assessment: results & implications for instruction
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Assessment: Results & Implications for Instruction. Parent meeting – October 13, 2011. WHY?. NCLB- “No Child Left Behind” –2002 Every state must have an assessment for annual tests in reading/language arts and math in grades 3-8 in place by the 2005-06 school year. - PowerPoint PPT PresentationTRANSCRIPT
Assessment:Results &
Implications for Instruction
Parent meeting – October 13, 2011
WHY?NCLB- “No Child Left Behind” –2002• Every state must have an assessment
for annual tests in reading/language arts and math in grades 3-8 in place by the 2005-06 school year.
• Assess every student in science at least once in each of these grade spans:
3-5, 6-9, 10-12.• Align state assessments with
standards • Have all students attain a level of
proficiency by the 2013-2014 school year.
NJ ASK(Assessment of Skills &
Knowledge)Summative assessment.Once a year in spring.
WHO?• All students enrolled in New Jersey public
schools must be tested. • English Language Learner students and
special education students are included.
WHAT?LANGUAGE ARTS ASSESSMENT• Writing- Explanatory-30 minutes
Speculative-30 minutesPersuasive – 30 minutes
• 3 Reading Texts Narrative Texts 30 minutes each Informational Texts with open-ended questions and multiple choice
questions Each multiple choice question is worth 1 point and each open-
ended question is worth up to 4 points.
WHAT? MATHEMATICS ASSESSMENT- Approximately 130 minutes• Multiple Choice - MC• Short Constructed Response - SCR• Extended Constructed Response - ECR
WHAT? SCIENCE- NJ ASK 4 and 8• 4 Parts- each part includes 43 multiple-
choice items and 3 open-ended items• Life Science- 40% of the test• Physical Science- 30% of the test• Earth Science- 30% of the test
How is the test data utilized?
By the federal government and state:• AYP-Adequate Yearly Progress• NJ School Report Cards
• By each individual school
Adequate Yearly Progress
Each state must develop a timeline that effectively ensures that 100% of students are proficient in the state’s academic standards (reading and math) by 2013-2014.
12 years
2003 2013-2014Academic Year Academic Year
(100%)
9
How is the test data utilized by the school?
• To compare data from similar schools/district schools
• To analyze and compare data over the years to identify areas of strengths and weaknesses
• To examine test scores to identify areas of strengths and weaknesses on a grade level and for individual students.
• To analyze data to direct instruction• To plan instruction based on student needs• To intervene for student improvement• To integrate test taking strategies across the
curriculum
How to Interpret Test Scores
• ISR- Individual Student ReportsIdentifies areas of proficiency in LA, Math and Science (grade 4 & 8 only)
Advanced Proficient = 250 - 300Proficient = 200 - 249Partially Proficient = 100 - 199
New Jersey State Benchmarks for AYP
Content Area
Grade Span
Starting Point2003
2005-2007
2007-2010
2011-2013
2014
Language Arts Literacy
3rd-5th 68 75 59 79 100
6th-8th 58 66 72 86 100
Mathematics
3rd-5th 53 62 66 83 100
6th-8th 39 49 61 80 100
NJ Applying to Federal Govt for NCLB Waiver. State wouldHave to put their own assessment standards in place.
NJ-ASK 8 2010 – 2011 LCCS mean vs. State mean
0
50
100
150
200
250
300
LCCSState Mean
NJ-ASK 4 2010 – 2011 LCCS mean vs. State mean
0
50
100
150
200
250
300
LCCSState Mean
NJ ASK 42010-2011 Math & LAL Proficiency
0
10
20
30
40
50
60
70
80
90
100
LAL Math
White
African American
Hispanic
Economically Dis.
NJ ASK 82010-2011 Math & LAL Proficiency
0102030405060708090
100
LAL Math
White
African American
Hispanic
Economically Dis.
LCCS is in Early Warning Status this year for AYP.
Year 2 – would be considered a school in need of improvement unless the state of NJ gets a waiver.
Formative
Assessment
Building a Coherent Assessment System
Summative Summative/Formative
Formative
High Stakes(Long Cycle)
Classroom(Short Cycle)
Benchmark/Early
Warning Summative(Long Cycle)
Weekly/Monthly(Medium
Cycle)
Assessment of Learning – Assessment for Learning
Summative Summative / Formative Formative
High Benchmark / Weekly/ Stakes Early Warning Monthly Classroom
Summative
No!
Assessment for Learning –
Assessment of LearningSummative Summative / Formative Formative
High Benchmark/ Weekly/ Stakes Early Warning Monthly Classroom
Summative
Yes!
Assessments in Practice
Student Performance
Min
ute
-by-
Min
ute
(Form
ativ
e)
Day-b
y-D
ay
(Form
ativ
e)
Week-b
y-W
eek/
Month
-by-
Month
(Form
ativ
e)
Twice
-a-Y
ear
(Early
Warn
ing
Sum
mativ
e)
Annual
(Sum
mativ
e)
Formative Assessment Evidence-
Base
Global
&
All Subjects
K – 16
&
All Socio-Economic Contexts
Effect Size!
“ ….. formative assessment has a
more profound effect on learning
than do other typical educational
interventions, producing effect sizes
of between .4 and .7”
Lorrie Shepard, Past PresidentAmerican Educational Research
Association
Formative Assessment
“ ….. formative assessment is a
process used by teachers and
students during instruction that
provides feedback to adjust
ongoing teaching and learning.”Formative Assessment and
Next-Generation Assessment
Systems: Are We Losing an Opportunity?
September, 2010
“Hijacked”
“The research-based concept of formative assessment, closely grounded in classroom
instructional processes, has been taken over—hijacked—by commercial test
publishers and is used instead to refer to formal testing systems called ‘benchmark’
or ‘interim’ assessment systems.”
Lorrie Shepard, Past PresidentAmerican Educational Research
Association
Formative Assessment Involves:
using evidence of learning to adapt lessons
in real time to meet students’ learning needs;
it includes:sharing learning expectations, learning
strategies, & evidence of success
engineering discussion and questioning
providing & receiving feedback
activating students as learners
Formative Assessment: A Framework for Teaching & Learning
Where the learner is going
Where the learner is right now
How to get there
Teacher Clarifying and sharing learning intentions and criteria for success
(Sharing Learning Expectations, Learning
Strategies, and Evidence of Success)
Engineering effective classroom discussion, questions, & learning tasks that elicit learning evidence
(Engineering Discussion & Questioning)
Providing feedback that moves learners forward
(Providing & Receiving Feedback)
Peers Understanding and sharing learning intentions and criteria for
success
(Sharing Learning Expectations, Learning
Strategies, and Evidence of Success)
Activating students as instructional resources for one another
(Activating Students as Learners)
Learner Understanding learning intentions and criteria for success
(Sharing Learning Expectations, Learning
Strategies, and Evidence of Success)
Activating students as the owners of their own learning
(Activating Students as Learners)
Formative Assessment: The Elements
SharingAct
ivating
Provid
ing/
Receiv
ing
Engineering
Sharing Learning Expectations, Learning Strategies, & Evidence of Success
Learning Expectations: WALT – We Are Learning ToBe Focused – Separate Expectations from Context
(SMART but not DUMB)
Learning Strategies: Thinking Strategies
Strategies for Getting Unstuck
Evidence of Success: WILF – What I Am Looking For (High Quality End Product)
Stages on the Journey
Tuning into Students’ Minds
Discussion – A Culture of Discussion (Discussion Strategies & Tools)
Questions & Questioning – Differentiation in Questions (Factual Questions; Opinion Questions
+ Divergent Questions; Focus Questions; Hypothetical Questions; Inquiry Questions; Inventive Questions;
Probing Questions; Rhetorical Questions; Verification Questions
+ Teaching Questioning; Learning Questioning; Growth in Questioning)
Stepping Forward with FeedbackTeacher-to-Student
(Focus on the Task, not the Person;
Highlight & Prompt Grading)
Student-to-Teacher
(Traffic lights; Exit Cards)
Student-to-Student
(Student Judgment; Comparison Feedback)
Activating Students as LearnersCollaborative Learning
(Not Learning in Groups, but Group Learning) Reciprocal Teaching(Student as Teacher)
Meta-Cognition(How Students Learn)
Motivation(Success Mindset)
Peer and Self Assessment(Scaffolded Practice)
Towards Student Success
A Strategy for Success
Clarify &
Explore
Design &
Deliver
Verify &
Enhance