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ND Assessment Program Alignment
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ND Assessment Program Alignment



Assessment Program Alignment Overview

Assessment Program Alignment Overview



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  • Essential Questions Activity:1) Review the questions, and circle two that you connect with in some way. 2) Partners then take turns sharing these choices in this way: Person A shows Person B the statements that have been circled. Person B reads them, and talks about what they associate with those questions. Person A then describes why she/he chose those questions. Then they switch roles. 3) Share a summary of your conversation with your table group.4) Identify 2 people to share a summary with the larger group. 5) In the larger group, identify any additional essential questions you have (if you haven’t done so already).
  • 1. Think/pair/share about question.2. Complete the “Scaled Group Inventory”3. Share answers with neighbor4. Share w/ whole group thoughts5. Review the “Self-Assessment Inventory” and consider uses/impact
  • Self-Assessment Activity: 1. Individually complete the left side of the self-assessment before beginning the right side2. With a partner begin to dialogue about your results3. Share with other members of your team4. Individually, prioritize top 3 needs and highlight them on the self-assessment5. Keep these in the back of your mind as we work through the data Professional learning reflection: What do I need to learn about the assessments I am using and other available assessments?

ND Assessment Program Alignment ND Assessment Program Alignment Presentation Transcript

  • AssessmentProgram AlignmentMaking Essential Connections Between Assessments and Student Learning
  • Using the Right Tool 2
  • How familiar are these statements?  We have too many assessments.  We are giving assessments and interrupting our instruction all year long.  We have too much data and too little time to make sense of it.  We haven’t prioritized what data we are supposed to use.  We have too many different opinions about which assessments are most important.  We are using assessment data but don’t seem to be seeing improvement in our results.  We’re frustrated that teachers don’t seem to understand their assessments.  We’re frustrated our district and state don’t provide teachers with enough guidance in using assessments.  With so many assessments, just analyzing the data takes all of our focus. 3
  • Choose a question that you connect with…  How can a common understanding of assessment vocabulary support a commitment to improved student outcomes?  What is the purpose of our assessments? What kind of data do our assessments generate?  What do our assessments reveal about student learning? How do they support our instructional choices?  What constitutes an ideal assessment program? What does it look like and sound like? What are the strengths and areas that need improved in our current system? 4
  • Connecting Assessments and Student Learning Consider these steps: 1. Analyze your system’s culture of data use 2. Examine your assessment program for purpose, utilization, alignment and accountability 3. Examine your actions to ensure they reflect a shared vision 5
  • Step 1: Culture of Data use Engaging in analysis of your current culture of data use draws upon: 1. Assessment Literacy 2. Developing a learning environment conducive to collaborative inquiry 6
  • Assessment Literacy 1. Create an activity to build a common understanding of assessment vocabulary 2. Establish norms to ensure it is safe to say: a.Don’t know b.Think I should know, but I don’t c.Think I know but want to check it out d.No comment e.Think I have it 7
  • Assessment Literacy Activity 3. Given periodically to establish baseline assessment which give 1. A culminating data A. Benchmark and measure progress toward a standard. information on students’ mastery of Assessment Provide data about standards that have been content, knowledge or skills. mastered and which need additional instruction. I wonder if 5. Assessments where individual’s performance everyone B. Criterion- 2. Used in NRT to indicate a score below is compared to specific learning objective or knows … which a certain percentage falls. [Used Referenced performance standard and not to performance of other students. [student-to-standard data] to other students] to compare students Tests 4. Tool that assesses Given periodically to establish baseline data 3. student strengths C. Diagnostic and weaknesses to inform instructional toward a standard. and measure progress Assessment Do we agree decisions. Usually administered instandards that have been Provide data about on the mastered and which need additional instruction. advance of instruction. definitions? 2. Used in NRT to indicate a that assesses student strengths 4. Tool score below D. Percentile which a certain percentage falls. [Used and weaknesses to inform instructional to compare students to other students] administered in decisions. Usually advance of instruction. What do I need to know 5. Assessments where individual’s performance 1. A culminating assessment which give E. Summative is compared to specific learning objective or information on students’ mastery of Assessment performance standard and not toor to learn? performance content, knowledge orstudents. [student-to-standard data] of other skills. 8
  • Supporting Collaborative Learning What kind of behaviors and/or characteristics support a group to develop an environment conducive to collaborative learning? Scaled Self- Group Assessment Inventory Inventory 9
  • Step 2: Examine your Assessment Program To examine your program for purpose, utilization, alignment and accountability, begin with the question: What do we believe is important about assessing for learning? 1. Self reflect 2. Examine your beliefs 10
  • Self Reflection 1. What is my goal in terms of understanding our assessment program? 2. What is my current reality? 3. What do I need to do to address the gap? 11
  • Activity to Examine Your Beliefs 12
  • How are we applying our assessment data? • Complete a district assessment review • Conduct a data inventory 13
  • Step 3: Examine Your Actions • Improvement plans contain areas of focus, actions and timelines reflecting the hard work of educators. • Revisit your plans through the lens of a shared assessment vision and prioritize actions 14
  • Addressing the Gaps • What competencies do we need to learn that will address gaps in reaching our assessment goals? • When we build these competencies, what practices will we see on a regular basis throughout the school? • As our practices change, what student outcomes will help us measure the affects of these changes? 15
  • Aligning Plans with Vision 16
  • Sustaining Capacity  You have established a culture of data use  You have examined your assessment program  You examined your improvement plan to align actions and address gaps 17
  • Questions for Ongoing Dialogue  Are we painting pictures of our students using multiple points of data?  With what with know about assessment purpose now, how do we “weight” the information?  How are we using assessment data to design specific actions we need to take?  How are we supporting student growth with the data? 18
  • Thank you for your attention!