Session Objectives Understand differences in assessments and their impact on instruction Understand the purpose of the CDT Understand the CDT cycle Analyze & interpret CDT data Develop data driven instructional strategies Develop indicators of success
About Assessment What does assess mean to you? Who assesses? What is the value of assessments?
Assessments in your classroom What kinds of assessment do you use? What information do you extract from assessments? What happens in your class after an assessment?
Are you a “Doctor of Student Achievement”? Assess, Diagnose, Analyze, Prescribed instruction, interventions Improved Student Achievement
Focus on the Diagnostic Why: – Guide instruction to meet student needs How: – Align instruction to improve areas of weakness and enrich areas of strength.
CDT Quiz Time YesNoQuestions 1. Can you explain the purpose of the Classroom Diagnostic Tools? 2. Do you know how Pennsylvania educators were involved in the development of the CDT? 3. Can you explain why the CDT should be used? 4. Can you name the target students/groups who should take the CDT? 5. Do you know how often the CDT can be administered? 6. Do you know the URL for the eDIRECT website where you can find the User Guide and other documents? 7. Do you know who might use the CDT? 8. Do you know what content areas are operational in the CDT? 9. Can you name the six components of the CDT Cycle?
Why Use the CDT? Guides instruction and provides support Linked directly to PA Standards Uses Learning Progression Maps to give a snapshot of the how and why students may be struggling
Relevance to the PSSA & Keystone Multiple choice questions Specifically aligned to PA Assessment Anchors & Eligible Content and Keystone Assessment Anchors & Eligible Content
Test Administration Snapshot Online, computer adaptive test – Testing admin prepares log-in tickets. – Teachers administer in computer lap 60 multiple choice questions 50-75 minutes – Pausing is available Beginning of year for diagnosis During year to analyze progress
A Quick “Match” Game 1)Explain information to students, parents, other teachers, and administrators 2)Teach skills and focus/adjust/practice, based on individual needs 3)Determine the skills of every student taking Algebra I 4)Group students by their diagnostic profiles to target instruction, based on CDT results 5)Use detailed diagnostic reports to understand the strengths and needs of each student 6)Consider the progress of each student a)Assess b)Analyze c)Interpret d)Instruct e)Reflect & Monitor f)Share
Classroom Perspective Based on what you see, how could you design whole class instruction? – What areas might be points of emphasis? – Are there any common weaknesses? – What strength can be built upon? – How might you adjust already created unit, chapter, or lesson plans? – Where can you find support resources?
Classroom perspective Can you think of ways you might want to group members of your class? – How? – Why? Are there any individual needs that stand out?
Differentiating Instruction Can you identify individual needs? – Where? – How can I identify specific standards to address with individual students? What methods might you use to assist individuals?
Learning Progressions What are Learning Progressions? – A Learning Progression shows the developmental sequences or building blocks of content/skills students need to master as they progress toward career and college readiness. – The progressions are tied directly to the Assessment Anchors and Eligible Content. – They are also tied directly to the Voluntary Model Curriculum (VMC) Units and Lesson Plans and are posted on the SAS Website. 20
Learning Progressions Why are they important? – Assessment Anchors and Eligible Content provide information about what students should know and be able to do at a given grade/course. – Learning Progressions show how learning within a diagnostic category, based upon the Assessment Anchors and Eligible Content, develops across grades; not just within a given grade/course. 21
CDT Learning Progression Map This report also: – Shows exactly what Assessment Anchor and Eligible Content is measured by each CDT item or items the student answered correctly or incorrectly. – Provides a sample item of average difficulty for each Assessment Anchor as defined by the Eligible Content. – Provides teachers with the most efficient and direct way to find units and lesson plans in SAS directly tied to Eligible Content. – Links directly to additional materials and resources in SAS. 22
Learning Progression Map 23 Hovering over a dot will show the eligible content. Clicking on Materials and Resources will link to SAS, or clicking on Sample Item will allow a view of the sample item for the Eligible Content Code selected. Green and red dots indicate that the student received items for the eligible content. Map Legend
CDT Data Analysis Practice Learning Progressions
CDT Learning Progression Map CDT includes a report tied directly to Learning Progressions. This report: – Provides a scrollable vertical map showing how learning progresses for each diagnostic category across grades and/or courses. – Helps teachers plan targeted instruction by providing a visual snapshot of how the student is progressing. – Includes information as to whether the student is: Still struggling to master foundational content and/or Moving forward with more advanced content. 25
Reflect & Monitor How can you monitor progress between CDT exams? – Are you going to use stand alone assessments? – Can you augment existing assessments? – How will you proceed based on those results?
Wrap-Up Questions Evaluation: www.cliu.org/page/540www.cliu.org/page/540 – Session: CDT: Data to Instruction – Instructor: Eric Lech
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