1. How Assessment Supports RTI2 and Closing the Achievement Gap
Barb Williams
Allen Pratt

2. Norms Active participation (questions welcomed!)
Respect for all colleagues and students
If you need to stand and stretch/move about, please do so.

3. To examine actual summative assessment in small groups
Goals
To review classroom assessment practices that support district/state/national assessments and RTI²: Tier 1
To examine actual summative assessment in small groups
To revise items to reflect assessment practices discussed

5. The Need for Quality Assessments

6. Balanced Assessment

7. Curriculum, Instruction, Assessment
(How?)
Curriculum
(What?)
Strategies; RTI2; Differentiation; Collaboration; Flexible Grouping; etc.
Standards;
Curriculum; Pacing Guides
Assessment
(How Well?)
Formative; Summative; Common Assessments; Benchmarks; State; National

8. A Balanced Assessment System
Assessment Data
W.I.N. (What I Noticed)
Responsive Teaching
Common Benchmark Assessment
Formative Instruction
State Testing
Value-Added Analysis & Class Reports
Check & Change
Did your goals and strategies make a difference?
What will you do to improve teaching and learning?
Look for Strengths & Weaknesses; Formulate Goals

9. Assessment in Your Classrooms

10. Alignment of Assessment to Standard
Consider This
“Research shows that teachers spend from a quarter to a third of their professional time on assessment-related activities.
Stiggins, R.J. (1999). Evaluating classroom assessment training in teacher
education. Educational Measurement: Issues and Practice, 18 (1),

11. The Need for Assessment to Inform Instruction
Selecting Purposeful Assessments
Developing Local Assessments
Balanced Assessments
Effective Use of Data to Guide Instruction
Measuring and Closing Achievement Gaps
Student Mobility/Placement
Computer-Based Assessments

12. Connections to Formative Instructional Practices (FIP)
Using clear learning targets
Collecting and documenting evidence of student learning
Providing effective feedback
Student ownership of learning

13. Balanced Assessment System: What do I know about my students?

14. The Foundations of Quality Assessments

15. High-quality Assessment

16. High-quality Assessment

17. Ways to Improve Validity
Eliminate assessment items that contain content unrelated to what is intended to be measured.
Ensure a representative distribution of assessment items.
Ensure item alignment to both the content and the skill levels.
Ensure that demonstration of mastery of content and skills being measured is not affected by content and skills not being measured.

18. Alignment
Since our ultimate goal is to improve learning and teaching through the use of the data generated from student growth measures, the assessments used must be closely aligned to articulated standards taught in the classroom.

19. Content Skills Alignment
What do I want my students to know and be able to do?
Content
Skills

20. Is this item aligned?

21. Is this item aligned?

22. Is this item aligned?

23. Is this item aligned? Handout 2
Let’s look at a classroom assessment for alignment. Review the standards on Handout 2 [NF = Numbers and Fractions]

24. Is this item aligned? Handout 2
Let’s look at a classroom assessment for alignment. To what standard would these questions likely be aligned?
Examine questions 1-3
Examine questions 4-7
Examine question 8
Examine question 9
Examine question 10

25. Planning for Quality Assessment

26. Webb’s Depth of Knowledge vs Blooms Taxonomy
Many new standards require teachers to look beyond the verb to determine the level of cognitive complexity.
1st Grade: Describe characters, settings, and major events in a story using key details.
2nd Grade: Describe how characters in a story respond to major events and challenges.
3rd Grade: Describe characters in a story (e.g., their traits, motivations, or feelings), and explain how their actions contribute to the sequence of events.

27. Review Assessment Quality: 3rd Grade Math
3rd Grade Math –Fractions
Apply Webb’s Depth of Knowledge (DOK) Levels to this Assessment.

28. Assessment Blueprints
Start With a Plan
Record the prioritized learning expectations that will be on the assessment.
Identify the assessment methods to be used.
Identify the level of complexity of the learning expectations and the assessment items.
Determine how much “weight” each learning priority will receive.
Balance the rigor of the assessment.

29. Assessment Blueprints Handout

31. High-Quality Assessment Design

38. Review samples of revised assessment items Handout

39. Resources
TNCore.org – sign up for updates - The latest on instruction & assessment for Tennessee about CCSS! Each school has an access code, but you can get to some resources without it. The FIP training modules (code required) go into depth on the all Formative Instructional Practices – New Modules. (Pearson -- integral to TN assessment) Open Education Resources