2. ‘ ACCESS’ TO ASSESS

3. NCLB accountability for results more choices for parents greater freedom for states and communities for more local control and flexibility and an emphasis on using proven education methods based on scientific research. http://www.emsc.nysed.gov/nclb/

4. Accountability for Results is facilitated through Assessments Summative Formative

5. Summative Assessments are used to make a judgment of student competency after an instructional phase is complete. http://fcit.usf.edu/assessment/basic/basica.ht ml

6. Formative Assessments on-going assessments, reviews, and observations in a classroom used to improve instructional methods and student feedback throughout the teaching and learning process. http://fcit.usf.edu/assessment/basic/basica.ht ml

8. There is an abundance of evidence that establishes a positive and predictive relationship between formative assessment and student achievement. (Black & Wiliam, 1998, Black et al, 2004, Peterson & Siadat, 2009)

9. The Shepard (2008) review of the National Mathematics Advisory Panel’s (the Panel) 2008 report to the nation cites the Panel’s acknowledgement of these findings with “the Panel emphasizes that ongoing monitoring of student learning is a hallmark of effective instruction.”

10. Identification of successful implementations of effective formative assessment strategies have remained elusive. (Black & Wiliam, 1998, Black et al, 2004, Shepard, 2008)

11. FORMATIVE ASSESSMENT Norm-referenced formative assessment Criterion-referenced formative assessment.

12. Norm-referenced Assessment yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured refers to the process of comparing one test-taker to his or her peers. http://en.wikipedia.org

13. Criterion-referenced Assessment provides for translating scores into a statement about a persons relationship to a specified subject matter Most tests and quizzes written by school teachers are criterion- referenced tests The objective is simply to see whether or not the student has learned the material. http://en.wikipedia.org

14. Various reports and studies have suggested solutions that have alternately highlighted criterion- referencing (Tyree, 2006), and the importance of timeliness and frequency in administering formative assessments (Peterson & Siadat, 2009),

16. The use of Personal Digital Assistants for purposes of formative assessment has been highlighted in (DerVanik, 2005)

17. PDA (Personal Digital Assistant) Hand-held Computer Smartphone EDA Pocket-sized Wireless Mobile

18. THE PDA IN ‘ACCESS’ TO ASSESS Data Collection http://en.wikipedia.org/wiki/Personal_digital_assistant Connectivity 2-Way Synchronization

20. The use of Database Management Systems in Education has been highlighted by (Pulliam, 2005, Tolley & Shulruf, 2009).

21. DBMS A collection of records and files that are organized for a particular purpose. Viescas, J. L. & Conrad, J. (2007). Microsoft Access 2007: Inside Out. Microsoft Press. Redmond: WA.

22. SASI (School Administration of Student Information)

23. DBMS (DataBase Management System) A Database Management System is a set of computer programs that controls the creation, maintenance, and the use of the database of an organization and its end users. http://en.wikipedia.org/wiki/Database_management_system

24. MICROSOFT ACCESS Desktop DBMS Standalone Work Station Shared Client/Server Mode across a Network Microsoft Office Suite

25. DIFFUSION OF ‘ACCESS’ TO ASSESS?

26. PDAs V. SMARTPHONES Data compiled from various Google.com articles on PDA and Smartphone sales figures

28. ‘ACCESS’ TO ASSESS HAS ALL OF THE ATTRIBUTES NECESSARY FOR AN INFORMED ADOPTION

29. ‘ACCESS’ TO ASSESS HAS A RELATIVE ADVANTAGE OVER OTHER SOLUTIONS Cost Social Status Rationality Rate of Adoption Little need for Incentives

30. ‘ACCESS’ TO ASSESS HAS COMPATIBILTY WITH POTENTIAL ADOPTERS Existing Values Past Experiences Needs Rate of Adoption

31. ‘ACCESS’ TO ASSESS IS NOT COMPLEX As easy as using a cell-phone Boolean Data Input Easy Uploading No Unfamiliar Concepts Rate of Adoption

32. ‘ACCESS’ TO ASSESS HAS TRIALABILITY AND OBSERVABILITY Scalability Classroom Data Rate of Adoption

33. A PLAN FOR DIFFUSION: A CENTRALIZED APPROACH

34. 1 ELEMENTARY, 1 MIDDLE, & 1 HIGH SCHOOL 1 COMMITTEE IN EACH SCHOOL EA. COMMITTEE = 1 ADMINISTRATOR, ≥ 2 TEACHERS, & MYSELF COMMITTEE MEMBERS SHOULD BE OPINION LEADER TYPES

35. DESCRIPTION OF ROLES

36. MY ROLE – PD FOR COMMITTEE, DESIGN & ADMINISTER SATISFACTION SURVEY COMMITTEE – RESPOND TO SURVEY TEACHERS – IMPLEMENT ATA ADMINISTRATORS – OBSERVE & EVALUATE IMPLEMENTATIONS BOARD MEMBERS – INTERPRET SURVEY DATA & DECIDE TO ADOPT

37. ADOPTION PROCESS

38. EARLY ADOPTERS - BOARD MEMBERS EARLY MAJORITY - COMMITTEE MEMBERS LATE MAJORITY – THE TEACHERS IN THE PILOT SCHOOLS LAGGARDS – THOSE THAT MIGHT RESIST THE CHANGE

39. THE ROLE OF BOARD MEMBERS AS CHANGE AGENTS

40. DEVELOP A NEED FOR CHANGE ESTABLISH AN INFORMATION EXCHANGE RELATIONSHIP DIAGNOSE PROBLEMS CREATE AN INTENT TO CHANGE TRANSLATE AN INTENT INTO ACTION STABILIZE ADOPTION AND PREVENT DISCONTINUANCE ACHIEVE A TERMINAL RELATIONSHIP

41. CRITICAL MASS SHOULD BE ACHIEVED EARLY IN THE LATE MAJORITY

42. IN SUMMARY Assessment is mandated by NCLB Formative Assessment is preferred because of its facility for ongoing and real-time return of data NMAP has emphasized that “ongoing monitoring of student learning is a hallmark of effective instruction.”

43. IN SUMMARY Criterion-referencing is preferred because of its ability to align to standards Criterion-referencing has been explained in Benjamin Bloom’s theory of Mastery Learning

44. IN SUMMARY PDAs (smartphones) are in widespread use DBMSs (MS ACCESS) will allow for efficient data collection and organization ATA is cost-effective ATA requires minimal Professional Development ATA will diffuse quickly

45. ATA is a superior formative assessment data collection and organization method.

46. Tolley & Shulruf (2009) inform us that in order to turn a body of data, assessment or otherwise, into useful information for knowledge-based decision-making at any level, it must be collected, organized, analyzed, and reflected upon.