1. Overview: Balancing Assessments with Data Needs W ISCONSIN D EPARTMENT OF P UBLIC I NSTRUCTION

2. Using Data Series 2 I. Overview: Balancing Assessments with Data Needs II. Using Data to Inform Instruction III. Systematizing Data Use in RTI System IV. Using Data in SLD Identifications

3. 3 Balancing Assessments with Need CONCEPTS COVERED Balanced assessment systems Multiple measures Various types of assessments Various assessment purposes Various assessment data Balancing assessment with data needs

4. Purpose To provide students, educators, parents and the public with a range of information about academic achievement, and to determine the best practices and policies that will result in improvements to student learning. Balanced Assessment System 4

5. Characteristics Includes a continuum of strategies and assessment tools designed specifically to meet discrete needs – daily classroom instruction, periodic checkpoints throughout the year, and annual snapshots of student achievement. Balance is achieved by how you use the data and by employing multiple measures that match various assessments to your intended purpose. It is not necessary to have the same “amount” of formative, benchmark and summative assessments. Balanced Assessment System 5

6. 6 Multiple measures answer multiple questions Assessments allow us to not only look back:  How did the students perform this year? But also to look forward:  How can we adjust teaching and learning so that we improve student performance in the next unit? Balanced Assessment System

7. Balancing multiple measures―and multiple types of assessment data―is key to effective data-based decision making.  No one piece of data will tell you everything about a student. View isolated data with caution.  No one test will do everything. All assessments contain measurement error, and all have a specific purpose (e.g. measuring a small area of content or skills) so all assessments are limited for various reasons.  Balancing multiple pieces of assessment data—formative, benchmark and summative—provides the most robust, sound information for educators. 7 Balanced Assessment System

8. Reflection 8 Consider the system of assessments used in your school and district:  Do teachers see multiple points of data on their students?  What evidence do you have on individual student progress?  How does progress monitoring fit into your practice?  Are you using assessments in line with their intended purpose?  How do the assessments support and inform one another?  What do you do with the results of the different assessments?  Is your assessment system balanced?

9. DPI Balanced Assessment This chart shows the range of assessment options along a continuum. It is important to think of assessment purposes along a continuum. It is not necessary to “label” each assessment, but rather match your need to the purpose. The continuum can be found online: http://dpi.wi.gov/oea/pdf/ balsystem.pdf 9 Balanced Assessment: By TYPE

10. Types of Assessment: Definitions Formative Assessment :  Formative assessment is an intentional and systematic process used by teachers and students during instruction that provides feedback to adjust on-going teaching and learning, (and) to improve students’ achievement of the intended instructional outcomes. [CCSSO, 2007] Benchmark Assessment :  Assessments that fall between formative and summative, including medium scale, medium-cycle assessments that 1) evaluate students’ knowledge and skills relative to a specific set of academic goals, typically within a limited time frame, and 2) are designed to inform decisions at both the classroom and beyond, such as the school or district level. [Adapted from Perie, Marion, Gong & Wurtzel, 2007] Summative Assessment :  Summative assessment is the process of evaluating (and grading) the learning of students at a given point in time. Since it is administered at a particular point in time to determine what students do and do not know, summative assessment is designed to evaluate cumulative learning. It occurs after instruction to help evaluate the effectiveness of instruction and levels of student learning. 10 Balanced Assessment: By TYPE

11. DATA NEED PURPOSE Data used to immediately inform instruction:  Formative assessment Data used to establish a starting point and/or monitor progress:  Benchmark assessment Data used to evaluate cumulative learning:  Summative assessment  To plan learning prior to instruction  To support learning during instruction  To monitor learning between instruction  To verify learning after instruction 11 Linking Assessment Type, Data Need, & Purpose Balanced Assessment: By PURPOSE

12. 12 DPI Balanced Assessment This chart shows the range of data needs along a continuum of assessment choices. It is important to think of the data need in order to match your need to the purpose. The continuum can be found online: http://dpi.wi.gov/oea/pdf/ balsystem.pdf Balanced Assessment: By PURPOSE To plan learning (prior to instruction) To support learning (during instruction) To monitor learning (between instruction) To verify learning (after instruction) Formative Data to quickly inform instruction Student learning goals, or student self-assessment Feedback that informs both student and teacher in order to make real-time adjustments to teaching and learning Feedback that allows teacher to see what progress has been made since last check-in Feedback that confirms what the student knows and can do Examples:-Teacher/Student discussion -First day observations - Teacher/Student portfolio -Class blog; student journal -Open questioning -Running records -Exit activities -Portfolios Benchmark Data to benchmark and monitor progress Data that shows a teacher the instructional starting point for a chapter, unit, semester, or year Data that shows teacher what learning objectives have been mastered; what needs to be addressed next instructionally for individual students Data that tracks student progress over time, providing periodic and multiple data points against benchmarks throughout the year. Can be used to promote program improvement in the short-term; instructional change; monitor student progress Data that is used, along with other data points, to establish a grade or score. Can be used to make decisions about instruction, curriculum, and to make program adjustments Examples:-Screener -Chapter pre-tests -Graded class work -Curriculum based measures (CBM) -Running records -Portfolios -Office discipline referrals -Curriculum based measures (CBM) -Progress report -Interim assessment (post-test) Summative Data to evaluate cumulative learning Data that aids teacher in planning future instruction; reflecting on general patterns; or establishing the big picture within a class of students Data that informs classroom decisions such as groupings, alterations to curriculum maps, etc. Data provides a snapshot (one point in time) of what students know and can do. Can be used to promote program improvement, curricular changes, instructional PD needs at school or classroom level Standardized data is used to make decisions, typically on annual basis, at macro levels, about subgroups, schools, districts, states Examples:-Prior year’s AP Exams -Prior end of year scores -Item analysis of prior summative test -End of unit assessments/grades -Benchmark test scores -End of semester grades - AYP reports -Suspension rates Balanced Assessment System By Purpose

13. In Short Data Need + Assessment Purpose = Balance 13 Balanced Assessment Summary

14. PURPOSE EXAMPLES CHARACTERISTICS DATA USE BALANCING PURPOSE & NEED Data Need: to quickly inform instruction 14 FORMATIVE

15. Data to Quickly Inform Instruction 15 Purpose To inform instruction within and between lessons, for both student and teacher To confirm what the student knows and can do To consider what learning comes next for the student To improve learning and adjust instruction while there is still time to act – before the graded event To involve students in evaluating their own learning FORMATIVE

16. A Note About Terminology Formative strategies are targeted to provide feedback to the teacher and student, not necessarily to produce a grade or a score, and therefore are sometimes called assessment for learning (as opposed to an assessment of learning). Since the emphasis is on instruction rather than testing, others refer to formative assessment simply as “good instructional practice” or “formative instruction” or “formative strategies.” The term “classroom assessment” may refer to summative, benchmark or formative assessments (it depends on the purpose), and as such “classroom assessment” should not be used interchangeably with formative assessment. Data to Quickly Inform Instruction 16 FORMATIVE

17. Data to Quickly Inform Instruction Examples Teacher observations Teacher questioning and class discussions Analysis of student work (graded and non-graded) Brainstorming students’ prior knowledge Exit questions Voting Reflection and self-assessment Peer assessment 17 FORMATIVE

18. Data to Quickly Inform Instruction Instant feedback Informs daily instruction and intervention Seamless integration of assessment and instructional strategies Linked to learning progressions Descriptive data Can be one-on- one administration Aligns instruction and intervention with student need Can be spontaneous or planned Designed and analyzed by those who work directly with student Informal/not standardized Subjective/not necessarily graded or scored Includes student self-assessment Collaborative student-and- teacher Collaborative student-and- student Can be done hourly/daily Can lead to an overabundance of information Can be time consuming A process not a product 18 Characteristics FORMATIVE

19. Data to Quickly Inform Instruction Data Use Immediate feedback to student and teacher Includes student self-assessment, peer-assessment and teacher self-assessment Qualitative data, descriptive, anecdotal informs the teacher (can’t be aggregated meaningfully) Promotes reflection  Student: What do I need to learn before I understand this completely?  Teacher: What learning comes next for this student? Is this student challenged enough? Is this student falling behind? 19 FORMATIVE

20. Balancing Purpose & Need Data can be used to support learning during, between and after instruction. There is a continuum of examples that can be used to quickly inform instruction and to adjust teaching in the moment. 20 FORMATIVE

21. Data Need: to benchmark and monitor progress 21 PURPOSE EXAMPLES CHARACTERISTICS DATA USE BALANCING PURPOSE & NEED BENCHMARK

22. Purpose Data to Benchmark & Monitor Progress To establish a starting point from which students are beginning and to align the instructional starting point to student need (screening) To determine how well students are progressing before too much time passes (progress monitoring) To determine specific needs (diagnostic) To predict performance on summative (predictive) 22 BENCHMARK

23. A Note About Terminology Benchmark assessments serve a variety of purposes and have been referred to by many different names:  “diagnostic assessments”  “interim assessments”  “periodic assessments”  “predictive assessments” We use the term benchmark assessment as it connotes purpose rather than timing of the assessment (interim, periodic) and is broader than some prescriptive names (diagnostic, predictive). Data to Benchmark & Monitor Progress 23 BENCHMARK

24. Examples Midterm or end-of-unit test Progress monitoring of individual students Progress monitoring of a group of students Project presentation or portfolio School/District-wide assessment (locally developed) School/District-wide assessment (commercial product) Data to Benchmark & Monitor Progress 24 BENCHMARK

25. Data to Benchmark & Monitor Progress May be developed by a teacher, school, collaborative team, district, state, or purchased from a vendor Can be administered to small or large group of students Can be used multiple times during the year Can be given weekly, monthly, quarterly, between instructional units Can be used to make instructional adjustments for a student or groups of students Assesses student performance Evaluates the effectiveness of instruction and interventions Guides programming decisions Provides classroom data but can also be meaningfully aggregated and reported up to school or district- levels. 25 Characteristics BENCHMARK

26. Data to Benchmark & Monitor Progress Data Use Benchmark data provides information to the teacher, but unlike formative assessments, the results of benchmark assessments can also be meaningfully aggregated and reported to school or district-levels. Quantitative data, can be aggregated and compared Promotes reflection  Are my students on track? How well are they progressing?  How well is this program/unit working?  “Is the student at-risk of NOT meeting benchmarks?”  Has this student responded to the intervention? Has achievement improved?  Has this intervention been effective? 26 BENCHMARK

27. Balancing Purpose & Need Data can be used to monitor learning during, between and after instruction. There is a continuum of examples that can be used to benchmark and monitor progress of individual students as well as groups of students. 27 BENCHMARK

28. Data Need: to evaluate cumulative learning 28 PURPOSE EXAMPLES CHARACTERISTICS DATA USE BALANCING PURPOSE & NEED SUMMATIVE

29. Data to Evaluate Learning Purpose To determine how students in classrooms, schools, districts, and states are progressing over time To inform curriculum and instruction To use in local, state, and federal accountability 29 SUMMATIVE

30. Examples End of year grades End of course exams State assessment (WKCE, WAA-SwD) National standardized tests (ACT, AP, SAT, GRE, NAEP) Data to Evaluate Learning 30 SUMMATIVE

31. Data to Evaluate Learning Standardized Repeatable Typically given annually Large-scale (can be given simultaneously to a large group) Measures cumulative learning against standards or learning goal Assessments tends to be longer than other types; can have time consuming test administration Can be costly to buy or develop Provides quantitative data Snapshot data (represents one point in time) Data is general, not specific. Best used at aggregate levels to identify group needs rather than specific student needs Collaborative school-and-district Collaborative teacher-and-principal Can be used to track long-term trends Results often received after longer period of time, not usually immediate reporting 31 Characteristics SUMMATIVE

32. Data to Evaluate Learning Data Use Quantitative data (can be aggregated) General or group data not specific to individuals Track trends over time Useful to compare groups to each other (schools, districts, states, subgroups) Promotes reflection:  Are there gaps in our district’s curriculum and instruction?  How does the achievement of districts and schools compare?  How do achievement levels compare over time? 32 SUMMATIVE

33. Balancing Purpose & Need Data can be used to verify learning during, between and after instruction. There is a continuum of examples that can be used to evaluate cumulative learning of students, student subgroups, schools, districts and even states. 33 SUMMATIVE

34. A Note About Reliability & Validity Validity refers to the degree to which evidence supports the interpretations of test scores. It is the interpretation of test scores required by proposed uses that are evaluated, not the test itself. Reliability refers to the consistency or repeatability of a measure or measures. -Adapted from the Standards for Educational and Psychological Testing Not All Data are Created Equally 34

35. A Note About Reliability & Validity Reliability and validity are interrelated. Reliability and validity evidence become more important as the stakes are raised. The wide variety of tests makes it natural that validity evidence will be especially critical in high-stakes cases, less critical in other cases. Validation involves accumulating evidence to provide a sound basis for data interpretations. The starting point for validity evidence is using an assessment, and its associated data, for the purpose for which it was created. Not All Data are Created Equally 35

36. Summary 36 Use more than one type of assessment; employ multiple measures; and gather holistic evidence Not necessary to have the same “amount” of formative, benchmark and summative assessments; balance is achieved by how you use the data Consider assessments, their purpose and characteristics along a continuum of options. Not as important to have balance between assessment types, but balance between types of data that result from various assessments Data from one assessment often informs another as there is often overlap among assessment types Think about all types of data you can gather, rather than the different types of assessment you need to give.

37. Using Data Series 37 I. Overview: Balancing Assessments with Data Needs II. Using Data to Inform Instruction III. Systematizing Data Use in RTI System IV. Using Data in SLD Identifications