Upload
mary-miller
View
95
Download
0
Embed Size (px)
DESCRIPTION
Districts have an abundance of data but often do not know how or when to use it. Take an inventory of your existing assessments, decide if they are being used correctly and then eliminate overlaps and fill in gaps. Now you are ready to develop an assessment plan based on need.
Citation preview
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.
Or visit our website:
www.millerguidance.com