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ASSESSMENT GUIDANCE LocalAssessmentGuidance.

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1 ASSESSMENT GUIDANCE LocalAssessmentGuidance

2 ASSESSMENT GUIDANCE INCLUDING OREGON CRITERIA FOR HIGH QUALITY ASSESSMENTS Cristen McLean, Policy Analyst Brian Putnam, Education Specialist JUNE 24, 2014 OREGON DEPARTMENT OF EDUCATION

3 PURPOSE Introduce Assessment Guidance, which was developed to assist districts in the evaluation of assessment options (commercial or locally developed). Developed through collaboration with other State Departments of Education and researchers, including Rick Stiggins.

4 AGENDA 1.Introduce Assessment Guidance 2.Answer, “How can the Assessment Guidance be used?” 3.Answer, “What is included in the Assessment Guidance?” 4.Provide time to review Assessment Guidance and ask questions.

5 ASSESSMENT GUIDANCE CONTENTS Assessment considerations related to whether to develop or obtain assessments Assessment vocabulary Oregon Criteria for High Quality Assessments

6 HOW CAN THE ASSESSMENT GUIDANCE BE USED?

7 TWO IMMEDIATE APPLICATIONS Educators at all levels of leadership are faced with many complex decisions around assessment planning, including two immediate planning needs: Category 2 Assessments for Student Learning and Growth Goals for Educator Effectiveness matrix Use of funds for Formative and Interim Common Core Assessments

8 STUDENT LEARNING AND GROWTH GOALS Category 1 Statewide test OAKS Smarter Balanced Extended Assessment

9 STUDENT LEARNING AND GROWTH GOALS Category 2 Locally developed test Commercially developed test Results from proficiency-based assessment system Locally developed collections of evidence For educators in tested grades, must be used for at least one student learning and growth goal

10 STUDENT LEARNING AND GROWTH GOALS Teachers in Tested Grades Student Learning and Growth Goal 1: Category 1 Student Learning and Growth Goal 2: Category 1 OR Category 2

11 STUDENT LEARNING AND GROWTH GOALS Teachers in Non-Tested Grades Student Learning and Growth Goal 1: Category 2 Student Learning and Growth Goal 2: Category 2 OR Category 1

12 Types of MeasuresGuidance 1  Oregon’s state assessments o SMARTER Balanced (formerly OAKS) o Extended Assessments  Same assessment and administration guidelines are used statewide 2  Commercially developed assessments that include pre- and post-measures  Locally developed assessments that include pre- and post- measures  Results from proficiency-based assessment systems  Locally-developed collections of evidence, i.e. portfolios of student work that include multiple types of performance  Same assessment and administration guidelines are used district-wide or school-wide  Assessments meet state criteria

13 Take 5 minutes… 1.Think of an example of how your district is planning for Category 2 assessments in non-tested subjects. 2.Discuss at your table. Then we’ll popcorn around the room and ask for tables to share out. CATEGORY 2

14 COMMON CORE ASSESSMENTS 1.State Board approved Smarter Balanced Assessment 2.Ways and Means Joint Committee (i.e., legislative budget committee) provided additional funding for assessments, but divided the budget authority. 1.For the summative assessment, ODE has the budget authority (in order to purchase Smarter Balanced). 2.For the formative and interim assessment, districts have the budget authority.

15 INTERIM AND FORMATIVE COMMON CORE ASSESSMENTS Monies provided to school districts to secure formative and interim assessment tools aligned to the Common Core State Standards. Districts received a letter with amount of funding and assessment tool guidelines.

16 INTERIM AND FORMATIVE COMMON CORE ASSESSMENTS Options for how to spend monies: Develop assessments locally Obtain assessments from outside source (commercially developed or open educational resource) Combined approach (develop some and obtain some; pilot multiple approaches within a district)

17 To get a sense of what people are planning, please… Raise your hand if you will be using purchasing an assessment. INTERIM AND FORMATIVE ASSESSMENT

18 To get a sense of what people are planning, please… Raise your hand if you will be using developing the assessments. INTERIM AND FORMATIVE ASSESSMENT

19 To get a sense of what people are planning, please… Raise your hand if you are not yet sure what you will do for these assessments. INTERIM AND FORMATIVE ASSESSMENT

20 WHAT IS INCLUDED IN THE ASSESSMENT GUIDANCE?

21 ASSESSMENT GUIDANCE CONTENTS Assessment considerations related to whether to develop or obtain assessments Assessment vocabulary Oregon Criteria for High Quality Assessments

22 FUTURE DEVELOPMENT Questions for test developers about how test questions or tasks are created and then evaluated for quality. Questions that educators could ask themselves across a series of steps as they locally develop an assessment. Information about sources for assessments (commercial and open education resources) to support districts in their procurement decisions.

23 CONSIDERATIONS: TRANSPARENT ASSESSMENTS Transparent assessments means that educators know: Purpose of the assessment What is covered on the assessment (standards) How the assessment was developed (alignment of items to standards, etc.)

24 NON-TRANSPARENT ASSESSMENTS Example Scenario Assessment was obtained from an outside source and dropped into the class Training was not provided related to purpose, contents of assessment (and/or information was not accessible) Students completed the assessments without educators knowing anything about the questions Educators have to trust that questions are aligned to standards but do not have any way to confirm Results came back without them being tied to standards or useable by educators

25 Take 5 minutes… 1.Think of an example of non-transparent assessment that you have used in your district. 2.Discuss at your table. Then we’ll popcorn around the room and ask for tables to share out. NON-TRANSPARENT ASSESSMENTS

26 TRANSPARENT ASSESSMENTS Example Scenario Assessment was developed locally (or obtained from outside source) and reflects same standards that drive local curriculum Training was provided related to purpose, contents of assessment (and accompanying information is accessible) Educators are familiar with questions or types of questions and can confirm the alignment of the questions to the standards. Results are tied to standards and useable by educators.

27 Take 5 minutes… 1.Think of an example of transparent assessment that you have used in your district. 2.Discuss at your table. Then we’ll popcorn around the room and ask for tables to share out. TRANSPARENT ASSESSMENTS

28 TYPEPURPOSE TYPES OF DECISIONS TO BE INFORMED Summative Used to provide culminating evidence of performance against a defined learning target  What standards has each student mastered?  What grade does each student receive? Interim Mid-cycle Results can be meaningfully aggregated and reported alongside summative  Predictive: What performance can be anticipated on the summative assessment?  Evaluative: Is the curricular program or strategy effective?  Instructional: How should the instruction and curriculum be adapted to better meet student needs? Formative Used to identify how teachers can adjust instruction to increase learning  Where can we improve instruction right away?  Which students need specific help?

29 ASSESSMENT CRITERIA USE Flexibly developed so that it can be used to evaluate specific assessments, including: Locally developed assessments Commercially developed assessments Assessments from outside resources, including open educational resources

30 Criteria 1. Clear Purpose Why am I assessing? 2. Clear Learning Target(s) What am I assessing? 3. Quality Assessment How can I assess it well? 4. Proper Test Administration How will I ensure test conditions do not interfere with a student’s ability to perform well on a test? 5. Effective Communication of Results How will I share results for maximum impact? CRITERIA

31 HOW TO READ THE CRITERIA TABLES

32 ASSESSMENT GUIDANCE REVIEW Page through the Assessment Guidance document and discuss it at your table. Write down any questions or feedback you have, then we’ll go around the room to answer questions.

33 FEEDBACK Feedback on the Assessment Guidance is welcomed and will be collected through the Summer Assessment Institute: summer-assessment-institute summer-assessment-institute Please send suggestions to Cristen McLean


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