Comprehensive Assessment and Data System in GCISD

Summative Assessment—1 time per year

Data about Learner—2-4 times per year

(purchased assessments)

District Common Assessments—End of Unit and/or grading period (District Created)

Curriculum Based Assessments—1-4 times per month (Teacher/Team created)

Formative Classroom Assessments (AFL Strategies) Daily

Benchmarks &Cornerstone Tasks

MAP, TELPAS,CogAT, DRA2,progress monitoring

STAAR, End of Unit, Sem. Exams, ACT/SAT

Assessments for Learning

Break

Redefining education because YOUR future matters today!

Using Heat Mapsfor learning | for learners

How did we do?

Performance Standard

for EVERY Grade 3-8

STAAR assessment

administered in

2011-12 or

2012-13:

Level II – Phase 1

201326 52% 2012

p. 5

• So many numbers!

• How can we use data like these to guide decision-making and development?

≈75%

≈55%

≈85%

≈62%

≈62%

≈55%

≈85%

12 6

Why is the Final Recommended Standard so high?

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 855%

60%

65%

70%

75%

80%

85%

Reading Math

English III

AlgebraII

Grade2

Grade5

Rethinking Scores

85

75

62

55

Well Prepared

Sufficiently Prepared (Gr. 3-8 Final)

Getting There(Sufficiently Prepared - Phase 1)

Sufficiently Prepared (Gr. 3-8 Phase 2 | EOC Final)

Preview

# students Tested

Phase-In Standard 1

Phase-In Standard 1

Phase-In Standard 2

Phase-In Standard 2

Recommended Level

Recommended Level

Level III Advanced Percent

Reading3rd Reading 817 766 94% 653 80% 494 60% 304 37%4th Reading 968 861 89% 740 76% 570 59% 327 34%5th Reading 957 855 89% 759 78% 584 60% 353 37%6th Reading 952 816 86% 735 77% 576 61% 326 34%7th Reading 1227 1095 89% 953 78% 751 61% 409 33%8th Reading 1,055 974 92% 854 81% 688 65% 433 41%English I-Reading 1140 974 85% 904 79% 829 73% 342 30%English II-Reading1097 998 91% 946 86% 912 83% 519 47%Math3rd Math 868 667 77% 497 57% 331 38% 154 18%4th Math 1000 715 72% 511 51% 372 37% 188 19%5th Math 969 822 85% 704 73% 513 53% 291 30%6th Math 953 813 85% 641 67% 481 50% 248 26%7th Math 759 566 75% 368 48% 220 29% 37 5%8th Math 1,093 967 88% 790 72% 587 52% 138 13%Algebra I 1104 984 89% 817 74% 644 58% 332 30%Geometry 1090 1029 94% 892 82% 699 64% 409 38%Algebra II 347 347 100% 345 99% 336 97% 325 94%Writing4th Writing 962 845 88% 717 75% 568 59% 173 18%7th Writing 982 861 88% 716 73% 526 54% 125 13%English I-Writing 1188 908 76% 805 68% 736 62% 150 13%English II-Writing1102 859 78% 748 68% 643 58% 91 8%Science5th Grade 974 823 84% 669 69% 477 49% 213 22%8th Grade 1060 896 85% 735 69% 570 54% 248 23%Biology 1142 1075 94% 972 85% 785 69% 273 24%Chemistry 1027 967 94% 857 83% 698 68% 262 26%Physics 13 10 77% 10 77% 10 77% 8 62%Social Studies8th Grade 1054 846 80% 686 65% 470 45% 257 24%World Geography1129 1023 91% 927 82% 750 66% 374 33%World History 1079 952 88% 844 78% 681 63% 212 20%US History

How does this inform our work?

Level II - Phase 1

KIDS and COMMUNITY

Level II - Final

PLANNING and PROFESSIONAL DEVELOPMENT

Focus on Learning

Start with what we are helping kids learn…the TEKS

Readiness

Supporting

Process

KNOWso they can

GROW

Know the Standards…

1. Name a hard-to-teach readiness standard

2. What concept(s) are being taught?

3. What do students learn in the previous two grades to prepare them?

4. How will students use the learning next year?

Readiness Standards≈ 30% of assessed TEKS

≈ 65% of STAAR

IN-DEPTH instruction

BROAD and DEEP ideas

23

Concepts

More complex to teach

Pacing?

Which Readiness Standards are hardest to teach?

Ask teachers!

Validating the System

General consensus?

Would you expect this in all subjects?

What does it mean if the lowest average score is a 3.8?

What are the 4 hardest to teach?

Teacher Perception

5.2A5.2C5.3B5.3C

What are the 3 easiest to teach?

Teacher Perception

5.3A5.8A5.13B

5.5A5.10C5.12B

5.2A5.2C5.3B5.3C

Doesteacher perception matchstudent performance?

Validating the System

What do you expect to find?

Read

iness

Student Performance Data

Which SEs are the hardest to learn?

Which SEs are the easiest to learn?

Does Perception Match Performance?

5.3A

5.8A5.13B

5.5A5.10C5.12B

5.2A5.2C5.3B5.3C

5.2A5.2C5.3B5.3C

5.3A

5.8A

5.13B

5.5A

5.10C5.12B

5.5A

5.13B

✔

What if your data looked like this?

5.2A5.2C5.5A5.12B

5.3A5.8A5.13B

5.3B5.3C5.10C

5.2A5.3B5.3C5.10C

5.2C

5.8A

5.13B

5.3A

5.5A5.12B

5.3B | 5. 3C | 5.10C | 5. 13B

✔

5.2C | 5. 5A | 5.12B

Heat Maps

www.dmac-solutions.net

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State Assessment>Instructional Reports>Reporting Category SE Performance

Year 2012 &/or 2013

Subject-Mathematics

Grade 5, 8, Algebra I

Test: March 2012 or April 2013-English

Generate

Heat Map Analysis

Reporting Categories--Areas of concern?

Reporting Categories--Areas of strength?

What specific Readiness Standards do we need to continue working on?

What specific supporting standards do we need to continue working on?

Which Red readiness standard comes first in our curriculum documents?

Unwrapping the Standards

A necessary component to the IDP process

Write the standard—underline the nouns (concepts) and circle the verbs(skills)

Answer the Readiness Criteria Questions

Identify Academic Vocabulary

Identify cognitive process level of difficulty using Bloom’s Taxonomy

Content Builder--What content do students need to know to connect this new learning? What do they come with? How will they use it in the future?

Distractor Factor—common errors

What is the BIG IDEA with the readiness standard?

Lunch

Essential Components of a CBA

Know your Purpose To find out what students know and are able to do

To determine where students are in the learning continuum and how to support them in moving forward

To gather evidence needed to make inferences about student learning and teaching

Three Types of Item Formats

Selected Response Multiple choice

True/false

Matching

Short answer or fill in the blank

Constructed-Response

Includes short-response and extended response

Requires students to organize and use knowledge and skills to answer the question or complete a task

More likely to reveal whether or not students have gained integrated understanding with regard to the readiness standards

Requires a scoring guide or rubric to evaluate degree of student proficiency.

Assessing Essential Understanding

We have to understand the BIG IDEA

Essential Understanding questions help teachers to determine if students have grasped conceptual knowledge

Often begin with “how” or “why”.

Open-ended

Requires a scoring guide or rubric

Selected Response

Reasons For

Better content domain sampling

Higher reliability

Greater efficiency

Objectivity

Mechanical scoring

Reasons Against

Emphasis on learning of isolated facts

Inappropriate for some purposes

Lack of student writing

How to edit questions in DMAC

Use a question stem to turn the question into a true/false, matching, or fill in the blank.

Example

5.03B/5.14B Dual Readiness—DOK 2

Q: Mr. Cantu will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantu already has 94 flags. How many more flags does he need to buy?

A. 48

B. 19

C. 27

D. 29

Number of Items Guidelines

Remember the purpose of your assessment

Ask, “How many total items do I need in order to be able to make an accurate inference as to what students know and can do.”

Limit the total number of items so that student papers can be quickly scored and the results used right away.

Assessment Blueprint

Resources for CBA Items

Textbook questions (that meet criteria for well-written items)

Teacher Created

Internet educational resources and organizations

DMAC

Tools for checking item quality

Checklist of guidelines for evaluation of assessment item.

Common Formative Assessment Scoring Guide

Design Team Reflection

Data Teams Process

Part of the PLC work

5 Steps 1. collect and chart data and results

2. Analyze strengths and obstacles

3. Set S.M.A.R.T goal for student improvement

4. Select effective teaching strategies

5. Determine results indicator

Model of CBA

Based on one readiness standard and no more than 2 supporting standards.

One or more selected response types (4-7 Questions)

1-2 extended-response items

1 or 2 Essential Questions.

Scoring guide/rubric is embedded in the assessment for students to refer to

Students can (on average) complete in 20 min. or less.

* Using a multiple-measure assessment enables educators to make more accurate inferences.

Year-Long Plan

3 Standards for fall Process

Selected Response Questions

Data Teams process in PLC’s

3 standards for spring Constructed Response Items

Essential Questions

Scoring Guides

Reflections

Questions?

Comments?

Part 2

Constructed-Response

Reasons For

Provides more valid inferences about student understanding than those derived from selected-response items

Reasons Against

Takes longer to score

Dependent on student writing proficiency

Can be a challenge to score accurately

Example

5.03B/5.14B Dual Readiness—DOK 2

Q: Mr. Cantu will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantu already has 94 flags. How many more flags does he need to buy?

A. 48

B. 19

C. 27

D. 29

Session 5-Scoring Guides for constructed-response items

Scoring Guide is synonymous with rubric

A set of general and/or specified criteria used to evaluate student performance

Describes “proficiency” as met standard

Identifies degree or level of proficiency student achieves at the time of scoring

Scoring guides help ALL students succeed!

Performance criteria is shared before students begin their work.

Specific language that is understood by all

Referred to frequently during completion of task

Used to assess completed task

Expedite the evaluation of student work to help provide timely feedback.

Scoring Guide Strategies

Specificity is critical

Reliability comes from consistency in wording format

Clearly linked to standards and assessment items/tasks

Scoring guide and task requirements should fit “hand-to-glove”.

Criteria

Quantitative

Proficient = 3 supporting details

Exemplary = 4 supporting details

Qualitative

Proficient =identifies main

character

Exemplary =relates main character

to another character in the story noting similarities and differences

Avoid Subjective Language

Some

Few

Good

Many

Most

Little

Creative

Begin with Proficiency

Decide criteria for this level

Review task requirements and list the criteria

Scoring guide criteria should mirror the task requirements

Exemplary Level

Great for differentiating

Invites students who need a challenge to delve deeper into the task

Enables students to show “all they know” relative to the task

Should begin the first line with: All proficient criteria met PLUS:

Consider how each proficient level could be enhanced-quantitatively and qualitatively—so students understand how to go above and beyond the proficient level.

Progressing and Beginning

Since the goal is proficiency, design the criteria for the remaining two levels in relation to proficiency. This keeps student attention focused on the proficient criteria.