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A District Perspective on the Use of Assessment Technology

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*Many slides are copyright NWEA. Some were edited from their original design. Why did School District No. 46 (Sunshine Coast) choose the NWEA assessment tools? How are the results of the assessments ...

*Many slides are copyright NWEA. Some were edited from their original design. Why did School District No. 46 (Sunshine Coast) choose the NWEA assessment tools? How are the results of the assessments used to support instruction and learning in our grades 2 - 10 classes?

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A District Perspective on the Use of Assessment Technology Presentation Transcript

  • 1. A District Perspective on the Use of Assessment Technology School District No. 46 (Sunshine Coast)
  • 2. SD No. 46 (Sunshine Coast) • 3700 students • 10 elementary schools • 3 secondary schools • 1 alternative school (~ 250 students) • Declining enrollment 2
  • 3. Change! • Size of district and relationship makes a difference • Can’t “make” anyone do anything • Motivation • Special education changes
  • 4. Assessment in SD No. 46 • Need to go slow • District level change takes 5 to 7 years • School level 3-5 years • Testing environment in B.C. • Had to be of help to teachers • Done as a pilot • Start in schools where it would be successful (teachers and administrators)
  • 5. Testing and Assessment • Testing vs. Assessment • Classroom practice in our district (same page, same day) • Need to group (Correct levels of difficulty and complexity) • 1975…Criterion referenced assessments in each subject area (Alan Taylor)
  • 6. Triangulation School • Performance Standards / Classroom Assessments District • NWEA Assessment Province • FSA
  • 7. Our Assessment Partner
  • 8. Our Assessment Partner • The Northwest Evaluation Association (NWEA) • Non-Profit • Based in Portland, Oregon • Involved with assessment for 20 years, the last 9 years with the computer based assessment tool, MAP (Measures of Academic Progress) • 1,300+ School District partners with over 3 million students being assessed
  • 9. What do they offer? • Individual student assessments for a number of subjects for students in grades two through ten • We currently assess all our grade 3 through 8 students for Reading and Numeracy • Adaptive assessment
  • 10. Computerized Adaptive Assessment • When taking a MAP assessment, the difficulty of each question is based on how well a student answers all the previous questions • As the student answers correctly, questions become more difficult • If the student answers incorrectly, the questions become easier
  • 11. Computerized Adaptive Assessment • In an optimal assessment, a student answers approximately half the items correctly and half incorrectly • The final score is an estimate of the student’s achievement level
  • 12. Improving Learning With MAP, teachers are provided with useful data to help them plan instruction Information that will: • identify what skills and knowledge the students have learned • monitor academic growth over time • allow them to make data-driven decisions when planning instruction
  • 13. Design and Features of MAP
  • 14. Design and Features of MAP • Challenging, appropriate and dynamic for every student
  • 15. Design and Features of MAP • Challenging, appropriate and dynamic for every student • Accurate data for students across the RIT scale (Rausch Unit)
  • 16. Design and Features of MAP • Challenging, appropriate and dynamic for every student • Accurate data for students across the RIT scale (Rausch Unit) • Untimed
  • 17. Design and Features of MAP • Challenging, appropriate and dynamic for every student • Accurate data for students across the RIT scale (Rausch Unit) • Untimed • Measures growth in student achievement
  • 18. Design and Features of MAP • Challenging, appropriate and dynamic for every student • Accurate data for students across the RIT scale (Rausch Unit) • Untimed • Measures growth in student achievement • Immediate results
  • 19. Design and Features of MAP • Challenging, appropriate and dynamic for every student • Accurate data for students across the RIT scale (Rausch Unit) • Untimed • Measures growth in student achievement • Immediate results • We assess twice a year, fall and spring
  • 20. What’s a RIT? • Rausch Unit = RIT • Achievement scale • Equal interval • Used to show growth over time • Scale has the same meaning regardless of the student’s grade level or items taken
  • 21. RIT (Rasch Unit) Scale • Achievement scale • Equal interval • Growth over time
  • 22. RIT (Rasch Unit) Scale Adult Reading • Achievement scale 250 • Equal interval -- + -+ + -+ 215 ++ + • Growth over time 150 Beginning Literacy
  • 23. RIT Score RIT is grade level independent
  • 24. RIT Score RIT is grade level independent
  • 25. RIT Score RIT is grade level independent
  • 26. Assessment Features • Dynamically developed RIT Scale High School Math • Accurate data across the scale • Untimed 5th Grade - - - • Immediate results + - - + +- • We assess 2 times a X Daniel 189 ++ year Beginning Math
  • 27. Assumptions We Make • Begin with curriculum scale Adult Reading • Example - skills taught in reading 5th • “Covering” curriculum Grade Beginning Literacy
  • 28. Classroom Reality • Who is really in our classrooms? Adult Reading • Impact on assessment x x and instruction x xx 5th x xx xx x Grade x x x x Beginning Literacy
  • 29. DesCartes • A Learning Continuum • Uses the BC Curriculum Goals • Learning outcomes available in bands of 10 RIT points • Customized reports for students or groups
  • 30. DesCartes • Available online or in print • A useful tool for assisting in instructional development • Useful for goal setting for students • Helpful for flexible grouping planning
  • 31. Subject: Reading Subcomponent: Reading Comprehension RIT Score Range: 201-210
  • 32. Reports • Information / Data e.g. Class Breakdown by RIT
  • 33. Reports • Information / Data e.g. Class Breakdown by RIT
  • 34. Subject Breakdown by Goal
  • 35. Subject Breakdown by Goal
  • 36. Benefits to Teachers
  • 37. Benefits to Teachers NWEA assessments are important to teachers because:
  • 38. Benefits to Teachers NWEA assessments are important to teachers because: • They keep track of progress and growth in basic skills
  • 39. Benefits to Teachers NWEA assessments are important to teachers because: • They keep track of progress and growth in basic skills • They let teachers know where a student’s strengths are and if help is needed in any specific areas
  • 40. Benefits to Teachers NWEA assessments are important to teachers because: • They keep track of progress and growth in basic skills • They let teachers know where a student’s strengths are and if help is needed in any specific areas • Teachers use this information to help them guide instruction in the classroom
  • 41. Benefits to Teachers NWEA assessments are important to teachers because: • Results come back fast • FSA is reported months later • NWEA can be available the next day • FSA reports grades 4 and 7 only • NWEA grades 2 - 10 (grade 2 is currently optional in the fall) • Data can be disaggregated by gender, ethnicity, special programs
  • 42. Benefits to Students • Three-way interviews (Goal Setting) • Setting growth targets
  • 43. Benefits to Students • Three-way interviews (Goal Setting) • Setting growth targets
  • 44. Benefits to Students • Three-way interviews (Goal Setting) • Setting growth targets
  • 45. Benefits to Students • Three-way interviews (Goal Setting) • Setting growth targets
  • 46. Benefits to Students • Three-way interviews (Goal Setting) • Setting growth targets
  • 47. Benefits to Parents • Clear understanding of where their child is academically
  • 48. Benefits to School District • Supports District Goals –To support a District focus on the success rate of students in numeracy, literacy, and social responsibility –To improve the success rate of Aboriginal students
  • 49. Benefits to School District • Supports District Goals –To support a District focus on the success rate of students in numeracy, literacy, and social responsibility –To improve the success rate of Aboriginal students Growth data is available for grades K-10 in Mathematics, Reading, and Language Data can be disaggregated for Male/Female and for Aboriginal/Non-Aboriginal as well as breakout for the Sechelt Band and Other Aboriginal students
  • 50. Questions? Stewart Hercus Superintendent (604) 886-8811 shercus@sd46.bc.ca Bob Cotter Manager of Data and Technology (604) 886-8811 bcotter@sd46.bc.ca