Assess to find out specifically where a child is having problems
The difference between a formative and a summative assessment has also been described as the difference between a physical and an autopsy. Professional learning communities Prefer physicals to autopsies. Dufour, et al, 2004 Reason for AssessingType of Assessment Who needs additional assistance? How many? Universal Screening What specific skills need targeting? Diagnostic Testing Should we keep or change our intervention? Progress Monitoring
TierScopeAssessmentAdmin byFrequency Tier 1 Universal All studentsDibels MAPS Aimsweb STEEP CBM Classroom Teachers Fall, Winter Spring Tier 2 Progress Monitoring Some students Dibels Aimsweb STEEP CBM Classroom Teacher Every other week Tier 3 Intensive Progress Monitoring Few students Dibels Aimsweb STEEP CBM Classroom Teacher Weekly
Assist with drill down Determines what assistance each child needs. May be class wide or individual Many different types Looks for assessments that are Valid Reliable High level of fidelity
More frequent Keep it simple Do it with fidelity Chart the progress
S—specific, clearly stated, simple M—measurable based on quantifiable data A—Attainable and realistic R—Related to student performance and achievement T—Timebound
Baseline: Data before interventions are put in place Aimline or goal: How much you want to achieve Graph the data to determine whether or not progress is being made.
Key features of effective formative evaluation systems Student performance is measured frequently (e.g., once/week) and results in quantitative data Progress is monitored toward an observable, measurable, and ambitious goal Progress is graphed and viewed regularly Data decision rules are used to evaluate the effectiveness of interventions and determine when modifications to interventions are needed