2 Goals Share comprehensive assessment system goals and scope of work Review context and process for the comprehensive assessment system work Share K-5 assessment portfolio changes
3 Purpose of the Comprehensive Assessment System Work Develop a portfolio of purposeful assessments Provide assessments that drive student learning Establish assessments as instructional tools and resources Change culture of the perception of the purpose of assessments Gauge student learning more efficiently and authentically Reduce time spent testing students
Assessment Portfolio Timeline March-August 2014 October April 2015 Development of assessment portfolio recommendations and non Math and ELA content areas March August Review of current system K-5 Assessment Recommendations Analysis and refinement of K-5 assessment portfolio and structures for data reporting and use Continued Stakeholder Engagement and Communication The Curriculum and Assessment team is working with Dr. Jeri Thompson from the Center for Assessment from January 2014-July 2015
5 Theory of Action A well-constructed comprehensive assessment system provides continuous, coherent, high-quality, and actionable information on student performance that teachers, school leaders, and district and state administrators could use to improve teaching and learning and meet their decision-making needs. At the heart of a comprehensive assessment system is a clear understanding of and alignment to the knowledge and skills and their range of complexity as required by the standards and grade level curriculum.
6 Based on our work, we have developed the following overall recommendations for K-5 ELA and Math: Minimize the number of curriculum-based assessments Incorporate constructed response/performance tasks Structure curriculum-based assessments as formative Identify interim/diagnostic that complements Ensure that the assessments are aligned to the PSSA Give teachers more options
We are recommending reductions in time spent testing at all grade levels 7 GradeCurrentProposed Change in Testing Periods Kdg
Changes to K-5 Math Assessment Portfolio Assessment Type What We Had Proposed for Change by Number of Assessments Change by Periods Benchmark Kindergarten Assessment 3x/year 00 Formative / Summative Math Unit Assessments 8x/year; grades 1 & 2 7/year grades 3-5 Gr. 1-2: 2 District reported 6 School reported 00 Gr. 3-5: 2 District reported 5 School reported 0 SummativeGr 1-2 Math CBA3x/yearEliminate-6 BenchmarkGr 3-5 Math CBA4x/yearEliminate-8 SummativeTerraNova1x/year grades K-2Eliminate-4 Diagnostic Math Scholastic Inventory (SMI) --Gr. K-5: 2x/year (NEW)12 Formative Checkpoint Quizzes 16x/year 16 (negotiable) -16 DiagnosticMath CDT 3-5x/year gr. 3-5 (negotiable) N/A SummativePSSA1x/year 00 TOTAL REDUCTIONS-4-33
Changes to K-5 Literacy Assessment Portfolio Assessment Type What We Had Proposed for Change by Number of Assessments Change by Number of Periods Benchmark Kindergarten Assessment 3x/year 00 DiagnosticDIBELS*3x/year; grades K-53x/year; Grades K-500 SummativeTerraNova1x/year; grades K-2Eliminate-4 Formative / Summative Reading Unit Assessment 6x/year gr x/year gr.3-5 Gr. 1-2: 2 District reported 4 School reported 00 Gr. 3-5: 2 District reported 3 School reported 0-10 Formative Module Assessments 12-15x/year12-15x/year ** DiagnosticLiteracy CDT (negotiable) N/A SummativeGRADE3x/year; grades SummativePSSA1x/year 00 TOTAL REDUCTIONS * Students in grades 3-5 who benchmark on first administration do not retest * *Flexibility in teacher choice of centrally developed vs. teacher developed assessments