assessment: purpose, process, and use ocr grade 6
TRANSCRIPT
Assessment:Assessment:Purpose, Process, and Purpose, Process, and
UseUseOCR Grade 6
2
Introduction to Introduction to the Assessment the Assessment
TrainingTraining
3
“Without data, all anyone has is an opinion.”
W. Edwards Deming
4
“Ideally, assessment and instruction are linked inextricably within any
curriculum. The key to using assessment effectively and efficiently in a program of
instruction is to recognize above all that different types of
assessment tools must be used for different purposes.”
From Reading/Language Arts Framework for California Public Schools
5
Six Key Six Key ElementsElements
6
Six Key ElementsSix Key Elements
All classrooms deliver a
coherent academic program. This includes specific content and an instructional system that is well supported with high quality materials and training.
1.
7
Six Key ElementsSix Key Elements
Everyone at the school uses
a frequent assessment system directly connected to the content of the academic program. This system is designed to be used to improve instruction.
2.
8
Six Key ElementsSix Key Elements
All persons work in
collegial, collaborative school and grade level teams that focus on developing successful, program-specific strategies to improve achievement for all students.
3.
9
Six Key ElementsSix Key Elements
The school engages in content-
specific, site-based professional development with coaching and technical support. Activities are developed using the data generated by the ongoing, program-specific assessment system and are focused on improving instruction for all students.
4.
10
Six Key ElementsSix Key Elements
The school’s active and
knowledgeable leadership takes actions focused on developing and strengthening the academic performance of ALL students in the agreed academic area.
5.
11
Six Key ElementsSix Key Elements
The district provides
coherent, coordinated support and leadership that technically assists the school to focus work and sustain specific improvements in achievement over time.
6.
12
Three Types of Three Types of AssessmentsAssessments
• Screening/Entry Level
• Monitoring
• Outcome/Summative
13
Teacher and Student Teacher and Student MaterialsMaterials
14
The AssessmentThe AssessmentProgramProgram
15
Skills Skills AssessmentsAssessments
16
Overview ofOverview ofSkills Skills
AssessmentsAssessments
17
Answer KeyAnswer Keyand Directionsand Directions
18
Content and Content and RationaleRationale
ComprehensionComprehension
19
Content and Content and RationaleRationale
Checking SkillsChecking Skills
20
Content and Content and RationaleRationale
SpellingSpelling
21
Learning from Learning from ErrorsErrors
22
AnswersAnswersTheme 1 SpellingTheme 1 Spelling
Assessing
1. -ly endings
2. plural spellings for words ending in -f or -fe
3. long e spellings
4. long a spellings
5. wr, r
23
AnswersAnswersTheme 1 SpellingTheme 1 Spelling
Assessing
6. er, ir, ur
7. oo sounds
8. long i spellings
9. long u spellings
10. _ck, k, c
24
Content and Content and RationaleRationale
VocabularyVocabulary
25
Content and Content and RationaleRationale
FluencyFluency
26
General General DirectionsDirections
27
Marking Fluency Marking Fluency PassagesPassages
28
Unit 1 Unit 1 Fluency PassagesFluency Passages
29
The Key to The Key to Reading SuccessReading Success
The sixth grade program supports fluency in seventh grade by ensuring students have automaticity with multisyllabic words.
30
Fluency NormsFluency Norms
31
How Many How Many Minutes?Minutes?
How many minutes does each student read aloud every day in your classroom?It is recommended that every child read aloud in class 20-30 minutes every day.
32
Content and Content and RationaleRationale
WritingWriting
33
General General Directions for Directions for
WritingWriting
34
Narrative Narrative Writing Prompt: Writing Prompt: Student PageStudent Page
35
Writing PromptsWriting Prompts
36
Four-Point RubricFour-Point Rubric
• conventions• genre• writing traits
37
Classroom Classroom Writing Writing
Assessment Assessment ReportReport
38
Classroom Classroom Assessment Assessment ReportReport
39
Looking at the Looking at the DataData
40
Look at Look at VerticaVertical Datal Data
41
Look at Look at HorizonHorizontal tal DataData
42
Analyzing Analyzing Assessment DataAssessment Data
43
Look at the Look at the Horizontal DataHorizontal Data
• Student Groups• Preteaching• Support• Intervention• Accelerated/challenge
44
Independent Work Independent Work TimeTime
45
Identifying Identifying Students for Students for InterventionIntervention
46
Analyzing Analyzing Assessments – Assessments – HorizontallyHorizontally
47
“We must provide high-quality teaching with fidelity to the core to ensure student success
in every classroom.”
It’s All About the TeachingIt’s All About the Teaching
48
Reflecting on Reflecting on InstructionInstruction
• Has Direct Instruction been used?
• Has the lesson been properly scaffolded?
• Has the material been judiciously reviewed?
• Has student engagement been monitored?
49
Next StepsNext Steps
• Formulate a plan to address instructional challenges to improve student achievement
• Tackle one skill area or concept at a time
• Should help from a coach, mentor teacher, or grade-level team member be solicited?
• Would it be helpful to have the coach or principal provide an inservice or lead a lesson study?
50
Five-Step ProcessFive-Step Process
1. Teachers administer the assessments and collect, record, and chart the vertical and horizontal data
2. School meets as a whole faculty to establish the process of using data to improve instruction
3. Team meetings are held to examine data and to agree on instructional improvements
4. Whole school meets to share action plans across grade levels and to develop a site-based staff development plan
5. The school continues to conduct ongoing team meetings/ lesson studies to support improved instruction based on a written action plan
51
End-of-Year End-of-Year AssessmentsAssessments