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Have you downloaded WSSDA 2014? Search for the app in iTunes or Google Play Store and join the conversation. WELCOME. 1.Tap Agenda 2.Locate this session in the agenda 3.Tap Check In
Adding Depth and Breadth: Crafting a Balanced Assessment System
Mindset ( Dweck, Stanford University) Fixed Mindset Avoid Give Up Effort as worthless Ignore negative feedback Threatened by others Growth Mindset Embrace Persist in face of setbacks Effort path to mastery Learn from criticism Find lessons and inspiration from success Opportunities Challenges Obstacles Effort Criticism Success Of Others
Essential Learning Outcomes Understanding the components of assessment types and a comprehensive, balanced assessment system Gain a detailed understanding of the data elements that can provide key information to teachers, administrators and other stakeholders Learn the steps to crafting a balanced assessment system
Is Using Student Data Effective? The National What Works Clearinghouse reported after a meta-analysis of studies that the overall evidence is “weak” that using achievement data to support instructional decision-making will result in increased measured student performance. But, why? The reasons for the weak empirical support is that most schools do not implement key strategies with fidelity and in a rigorous enough fashion to achieve measurable positive outcomes
Key Strategies of Performance-Driven School Systems (University of Southern CA.) 1.Building a Foundation for Data-Driven Decision Making. 2.Establish a Culture of Data Use and Continuous Improvement. 3.Invest in an Information Management System 4.Select and Collect the Right Data. 5.Building School Capacity for Data-Driven Decision Making. 6.Analyze and Act on Data to Improve Performance.
University of Southern California (USC) Conceptual Framework for Data-Driven Instruction in High Performing School Districts Diagnostic, Formative, Summative, progress monitoring - Balanced assessment system Data Analytic System Improvement Plans, Protocols, Monitor progress, follow through, accountability
Characteristics of a High-Quality Balanced Assessment System Multiple levels of assessment data that is relevant and actionable at each stage of the teaching and learning process. Designed to meet the needs of key educational decision-makers, including parents. Ability to adjust and adapt to meet the learning needs of all students through collaboration and intervention implementation. Fit with the district mission, vision and goals.
Type of Assessments within a Balanced Assessment System Categories of Assessments Summative Formative Criterion Referenced Normative Referenced Types of Assessments Universal Screening Diagnostics Benchmarks or Interims Common Formatives Progress Monitoring End of Term No assessment is inherently summative or formative. An assessment becomes a formative assessment when you use the information to guide current, on-going instruction
Basic Balanced Assessment System Formative Benchmark Summative TYPE: Short Term Ongoing Evaluation Strategies Periodic Diagnostic/Progress Assessments Large-scale Assessments FEEDBACK: Frequent, i mmediate Feedback Multiple Data Points Across Time Annual Snapshot FOCUS: Student-Centered Classroom/School-Centered School /District/State-Centered Some assessments show characteristics of more than one type
Formative Assessment Continuum of Formative Assessment Stiggins (2005) Frequent Assessments Daily Student Self-Assessment Assessment of Learning Assessment as Learning Assessment for Learning Evaluating Students Determines status Grading Guides Instruction Responds to student needs Student-Teacher Conference Teacher-Student Confer Student self assessment metacognition
Traditional School Assessments Benchmark, Common & Summative Assessments
Benchmark or Interim Assessments Measure progress on larger units of a districts’ curriculum (EX: “quarterly benchmarks”). Administered several times per year (EX: fall, winter, spring, quarterly). Economical assessment. Schools identify students in need of further intervention. The information becomes “dated” rather quickly due to on-going instruction.
Formative (Common) Assessments Used to inform instruction Sometimes known as “mastery monitoring” or measurement of skill mastery. Known as “common assessments” administered after smaller segments of instruction (skills, standards, units or chapters). Rich diagnostic information and target specific areas of learning deficits (EX: specific skills, knowledge, standards). Examples: classroom assessments, observations, quizzes, unit exams, locally-developed standards-based assessments.
Summative Assessments Administered well after the material is taught. Does not generally affect the current, on-going instruction for students. Often used for grading students. Can be used to measure growth of students Provides feedback to teachers as to how to improve classroom instruction in the future. Informs stakeholders how students or the system progressed during a given time frame. Examples: State NCLB assessments (EOC End of course tests, ACT, SAT, AP)
Summative Assessment Data May Suggest: Changes in curriculum Changes in instructional strategies Changes in staffing ratios or class sizes Changes in course offerings Changes in entire programs Focused professional development Determination of value added & teacher effectiveness But, will not affect the teaching and learningof current students.
Moving Towards a More Comprehensive Assessment Plan Universal Screener, Diagnostic, Progress Monitor, Computer Adaptive
Universal Screening Assessments Skill based, economical assessments, not standards based and typically administered in reading and math. Used as an early warning system for prediction of performance on high stakes accountability assessments. Screening for students at risk within an RtI Model. Excellent for measuring growth over time Examples: AIMSWeb, NWEA, aFAST, DIBELS
Diagnostic Assessments Standards-based assessments often provide data that is not specific enough to design targeted instruction. Assess micro skills or learning targets. Can be a formal or informal tool. Often is a performance- based assessment to measure student response. Students receiving tier II or tier II interventions may require assessments that drill down to measure very specific sub- skills in reading or math. Example: Phonics assessment that each and every phonic skill that student knows and does not know; Math fact fluency assessment dx of specific math algorithms
Progress Monitoring Used as a type of formative assessment for RtI. Tier II or tier III interventions require very frequent progress monitoring assessments and will allow for measurement of small incremental improvement. Highly focused on one or two skills/standards by the targeted intervention. The assessment often has national norms for expected growth trajectories. The assessment is very efficient to administer. The data can be displayed to show discrepancy between where the student is performing relative to the expected level. The data can be graphed to measure a change in rate of progress relative to expected growth over time.
Computer Adaptive Assessments Can drill down to the content, skill and standard grade level Nationally-standardized in reading, math, science and English (K-12 depending on test). EX: NWEA MAP, aFAST System, Let’s Go Learn
The Right Data System Robust platform to store and report all student data in effective ways. All the data must be one convenient place for staff and administration. A Few Key Elements: Student/Parent Portal access Customizable, interactive data dashboards for teachers and Admin System integration and data importing Deliver a variety of assessments online or paper Available item banks Assessments linked to standards for reporting High level data analysis for single and multiple measures Longitudinal analysis capabilities Captures and reports student performance in all areas (EX: behavior)
Creating the Assessment Vision at the District Level
The Literature suggests……… The majority of districts simply do not develop a systematic, longitudinal plan around assessment and data utilization.
Balanced Assessment System – Step 1 Develop a District Assessment Leadership Team Creates the vision Drives implementation Sets goals and targets Monitors progress Collects feedback to improve system Collaboration is KEY! Includes various stakeholders: District admin with decision- making and resource allocation authority Curriculum & instruction Assessment staff Teacher reps Admin reps Special group reps (psychs, counseling, health, non-core areas)
Balanced Assessment System – Step 1 School Assessment Leadership Teams Each School has a team that reports back to the district leadership team Helps design and create assessments as appropriate Implements the vision Drives school & classroom level implementation Monitors goals and targets Provides feedback loop to district team to improve system Include team members from various areas: Principals. Teacher reps from all core areas Special group reps (psychs, counseling, health, non-core areas) Collaboration is KEY!
Balanced Assessment System – Step 2 Inventory All Current Assessments Being Administered – Identify types of assessments being given across the various grade levels in the target content area(s) and for what specific reason. – How is the data being used? Are the results demonstrating the data protocols are working? – Why is each assessment being administered? What are the gaps?
Balanced Assessment System Step 3 Stakeholder Group Analysis “Does your current inventory of assessments meet the data needs of all groups? – Which stakeholder groups need assessment data? – Parents, admin, teachers, students, school board, community, state, federal – What are the decisions and questions that need to be addressed by each group? – What specific assessment information needs to be provided to each stakeholder group? Rarely do districts analyze their system from this perspective
Balanced Assessment System Step 4 Identification of curricular areas that require assessment data Reference back to the stakeholder analysis Core academic areas: Math, ELA, Science, Social Studies Non-Core areas: music, PE, world languages ESL, Gifted/talented, Special education AP, CTE/ROP
Balanced Assessment System Step 5 Create an Assessment Alignment Map for each curricular area identified in Step 4 Map the information from stakeholder groups in step 2 to the appropriate assessment approaches. Stakeholder groups – What data is needed from each assessment method? For each curricular/programmatic need, what info is obtained from each method? What are the strengths of each method? **This is where mistakes are made! Do not jump to selection of specific tools and vendors. Can lead to the point where people ask: “Why do we give this assessment anyway?”
Assessment Type ScreeningBenchmarkFormativeSummativeDiagnostic Students Areas to grow Areas of strength % correct Standards msty % correct Standards mastery Prof. Level Teachers ID at-risk ID needs Grouping needs Student instr. Needs, grouping Item analysis Standards mast. Classroom % Item analysis Standards mast. Instrctnl needs strand data, proficiency level Overall effect Admin ID at-risk x teacher x grade x school Broad areas of need/strength RtI Selection Crit. Data x teacher, building, district overall compare, RtI Growth levels Selection Crit. Data x teacher, building, district overall Parents Area of concern Strengths Comparisons NPR NPR, 3x yr. Growth level gradesProficiency status, on- track Community Yearly growth datanoneAYP status District Trends Board District trends District overall State/Feds %age of at-risk x grd none AYP status State Growth Math – Grade 3 C. Balow, 2011
Balanced Assessment System Step 6 Create Assessment Infrastructure Determine timeline for assessments to be in place. Determine administration frequency & timelines Determine who will conduct the assessment & logistics Determine where the data will go and how it will be accessed and reported. How will your assessments be created? Prebuilt or homegrown? Will your assessments use purchased item banks or create your own items? Assessment Infrastructure Determine cut-scores, targets, proficiency levels of the various criterion-based measures. Determine specific program selection criteria. Logistic regression prediction models to determine students if are “on-track” to achieve specified outcomes. Who maintains & reports out the data?
A Quick Summary 1.Create district and school assessment teams 2.Inventory current assessments in use 3.Identify key stakeholder groups (key questions) 4.Identify content areas in need of assessment data 5.Determine Data requirements by stakeholder group (Assessment Data Alignment Map) 6.Complete Assessment Approaches/Measures Map x content area x grade 7.Design assessment delivery infrastructure and timelines
Abram Jimenez email@example.com (213) 280-1122 Thank You
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