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All You Want to Know About the K-2 Assessments Amy Scrinzi, Ed.D North Carolina Department of Public Instruction
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Agenda History of K-2 Assessment K-2 Instructional & Formative Assessment Tasks K-2 Mid-Year Benchmark Assessment K-2 Summative Assessment
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http://www.ncdpi.wikispaces.net
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NC History 1997-1998 –NC State Board asked: “What are we doing for K-2 Accountability?” –Telephone survey, board hearings, 2-day Feedback workshop –Board Policy Developed 2000-2001 –First K-2 Assessment
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State Assessment Requirements State Statute(115C-174.11): (a) Assessment Instruments for First and Second Grades. – The State Board of Education shall adopt and provide to the local school administrative units developmentally appropriate individualized assessment instruments consistent with the Basic Education Program for the first and second grades, rather than standardized tests. Local school administrative units may use these assessment instruments provided to them by the State Board for first and second grade students, and shall not use standardized tests except as required as a condition of receiving federal grants.
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State Assessment Requirements The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
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State Board Requirements Intended purposes of these assessments: (1) to provide information about the progress of each student for instructional planning and early interventions; document growth over time (2) to inform parents about the status of their children relative to grade-level standards (3) to provide next-year teachers with information about the status of each of their incoming students (4) to provide the school and school district information about the achievement status and progress of groups of students in K, 1, and 2
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K-2 Math Assessment Formative Instructional & Assessment Tasks Mid-Year Benchmark Assessment Summative Assessment
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K-2 Formative Instructional & Assessment Tasks
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Formative Instructional & Assessment Tasks Moves beyond only whether an answer is right or wrong. Focuses attention on the thinking and processes that all students use in solving the tasks. Provides opportunities to demonstrate his or her knowledge, skill, and understanding.
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http://commoncoretasks.wikispaces.com/
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Administration Manual
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Grade Specific Tasks
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K-2 Tasks Task Blackline Master Student Form
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Task
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Blackline Masters
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Student Forms
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K-2 Tasks Tasks Blackline Master Student Form
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Student Record-Keeping Forms
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Frequently Asked Questions
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Contributors
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State Assessment Requirements The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
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Your Comments & Questions
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K-2 Mid-Year Benchmark Assessment
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State Assessment Requirements The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
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Purpose of a Benchmark Assessment Receive some feedback about student achievement at a particular point in time Additional information used to –Identify students who seem to be mastering the content we are teaching and those who are struggling Identify individuals who need additional help and possibly need focused interventions Identify individuals who need to be challenged to continue to grow Joyner & Muri, 2011
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Benchmark Assessment A benchmark assessment is like a snapshot- it provides a picture of a student’s performance at one point in time.
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Benchmark Assessment This snapshot is combined with other “pictures” to create a comprehensive photo album of a student’s mathematics performance.
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Setting the Mid-Year Benchmarks Major Work of the Grade & Critical Areas CCSS Progressions NRC- Early Childhood Progressions TAP Math Progressions Assessing Math Concepts, Math Pilot
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State Assessment Requirements The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
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Kindergarten Student Summary Class Summary Teacher Directions & Student Proficiencies
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DRAFT
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Student Summary DRAFT
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Class Summary DRAFT
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First & Second Grade Student Summary Class Summary Student Booklet
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DRAFT
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Student Summary DRAFT
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Class Summary DRAFT
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Determining Proficiency
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Proficiency When students are proficient they can: –Model and explain the concepts, –Use the mathematics appropriately and accurately, and –Are fluent and comfortable in applying mathematics.
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Proficiency Levels Level ISeldom Level IIIInconsistent Level IIIConsistent Level IVAbove
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DRAFT
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Determining Proficiency Focus is at the Cluster Level –What’s the goal students are working towards? Often more than one task to determine proficiency Proficiency score is not the only data to use to determine overall proficiency
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Determining Proficiency
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Administration Manual
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State Assessment Requirements The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state-developed materials, adaptations of them, or unique assessments adopted by the local school board.
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K-2 Math Mid-Year Benchmark Dissemination
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If you are the District Leader for Mathematics, and have not received an email correspondence from Susan Hart, please contact her immediately: susan.hart@dpi.nc.gov
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K-2 Summative Assessment
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NCDPI will provide a Summative Assessment Review process Disseminated directly to District Leaders
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K-2 Math Assessment Formative Instructional & Assessment Tasks Mid-Year Benchmark Assessment Summative Assessment http://commoncoretasks. wikispaces.com/ Emailed directly to District Leader
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Your Comments & Questions
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DPI Contact Information Kitty Rutherford Elementary Mathematics Consultant 919-807-3934 kitty.rutherford@dpi.nc.gov Amy Scrinzi RTT-ELC Program Lead 919-807-3839 amy.scrinzi@dpi.nc.gov Barbara Bissell K – 12 Mathematics Section Chief 919-807-3838 barbara.bissell@dpi.nc.gov Susan Hart K-12 Program Assistant 919-807-3846 susan.hart@dpi.nc.gov http://www.ncdpi.wikispaces.net
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