Data, decisions, action slideshare

Data Decisions

Action

Aligning Assessments for Better

Instructional Decision Making

Student progress

CCSS

Teacher evaluation

Instructional Technology

Collaborative Teaming

Data based decisions

Initiatives in Silos of Practice

Lacks clarity about overall purpose

Teaming

Teacher evaluations

Student Progress

CCSS

Instructional designs

Data based

decisions

There is clarity about overall purpose: student progress

System methodology coordinates silos of practice. All pieces more effective

What do you do to update methodology?

0 Like cleaning a closet – look at what you have, discard what is not needed and sort remaining by use

Everything should be made as simple as possible, but not simpler.

Albert Einstein

Simplicity and Need

Need data to inform instruction

Protect instructional minutes

An organized assessment plan

Looking in your Assessment Closet: The Assessment Worksheet

Validity

Is it testing what it claims to test? History or complicated vocabulary?

Can we relate scores on the test to the skill being targeted? Achievement or computer skills?

Reliability

Minimize “measurement error” Test taker variables – hot/cold, noise, lack of sleep Test scoring and interpretation

OK, it’s reliable and valid,

now what?

Examine the purposes for assessments.

What do you need assessments to do?

What do we need assessments to do?

Problem Identification

Problem Analysis

Plan Development & Implementation

Plan Evaluation

Find areas of need

Problem Identification

Problem Analysis

Plan Development & Implementation

Plan Evaluation

Type Desirable

Features

Most Efficient

Tool(s)

Universal Screening

Screening

General outcome

measure

Brief

Low Cost

Sensitive to

Between

Persons

Differences

Curriculum Based

Measurement

(CBM)

Early Warning

System

Universal Behavior

data

Purpose: Problem Identification

What are you screening for?

Traditional methodology

“Within child” variables as source of underachievement: processing, attention, motivation

Updated methodology

“Educator owned” variables as source of underachievement: curriculum, instruction and environment

What to screen for at each level… Kindergarten to 5th – basic skills, social emotional

Middle school – basic skills (until 7th or 8th depending on population), progress toward graduation, social emotional

High School - Progress toward graduation, Standards based learning

Diagnose why there is need…

Problem Identification

Problem Analysis

Plan Development & Implementation

Plan Evaluation

Type Desirable Features Most Efficient

Tool(s)

Diagnostic

Common Formative

Assessments

Formative

Assessments

Mastery Measurement

Adequate number of

items per skill

Production-Type

Responses

Longer to administer

and score

Focus is on skills and

the thought process

Curriculum series tests

MAP

Informal classroom

evaluation (error analysis

etc.)

Course quizzes/exams

Functional behavioral

analysis

Frequency, duration,

counts – peer discrepancy

Interviews/Observations

Purpose: Problem Analysis

Point to the best way to address the need…

Problem Identification

Problem Analysis

Plan Development & Implementation

Plan Evaluation

Type Desirable Features Most Efficient

Tool(s)

All available sources

Multiple sources

Data sources

converge to support a

hypothesis

At least one source of

hard data

Purpose: Plan Development and Implementation

Is it working?

Problem Identification

Problem Analysis

Plan Development & Implementation

Plan Evaluation

Type Desirable Features Most Efficient

Tool(s)

General outcome

measure

Mastery

measurement/Summative

Diagnostic

High stakes/standardized

Progress monitoring

Linked to Important

Outcomes

Goals – Decision rules

Sensitive to Within

Person Differences

Curriculum series tests

MAP

Informal classroom

evaluation (error analysis

etc.)

Course quizzes/exams

Functional behavioral

analysis

Frequency, duration,

counts – peer discrepancy

Interviews/Observation

Purpose: Plan Evaluation

Universal Screening

Diagnostic

Plan/Program Evaluation

Progress Monitoring

Early Warning System

MAP Common Formative Assessment

Curriculum Based Measurement

Role that each plays in educational decisions

Classroom assessments – formative and summative – mastery

measurement

Are the students learning the material I am currently teaching and what changes can I

make to increase their learning?

How much of what was taught in the lesson/unit/course did the students learn?

Universal Screening and Progress Monitoring General Outcome Measurement -

Common formative assessment (CFA)

As a result of the program my students are receiving, do the indicators suggest that they are on the path to becoming college and

career ready? What changes can I make in my

program to improve student performance?

Program evaluation High Stakes Tests - summative

Have my students met the state

criteria for proficiency?

Diagnostic Assessment for some students

Why is this student(s) failing

to make progress in this

program?

Assessments in Education Miller Guidance, Inc.

Assessment Hierarchy 0 Now let’s put your clothes back in the closet.

What we have and what we are going to need.

Reading CBM – K-5

K-5 Reading

Reading CBM – K-5 MAP – 2-5 Reading St. Unit Tests

WISC-IV DRA-2 Fountas and Pinnell

Reading CBM – K-5 Reading CBM – K-5

Fountas and Pinnell

ISAT MAP Reading CBM Reading St. Unit Tests

Now we can start the discard list (and sometimes a change list!)

PSAE Course exams

EXPLORE PLAN ACT

Course quizzes – per teacher

Attendance Expulsions/Suspensions

Grades 9-12

Reading CBM – K-5

Cognitive and achievement tests

Now we can start the discard list (and sometimes an add list!)

Add: Universal screener Common Formative Assessment Progress monitoring

For more information contact:

Mary Miller

Miller Guidance Solutions, Inc.

mary@millerguidance.com

Or visit our website:

www.millerguidance.com