1. The Data-Driven Classroom: Using Assessment Data to Drive Instruction
November 2018:
Sarah Perryman and Natalie Nordby Chen

2. Goals & Essential Questions
I can define the various types of assessment and explain their intended purpose and use.
I can evaluate my current use of assessments and devise a plan to improve my practice.
I can create a plan to utilize assessment data from multiple sources throughout the year.
What is an assessment? What are the various types of assessment?
How do I choose the right assessment for my purpose? How can I make better decisions when it comes to choosing and designing assessments?
How can I use assessment data to improve my instruction?

3. Optional PD Activity: Text Graffiti
Write the following three terms on Chart Paper, and hang them around your work space: Formative, Interim, and Summative.
Take 2-4 minutes to have group members silently walk around and write down phrases or words they associate with the term on each piece of paper. It can be a statement, question, definition, etc.
When time has been called, elect one person to read a few of the ideas on each poster.
Discuss: Were your ideas similar? Vastly different? What questions will you need answered as you go through this course?

4. What is ‘assessment’?

5. Pre-Assessment Assessments are… (check all that are true)
always graded
informative
100% of a student’s grade
measures of learning
a good tool for evaluating teacher effectiveness
measures for accountability
a complete picture of a student’s abilities
TRUE:
informative
measures of learning
measures for accountability

6. Defining Assessment
Assessment is defined as “the evaluation or estimation of the nature, quality, or ability of someone or something”
In education, we typically use assessments to measure the nature, quality, and ability of our students’ academic learning
Assessments can take on different purposes, forms, and functions.
These three elements are what must be considered and analyzed before, during, and after a unit in order to have…
an effective assessment system
maximum impact on student learning

7. Why do we need assessments?
In order to answer why we need assessments, we must first answer the question: What is the purpose of education?
Typically, the answer is that the purpose of education is student learning or developing students’ ability to think critically to solve 21st century problems or to create individuals who can contribute to our society.
If assessments are truly a tool for measuring learning, then our goal is not to raise test scores but to increase student learning (our ultimate educational purpose).
Thus, assessments show us where students are currently in their learning and should highlight for us the areas in which students need the most support in order to grow.

8. How do we use assessments?
“Some [i.e. assessment administrators] need to inform instructional decisions as learning unfolds in the classroom, while others make programmatic decisions based on periodic assessment results. Still others depend on annual test results to evaluate long-term progress. Sometimes assessment users rely on the process and results to motivate and support student learning. At other times, schools and districts use assessment data to certify and report achievement” (Stiggins, 2018).
Assessments can be used to address a myriad of school-related practices and/or issues.
Assessment data can be evaluated by a number of stakeholders. How you support these stakeholders through analysis will directly impact the value of the decisions made using the data.

9. What constitutes ‘Assessment Data’?
“Data-driven educational decision making refers to the process by which educators examine assessment data to identify student strengths and deficiencies and apply those findings to their practice.
This process of critically examining curriculum and instructional practices relative to students' actual performance on standardized tests and other assessments yields data that help teachers make more accurately informed instructional decisions (Mertler, 2007; Mertler & Zachel, 2006).
Local assessments—including summative assessments (classroom tests and quizzes, performance-based assessments, portfolios) and formative assessments (homework, teacher observations, student responses and reflections)—are also legitimate and viable sources of student data for this process.”
(Mertler, 2014)

10. Take-Away
Our purpose in assessing student learning should be to determine what a student currently knows and does not know.
Once we have that information, our instruction should be geared to meet individual student needs (to the best of our abilities).
We should assess and reassess often so that we have the most up-to-date picture of student ability and need.
Students should see how the assessment is purposeful.

11. Types of Assessment

12. As we begin to think about what form of assessment we will need to choose, we must make sure that we are making a decision that is valid and reliable. While the test must be valid and reliable, our choice and intention must align the purpose, form, and function.

13. Valid and Reliable Assessments
Reliability refers to how accurately an assessment delivers a useful and consistent result
Different forms of a test should yield equal results
Benchmarks should have the ability to be correlated
Questions over the same standard should work to tell an accurate story
Scoring should be consistent when using a rubric
Validity refers to how well a test measures what it is intended to measure
Content validity- the assessment measures what was taught and nothing else; students must only be assessed over what they are expected to know
This is where backwards design and standards-driven practice becomes important

14. Assessments for learning...

15. Formative Assessment
Formative Assessments are meant to reflect student understanding and possible misconceptions during the learning process.
Formative Assessments are equally meaningful to both teacher and student. Assessment data should be used by both parties as the learning process moves toward a final assessment.
Formative Assessments should connect the unit learning targets to what has been done and inform students of the expectation for future performance.
These can be used for a grade, but they do not have to be assigned a grade in the gradebook.

16. Formative Assessment
“Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”
-State Collaborative on Assessment and Student Achievement (2007)
5 Attributes of Formative Assessment:
Learning Progressions
Learning Goals for Criteria for Success
Descriptive Feedback
Self- and Peer Assessment
Collaboration

17. Interim Assessment
Interim Assessments are meant to measure growth toward the learning goals (standards-derived).
Interim Assessments should serve as a prediction for performance on the summative.
They should work to inform the teacher and student over material learned and not learned (yet).
These are more likely to count for a grade and cover a larger amount of content.
These are usually planned to occur at specific points within a unit of study; they are usually common assessments or benchmarks

18. PD ACTIVITY: Evaluate your Formative Assessment Process: Tool
CCSSO outlines 5 attributes of an effective assessment program. These five attributes are (1) Learning Progressions, (2) Criteria for Success, (3) Descriptive Feedback, (4) Peer and Self-Assessment, and (5) Collaboration.
With your team, review the attached Tool and analyze your current use of classroom assessment against the five listed attributes.

19. Assessment of learning...

20. Summative Assessment
These occur at the end of a unit/period of study and provide evidence of learning and mastery of the standards.
These assessments provide information that can be used to evaluate programs, curriculum, and schools as a part of a system.
The results of such assessments usually have merit outside of the classroom context. Meaning, results of these assessments are meant to be reviewed by more educators than just the classroom teacher.
The results of these assessments do not always translate to immediate changes in classroom instruction.

21. Matching Question (2 each)
State Assessment
Exit Slip
District Benchmark Assessment
Mid-Chapter Quiz
Pre-Assessment
Final Exam
Formative
Interim
Summative
Formative = pre-assessment and exit slip
Interim = mid-chapter quiz and district benchmark assessment
Summative = state assessment and final exam

22. Assessments and Learning

23. Assessment Use

24. Assessment as, for, and of Learning
Assessment as Learning:
Personalization
Teachers develop capacity to create independent learners who set goals, monitor progress, and reflect on learning and summative assessments are based on student mastery
Assessment for Learning:
Differentiation
Assessment involves time-based testing and teachers provide feedback to advance learning
Assessment of Learning:
Individualization
Summative Assessment is grade-based and involves time-based testing which confirms what learners know and don’t know

25. Using Assessment Data

26. PD ACTIVITY: Assessment Use
For each quadrant, list off the assessments that you currently have in place in your school and district.
Then, answer these questions about each assessment:
What learning is being measured? What is the bar for proficiency? How does this data inform your instruction?
Based on your answers, what changes do you think must be made to your current system of assessment?

27. Defining Assessment Literacy
“Another name for this purpose is developing assessment literacy. As the examples demonstrate, literacy in educational assessment involves more than counting or ranking.
It involves specifying what specific learning you are measuring;
understanding how the questions or tasks in the measure form a sample of that domain of learning;
understanding properties of the scales, numbers, or categories used in the measurement;
and being able to reason from all these things to make sound interpretations and decisions.”
(Stiggins, 2018)

28. Using Assessment Data
In order to be assessment literate, we must engage in the following processes: identify your goals for student learning; identify the objectives you have for your students/what it is students must do in order to demonstrate understanding;, specify your approaches toward addressing your goals/what evidence based practices will you employ; specify the measures you will use to evaluate whether students are making adequate progress toward meeting your goals; share results with your team in order to evaluate your progress and make decisions regarding next steps; and finally, make any necessary changes before beginning the cycle again.

29. Teachers and Assessments
Teaching to the test vs Testing what you teach
Identifying Goals means planning with the end in mind. Meaning...
You can better ensure that the standards are at the center of your curriculum, instruction, and assessment
You are better able to establish a criterion for success before, during, and after the unit of study
Students have multiple opportunities to work with the content that will be assessed in a way that prepares them for the assessment
Students know what is expected of them aren’t put in a “gotcha” position at the time of the summative exam
You can create checkpoints leading up to the summative (formatives) that can be used for intervention

30. They took the test, now what?
Analyze student test results by item. If more than half of students missed the same item, it is most likely due to an issue with how the learning occurred. This provides the teacher valuable feedback on what to go back and reteach and how to shape learning opportunities in the future.
“Many teachers may initially say, “I taught them. They just didn't learn it!” But on reflection, most recognize that their effectiveness is not defined on the basis of what they do as teachers but rather on what their students are able to do. Can effective teaching take place in the absence of learning? Certainly not.”
-Guskey, 2003

31. Using Assessment Data
“Looking at a broader array of data can help teachers avoid putting too much weight on a single measure of student performance and, therefore, reduce the risk of making inaccurate and invalid decisions about student learning and teaching effectiveness” (Mertler, 2014).
Optional PD Activity: Think about the multitude of data points you have on any one student in your class. What can all of that data work to tell you about a student? How do you weight the importance of these various assessments and/or data points?
Create a “data profile” for one student in your class. Work to accumulate as much data on this student as you can, then, as a group, work through how you will unpack each students’ data set.

32. Assessment Literacy
In order for assessments to be utilized properly in generating valuable change...
“...everyone involved [in analysis] is assessment literate—meaning, for example, that they can...
differentiate among purposes of assessment;
insist on and promote the collection of dependable evidence;
and understand how to use assessment processes to foster students' growth and awareness of their own learning progress.
Only then can instructional decisions be based on dependable evidence arising from the wide variety of efficient sources that begin in the classroom.”
(Stiggins, 2018)

33. Using Assessment Data

34. 7 Keys for Giving Students Valuable Feedback (Wiggins, 2012)
Goal-Referenced
Tangible and Transparent
Actionable
User-Friendly
Timely
On-Going
Consistent
Feedback vs Advice Feedback vs Evaluation

35. Assessments in Practice

36. Students and Assessments
“When we leave students out of assessment considerations, it is akin to fighting with one arm tied behind our backs. We fail to leverage the best asset we have: the learners themselves. What might happen if students were instead at the heart of the assessment process, using goals and results to fuel their own learning? What if they were more assessment capable? (Absolum et al., 2009).
What does it mean for students to be assessment capable? Here's a rundown:
They are aware of their current level of understanding in a learning area.
They understand their learning path and are confident enough to take on the challenge.
They can select tools and resources to guide their learning.
They seek feedback and recognize that errors are opportunities to learn.
They monitor their own progress and adjust course as needed.
They recognize what they're learning and can teach others.”
(Frey, Fisher, & Hattie, 2018)

37. Why/How should we create “assessment literate” students?
Motivation- Students who feel appropriately challenged and capable are more likely to persist through a learning task and find lifelong success through learning. “Getting the degree of challenge just right is crucial: not too hard, not too boring. The effect size of this so-called “Goldilocks” level of challenge is 0.72, nearly doubling the speed of learning.”
Goal Setting- Students need to know how their learning will support them in the future, and to do this, they must be active participants in creating learning objectives. Students must own the learning targets which then translates into ownership of the learning tasks and assessments.
Self-Regulation- In order for students to be successful before, during, and after a learning task, they must be able to evaluate their own needs and progress. “Teachers interested in developing assessment-capable learners create regular opportunities for students to...appraise their work and examine their own progress toward learning goals.”
Feedback- “Effective feedback from teachers to students has an effect size of 0.75…[feedback must be] timely, specific, understandable, and actionable.” Frey, Fisher, and Hattie (2018)

38. Assessments and Mastery
In “The Five Musts for Mastery” (Tucker, 2013), Catlin Tucker outlines five things that support student mastery of standards in our classroom. Let’s examine these five “musts” and connect them to the design and implementation of an effective assessment system.
Creativity and Play
Student-Centered Learning
The Freedom to Choose
Shared Goal Setting
Timely and Specific Feedback

39. (1) Creativity and Play
It is important that students have time to explore and create. It is in these moments that students must ask questions and think critically to solve problems.
Teachers can use these opportunities to explore students’ interests, ways of thinking and learning, and can evaluate any (mis)conceptions held by students.
When thinking about assessment, Creativity and Play would most likely take on the form of an Informal Formative Assessment.

40. (2) Student-Centered Learning
Create an environment where every student can contribute to the learning taking place in the classroom.
This can promote student self-regulation, monitoring, and peer review.
Students should also be seen as more than receivers or sources of knowledge; they should also be seen as directors. Meaning, they take on a role in the creation of the learning and the goals associated with that learning.
This connects students to the learning objectives and plan for success.

41. (3) The Freedom to Choose
As we move toward personalizing instruction, it is important that we think about allowing students choice over the time, pace, and path of their academic journey in our class. Thus, as we think about designing our assessment system, we must consider the following:
Does the assessment task allow for student-generated outcomes?
Meaning, if the assessment is connected to our standards, can the student determine how mastery is demonstrated?
Does my assessment system allow for multiple opportunities for a student to show mastery?
Am I using formative assessment to implement remediation?
Am I using my assessment system in a way that gives students enough time to obtain mastery?

42. (4) Shared Goal Setting
Giving students voice and choice regarding their path and performance in your class has a positive effect on student achievement.
Use pre-assessment and formatives to help students generate their path toward proficiency. Offer students multiple opportunities to assess their own progress and share in creating solutions for failure, stagnation, or needed challenge.
When students have demonstrated mastery, allow them a role in determining the next step.

43. (5) Timely and Specific Feedback
As we saw earlier, feedback has a 0.75 affect rate on student improvement and achievement.
An assessment system that balances formative, interim, and summative tasks allows educators an opportunity to provide different types and levels of feedback regularly.
Feedback can be formal or informal.
Feedback should guide teacher instruction and student activities.
Feedback should be linked to action steps and standards.
Feedback is not evaluative (although it can be sometimes).

44. The Reflective Practitioner

45. Make Assessments Meaningful
Professional Learning Communities should...
Give teachers time to explore examples.
Think together about assessments and results.
Change your message around assessments.

46. Make Assessments Meaningful
School Principals should...
Make data part of the ongoing cycle of instructional improvement.
Teach students to examine their own data and set learning goals.
Establish a clear vision for schoolwide data use.
Provide supports that foster a data-driven culture within the school.
Develop and maintain a districtwide data system.

47. True/False Question
The Purpose, Form, and Function of an assessment should always be aligned.
What I teach in class should match what is assessed in class.
Students should not know what they did incorrectly on an assessment.
Students should be involved in creating assessments of and for learning.
Assessments are too big to ever get right.
True
False

48. Resources www.ksassessments.org
utes/Using_Data_Formative_Assessment_St.Ignatius_MAHS_ Oct2016.pdf
t_blue.pdf
e10fbc43eb0d

49. Sarah Perryman, EPC-English Language Arts
Kansas State Department of Education
900 SW Jackson St.
Suite 653
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies:  KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785)