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Formative Assessment System for Teachers: Close the Gap with Something That Works
Dr. Sarah BrownIowa Department of EducationDr. Theodore ChristUniversity of Minnesota & Fast Bridge LearningDr. Megan E. CoxMinnesota Department of Education
Caveats & Disclosures• Potential Conflicts of Interest
• Theodore J. Christ, PhD has equity and royalty interests in, and will serve on the Board of Directors for, FastBridge Learning (FBL) LLC, a company involved in the commercialization of the Formative Assessment System for Teachers (FAST). The University of Minnesota also has equity and royalty interests in FBL LLC. These interests have been reviewed and managed by the University of Minnesota in accordance with its Conflict of Interest policies.
• Federal Funding• The research reported here was supported by the Institute of Education
Sciences (R324B060014, R324A090038, R305A120086, R324A130161) and Office of Special Education Programs (H327A060014-07, H327A090064, H327A100012, H327A110024, H327S150004), U.S. Department of Education, through grants to The University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Office, Institute, or Department.
Summary (What was Promised)Instructionally relevant assessment systems can enhance opportunity and equity; especially if they are efficient and provide timely information. The characteristics of such systems has eluded developers and users of formative assessment and evaluation. This may be related to misplaced paradigmatic loyalties (computer adaptive versus nonadaptive, multiple choice versus performance-based, psychometric versus behavioral/observational), which confuse and distract educators who just want something that works.
This symposium will present findings and perspectives from state-level implementations of the Formative Assessment System for Teachers (FAST; FastBridge Learning) in Iowa and Minnesota along with district-level implementations in other states.
Summary (What was Promised)
• Introduction (10 min, Dr. Christ)
• Minnesota Kindergarten Entry Program (15 min, Dr. Cox)
• Iowa State-Wide Early Warning System (15 min, Dr. Brown)
• Using Data & Closing (10 min, Christ)
• Questions from audience (10 min, Drs. Brown, Cox, & Christ)
METHODS, PARADIGMS, EPISTEMOLOGY, AND PURPOSE
Data Collection, Interpretation, and Use
Paradigms as Method
Paradigms of Assessment• Psychometric Assessment
– Classical Test Theory– Generalizability Theory– Item Response Theory
• Behavioral Assessment– Curriculum-based measurement– Curriculum-based assessment– Direct behavior ratings– Systematic direct observation
• Diagnostic C & I Assessment– Teacher made– Curriculum embedded
Methods of Assessment• Modality
– Standardized, unstandardized– Individual, group– Adaptive, Non-adaptive– Selection, production– Timed, untimed– Computer, paper, in vivo
• Scoring– Standardized, unstandardized– Qualitative, quantitative– Dichotomous, polytomous– Automated, person scored
• Interpretation– Norm-referenced– Criterion-referenced (benchmark)– Self-referenced (intra-individual)
Paradigm as EpistemologyParadigms of Assessment(Serafini, 2000)
• Assessment as Measurement– Positivistic (knowledge is factual)– Large-scale, standardized,
psychometric, selection, automated scoring, understand learned in sterile conditions
• Assessment as Inquiry– Constructivist (knowledge is subjective)– Small-scale, unstandardized,
individualized, diagnostic C&I, production, person scored, understand learner in context
• Assessment as Procedure– Positivistic (knowledge is factual)– Elements of Measurement & Inquiry– Small-to-large scale, semi-standardized,
psychometric w/ and performance-based responses, production, person scored, emphasis on learner in context
Roles of Assessment Paradigms (Nagy, 2000)
• Gatekeeping• Accountability
• Instructional Diagnosis
• Instructional Diagnosis• Maybe
– Gatekeeping & Accountability
Paradigms as Epistemology
Epistemology – study of “what we know?”Realist –objective fact counts as knowledgeRelative – subjective experience counts as knowledge
Ontology – study of “how we know?”Realist – knowledge derives from discovery of factsRelativism – knowledge derives from subjective experience
Assessment as InquiryAssessment as Procedure
Assessment as Measurement
58%33%
8% 0%
Paradigms as Purpose
Purpose and Use of Data• Formative (Interim)
– Identify Problems– Analyze Problems– Plan Solutions– Monitoring Solutions
• Summative (Interim)– Evaluate Problems– Evaluate Solutions
Targets of Assessment• Systems
– Individual, group
• Programs– One, group
• Educators– Individual, group
• Students– Individual, group
Systems are at the CoreProblems are rarely specific to a student.
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Systematic Problem Solving• Problem Solving
– Problem Identification– Problem Analysis– Plan Development– Plan Implementation & Monitoring– Plan Evaluation
• Problem (P)– difference between what is expected (E) and what occurs (O)
• (Professional) Problem Solver→ (Professional) Educator– someone who acts to reduced or eliminate a problem– data are collected to inform the change of professional behavior
Systematic Processes Solve Well-Identified ProblemsBeginning with Core Systems.
12
Systemsare at the core ofimprovement
Systematic Problem Solvingof Common Problems
Think about the Layers/Domains
Pillar of Systems Thinking
Learn to improve with aSystematic Process
that iterates across Systems, Domains and Problems.
18
&DBR
Paradigms
Paradigms
ConvergentPurposes
ConvergentPurposes
ConvergentPurposes
MINNESOTA
Minnesota’s Early Education Assessment Landscape2002-2015
• Statutory Requirements for Assessment– Birth to Five
• School Based Preschool Programs
– Kindergarten Entry• Kindergarten Readiness Assessment
– Reading Well By Third Grade• Yearly Reporting
Minnesota Department of Education - DO NOT COPY
National Perspective• Early childhood historically
focused on environmental quality and process quality until system reform efforts redefined how we view children’s learning– 50 states have early learning
standards– 26 states have a formal
definition of school readiness– 37 states measure children’s
readiness at kindergarten entry
• Federal initiatives provided funding for assessment design and revision:
• Race to the Top – Early Learning Challenge
• USDOE, Enhanced Assessment Grants
• USDOE, Preschool Development/ Enhancement Grants
Center for Early Education Learning Outcomes, 2014National Center for Education Statistics, 2013
Expectations for Young Children1995• NAEYC Position
Statement• Few states adopt school
readiness definition
Today• States continue ecological
perspective and include:– School Readiness
definitions– Early Childhood
Standards• 5 domains
– Lack of operational definitions
Community Ready
School Ready
Family Ready
Child Ready
The Kindergarten Entry Assessment pilot
Two goals– Refocus energy to classroom practice– Focus on standards
• Empirical equivalence to standards– Using both early learning and K
standards
• Two broad phases– Phase 1 – alignment– Phase 2 – assessment equivalency
Nominate
Phase 1
Phase 2
Minnesota Department of Education - DO NOT COPY
Developmental Milestones• Constructed using the Early Childhood
Indicators of Progress
Measures academic and non-academic skills
Criterion referenced, observational tool
Other tools tested
– Beginning Kindergarten Assessment– Brigance Inventory of Early Development– Desired Results Developmental Profile*– Early Learning Scale– Teaching Strategies Gold*– Work Sampling System*– Formative Assessment System for
Teachers*Minnesota Department of Education - DO
NOT COPY
Method
Mixed method approach• Tool-to-standard crosswalks• Content validation process• Claim and evidence
summaries• Technical adequacy• Empirical alignment to
standards• Relative difficulty• Concurrent calibration• Standard setting
Sample• Phase 1: 1,694 • Phase 2: 1,504• Mean age = 5.78 years• 78% white• 94% English speakers
Minnesota Department of Education - DO NOT COPY
Pilot PhasesPreliminary
criteria
Crosswalk coverage
Evidentiary reports
Statistical alignment Teacher use
Cadre scores
Equivalency analysis
Performance across groups
Scalability
Phase 1
Phase 2
Tools can be piloted and re-piloted
Minnesota Department of Education - DO NOT COPY
Conceptual Alignment
Phase 1 - Relative Difficulty
Example Item Maps- FAST DevMilestones Cognitive
Minnesota Department of Education - DO NOT COPY
Example Item Maps- FAST Language Literacy
Phase 1 - Relative Difficulty
Minnesota Department of Education - DO NOT COPY
Phase 2 – Concurrent Calibration
.5-1.5 -.5 1.5 2.5 3.5-2.5-3.5 4.5 5.5
1 12 23 3
4 4 5 56 6
DRDP
Language, Literacy, and Communication
0 0 1 1
2 23 34 4
C CO ON NS S
FAST
0
GOLD
01 12 23 3
4 45 56 6
7 78 8
WSS1 12 2 3 3
Phase 2 – Concurrent Calibration2-2 0 4 6 8-4-6 10
1 1 2 2 3 3 4 4
5 56 6
DRDP
FAST
GOLD
WSS
0 01 1 3 32 2 4 4
0 01 12 2
3 34 45 5
6 67 78 8
1 1 2 2 3 3
Social Emotional
Significance
• Links measurement and learning standards • Fits within EAG, PDG and RTT-ELC federal
initiatives• Allows districts and states choice of tool based
on quality criteria• May provide legislative support for statewide
expansion of KEAs
Minnesota Department of Education - DO NOT COPY
Iowa Context
• State provided earlyReading, R-CBM, and aReading as part of MTSS implementation in 2013-2014.
• Legislation changes led to offering the tools statewide.
Iowa Context
• Early Literacy Implementation Law implemented in 15-16
• Requires• K-3 Screening 3 times/year• K-3 Progress monitoring weekly for all
learners below benchmark targets• Screening and PM using DE Approved
Measures
Iowa Context
'13-'14
'14-'15
'15-'16
10% Implementation
94% Implementation
Over 95% implementation
2015-2016 FAST Implementation
• Screening: • 2,767,775 administrations
• Progress Monitoring: • 2,043,829 administrations
• CBM-R• 2,954,884 administrations
• aReading: • 345,323 administrations
CBMreading & aReading
712,823279,532
956,939
1,949,294
922,592
345,323
2,043,829
3,311,744
0
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
3,500,000
CBMreading Screen aReading Screen CBMreading PM Total
2014-15 2015-16
Note. Each CBMreading screening included three administrations per occasion (administrations = 2,138,470; 2,767,775). Screening occurred three times per year.Once CBMreading PM was used weekly for students below the screening benchmarks.
EarlyReading Measures371,480
262,852229,709 222,491
99,41460,174 41,621 37,171
11,164 1,7500
50,000100,000150,000200,000250,000300,000350,000400,000
Administrations
FASTBridge Spanish4,421
656 655 586302 200 101 98 95
0500
1,0001,5002,0002,5003,0003,5004,0004,5005,000
Administrations
IGDIs Measures36,130.00 35,891.00 35,765.00 35,749.00
22,909.00
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
Picture Naming Rhyming Sound ID WODNB First Sounds
Administrations
State Connections: Special Education
Iowa’s State Personnel Development Grant• OSEP Grant: 5 years, 2015-2020• Purpose: to improve practitioner ability to
diagnose, design, and deliver high-quality Specially Designed Instruction (SDI) for diverse learners so that learners with disabilities are successful.
• Focus on Early Literacy
Using growth on FASTBridge assessments as a grant evaluation measure.
State Connections: Accountability
Assessment and Data-Based
Decision-Making
Intervention SystemLeadership
UniversalInstruction
Infrastructure
Healthy Indicators
Assessment SystemHealthy Indicator Ideal Cut Scores Data Source
Percent of learners screened with a valid and reliable universal screening tool.
Intensive: 0-79%Targeted: 80-94%Universal: 95-100%
Spring 2016 Screening
Percent of learners not at benchmark assessed with a valid and reliable progress monitoring tool at least 90% of the weeks between screening periods.
Intensive: 0-69%Targeted: 70-89%Universal: 90-100%
Winter – Spring 2016 Progress Monitoring
• Purpose of administration• Testing vs. Teaching• Data Use
Assessment System
Universal InstructionHealthy Indicator Ideal Cut Scores Data Source
Percent of learners at benchmark in a screening period.
Intensive: 0-59%Targeted: 60-79%Universal: 80-100%
Spring 2016 Screening
Percent of learners at or above benchmark in the fall remaining at or above benchmark in a subsequent screening period.
Intensive: 0-84%Targeted: 85-94%Universal: 95-100%
Fall 2015 – Spring 2016 Screening
Universal Instruction
• Priority area of focus• Classwide Intervention
Intervention SystemHealthy Indicator Ideal Cut Scores Data Source
Percent of learners below benchmark two consecutive screening periods receiving intervention.
Intensive: 0-79%Targeted: 80-94%Universal: 95-100%
Fall 2016 Substantially Deficient designation and intervention scheduling
Percent of learners below benchmark in the fall who then score at or above benchmark in a subsequent screening period.
Intensive: 0-49%Targeted: 50-64%Universal: 65-100%
Fall 2015 - Spring 2016 Screening
Challenges and Next StepsChallenges• Practitioner understanding of the purpose of screening
and progress monitoring.• Early childhood integration.• Relationship to proficiency measure currently used.Next Steps• Continued training.• Support for utilizing progress monitoring data to make
instructional decisions.
PURPOSE AS PARADIGMINTERPRETATION AND USE OF DATA
Methods, paradigms, epistemology, and purpose
54
&DBR
Phase 2 – Concurrent Calibration
.5-1.5 -.5 1.5 2.5 3.5-2.5-3.5 4.5 5.5
1 12 23 3
4 4 5 56 6
DRDP
Language, Literacy, and Communication
0 0 1 1
2 23 34 4
C CO ON NS S
FAST
0
GOLD
01 12 23 3
4 45 56 6
7 78 8
WSS1 12 2 3 3
Phase 2 – Concurrent Calibration2-2 0 4 6 8-4-6 10
1 1 2 2 3 3 4 4
5 56 6
DRDP
FAST
GOLD
WSS
0 01 1 3 32 2 4 4
0 01 12 2
3 34 45 5
6 67 78 8
1 1 2 2 3 3
Social Emotional
& DBR
CBMreading & aReading
712,823279,532
956,939
1,949,294
922,592
345,323
2,043,829
3,311,744
0
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
3,500,000
CBMreading Screen aReading Screen CBMreading PM Total
2014-15 2015-16
Note. Each CBMreading screening included three administrations per occasion (administrations = 2,138,470; 2,767,775). Screening occurred three times per year.Once CBMreading PM was used weekly for students below the screening benchmarks.
0%9%
36%34%32%
29%16%
6%6%
2%2%2%4%
17%21%
32%34%
34%35%
43%56%
65%89%
85%74%74%
16%20%
32%33%33%
36%41%
38%29%
9%13%
23%23%
44%32%
0%0%0%0%0%0%0%0%0%0%0%
23%19%
0%0%
0%0%0%0%0%0%0%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
0123456789
101112
0 1 2 3 4 5 6 7 8 9 10 11 12CBM-R 0% 9% 36% 34% 32% 29% 16% 6% 6% 2% 2% 2% 4%aReading 17% 21% 32% 34% 34% 35% 43% 56% 65% 89% 85% 74% 74%aMath 16% 20% 32% 33% 33% 36% 41% 38% 29% 9% 13% 23% 23%eReading 44% 32% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%eMATH 23% 19% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
MANY NEEDS, MANY PURPOSES, MANY PARADIGMS…
PARADIGM AS PURPOSE.NOTHING LESS WILL DO.
Multi-PurposeMulti-MethodMulti-SourceMulti-Paradigm
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