Presentation on theme: "THE Center for IDEA Early Childhood Data Systems Formative Assessment: So What Happens Next? Kathy Hebbeler SRI International 2013 NAECS-SDE Annual Meeting."— Presentation transcript:
THE Center for IDEA Early Childhood Data Systems Formative Assessment: So What Happens Next? Kathy Hebbeler SRI International 2013 NAECS-SDE Annual Meeting San Francisco, CA June 2013
1.What level of investment has your state made in promoting the implementation of formative assessment statewide in early childhood programs? a.Limited or short term investment b.Some investment c.Substantial investment
2.Where are your early childhood teachers with regard to implementing formative assessment? a.Not sure where they are b.Few or some teachers across the state are implementing formative assessment c.Substantial numbers of teachers are implementing formative assessment
4 The purpose of formative (any) assessment is…. …to take some action.
5 Validity Is not a characteristic of a tool. It is not accurate to say “assessment X is valid.” Is a characteristic of the use that follows from the results. The same tool can be valid for one use (decision) and not valid for another. Users should continue to collect and examine the validity evidence for their uses.
Myth busting There are not different standards of validity for different purposes “It is only being used by the teacher in the classroom.”
7 Findings – Meaning – Action (FMA) Findings The score, the results, the report, the output If the assessment is administered properly, not debatable. Meaning The interpretation one puts on the findings. Reasonable people can differ but… Action The action to be undertaken based on the F and the M. Reasonable people can differ but...
8 Example Finding: Of the entering kindergarteners, 20% can recognize all of the letters of the alphabet. 25% can count from 1 to 10. Meaning Is this good news or bad news? What determines whether you see it as good or bad news? Action Teacher? Principal? State Early Childhood Specialist?
Name Domain 1 1 Plays well with others 2 Cooperates with peers by marching in line 3 Stops at transitions 4 Takes directions well from adults 5 Is a team player DasherAENYAA DancerNY CometAAAAA BlitzenEEENYA RudolphEENYEA A = Achieved E = Emerging NY = Not Yet
10 Teacher takes action… FindingMeaningAction (By student report by objective report for one class) Individual -Student A making good progress; Student B not making good progress -Student A making good progress in literacy, not good progress in math -Adjust curriculum/ teaching practices for some students -Get extra help for struggling students -Nothing Group -Literacy looks good; math does not look good -Try a new math curriculum -Spend more time on math -Seek professional development related to math
11 Building level administrator takes action… FindingMeaningAction (Percent of students who gained 3 points on at least 80% of objectives in each domain by the end of the year for each EC classroom). -Some teachers are better than others?? -Some teachers were working with more challenging students? -Teachers need PD related to early math? -Teachers aren’t spending enough time on early math? -Talk with the teachers to try to understand the results -Give bonuses -Fire some teachers -Arrange for professional development -Develop an action plan -Nothing
12 Regional/state level administrator takes action… FindingMeaningAction (Percent of students who gained 3 points on at least 80% of objectives in each domain by the end of the year for each EC program/ district). -Some schools/districts are better than others?? -Some schools/districts were working with more challenging students? -Teachers need PD related to early math?? -Teachers aren’t spending enough time on early math? -Talk with the principals to try to understand the results -Give bonuses -Institute sanctions -Arrange for professional development -?? -Nothing
Findings – What are they? Meaning – Good, bad, neutral? What was expected? Does it merit an action? Action – Change the course Stay the course Reward Punishment/sanction Ignore the finding
Using findings from formative assessment 1.What are the kinds of decisions that will be made based on the findings? 2.Is there a body of evidence to support that the findings from this tool can be used to make these kind of decisions? Does that body of evidence support the use of the tool with the populations with whom we are using it? 3.What evidence will we collect to substantiate that the tool is providing valid information for the decisions we are making based on the results?
Take Away Messages 1.Formative assessments should be used for taking action. Action centers around instructional practices. 2.Validity relates to the use of the findings, not to the tool itself. 3.The obligation rests with the users to: Identify tools valid for their intended uses. Continue to verify that the resulting information is valid for the decisions being made.