment FOR Learning done?

• Using classroom assessment to build students’ confidence in themselves as learners and help them take responsibility for their own learning

• Translating classroom assessment results into frequent descriptive feedback, providing students with specific insights as to how to improve

• Continuously adjusting instruction based on the results of classroom assessment

Feedback

Given after students complete a task

• After seat works, exercises, drill, board work, demonstration

Given while students are conducting the task

• While students are writing, reminders, giving cues, rechecking, point out the error, retell the criteria

Characteristics of Effective Feedback

1. Relates Student Performance to learning goals.

2. Help students with the strategies needed to meet the learning goals.

3. Tells Student Progress (i.e. beginning, developing, advanced)

4. Given Frequently and Immediately

5. Is Specific and Descriptive

6. Focuses on Key Errors (i.e. what when wrong)

7. Acknowledges Student Efforts

Characteristics of Effective Praise

• Praise can be helpful to students if it draws attention to student progress and performance in relation to standards.

• “Praise + Feedback Formula”

• Praise is most effective when it is delivered as a spontaneous but accurate message.

• No more biting around the bush, praise them directly!

Creating similar tasks

• Prepare assessment tasks in advance

• Diagnostic

• Formative

• Summative

• Assessment tasks are directly aligned with the competencies and standards.

• Formative and summative assessment needs to be parallel

Supervising Curriculum and Assessment

• School leaders are accountable on quality of instruction in the school

• Ensures that competencies are delivered and developed

• Observes and monitors instuction

Education

Using assessment to inform instructional decisions