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Assessment Etil

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Assessment Etil

  1. 1. Secondary Assessment and ET/IL Overview New Teacher Orientation 2007
  2. 2. <ul><li>How do you maximize the effort that can make the most difference in student achievement? </li></ul>
  3. 3. <ul><li>PASSION </li></ul>
  4. 4. Assessment Basics
  5. 5. Assess <ul><li>‘ assidere’ meaning ‘to sit with’ </li></ul>
  6. 6. Some definitions <ul><li>Formative assessment </li></ul><ul><li>“… often means no more than that the assessment is carried out frequently and is planned at the same time as teaching.” (Black and Wiliam, 1999) </li></ul><ul><li>“… provides feedback which leads to students recognising the (learning) gap and closing it … it is forward looking …” (Harlen, 1998) </li></ul><ul><li>“ … includes both feedback and self-monitoring.” (Sadler, 1989) </li></ul><ul><li>“… is used essentially to feed back into the teaching and learning process.” (Tunstall and Gipps, 1996) </li></ul>
  7. 7. Some definitions <ul><li>Summative assessment </li></ul><ul><li>“… assessment (that) has increasingly been used to sum up learning” (Black and Wiliam, 1999) </li></ul><ul><li>“… looks at past achievements </li></ul><ul><li>“… adds procedures or tests to existing work </li></ul><ul><li>“ ... involves only marking and feedback grades to student </li></ul><ul><li>“… is separated from teaching </li></ul><ul><li>“… is carried out at intervals when achievement has to be summarised and reported.” (Harlen, 1998) </li></ul>
  8. 8. The Black Box Provide effective feedback to students.
  9. 9. The Black Box Students’ active involvement in their own learning.
  10. 10. The Black Box <ul><ul><li>Adjusting teaching to take account of the results of assessment. </li></ul></ul>
  11. 11. The Black Box <ul><ul><li>Recognizing the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning. </li></ul></ul>
  12. 12. The Black Box <ul><ul><li>Ensuring pupils assess themselves and understand how to improve. </li></ul></ul>
  13. 13. Implications for classroom practice <ul><li>Sharing learning goals with students. </li></ul><ul><li>Involving students in self-assessment. </li></ul><ul><li>Providing feedback that helps students recognize their next steps and how to take them. </li></ul><ul><li>Being confident that every student can improve. </li></ul>
  14. 14. setting
  15. 15. Adams County School District 14
  16. 16. Where is Commerce City, Colorado?
  17. 17. 11 schools
  18. 18. 850 employees
  19. 19. 6200 students
  20. 20. 78%
  21. 22. 78% of students are Hispanic
  22. 23. 22% of students are White (or other)
  23. 24. 77%
  24. 25. 77% 77% of students are eligible for free or reduced lunch
  25. 26. 50%
  26. 27. 50% 50% of students are English Language Learners
  27. 28. 41%
  28. 29. 41% 41% Mobility Rate
  29. 30. 26%
  30. 31. 26% 26% Teacher turnover rate
  31. 32. 43%
  32. 33. 43% 43% Teachers in first three years
  33. 34. Mobile and diverse students with inexperienced teachers
  34. 35. District Assessment
  35. 36. Classroom Assessment Common Assessments District-wide large-scale assessment National or State Testing Summative Formative
  36. 37. Classroom Assessment Common Assessments District-wide large-scale assessment National or State Testing
  37. 38. Classroom Assessment Common Assessments District-wide large-scale assessment National or State Testing
  38. 39. CSAP ACT NAEP CELA
  39. 41. E B E A C T C S A P Z N A E P X C E L A P 20/100 20/60 20/40 20/20
  40. 42. E B E A C T C S A P Z N A E P X C E L A P 20/100 20/60 20/40 20/20
  41. 43. ACT
  42. 44. NAEP
  43. 45. CELA
  44. 46. CSAP <ul><li>Colorado Student Assessment Program </li></ul><ul><li>Developed to measure Colorado Model Content Standards. </li></ul><ul><li>Grades and subjects phased in since 1996. </li></ul><ul><li>3-10 (Math, Reading, Writing) </li></ul><ul><li>5, 8, 10 (Science) </li></ul><ul><li>Used in a variety of accountability systems </li></ul>
  45. 47. CSAP <ul><li>A criterion-referenced test aimed to measure the student’s grade-level attainment. </li></ul><ul><li>Test given in Spring </li></ul>
  46. 48. CSAP <ul><li>Data are returned on overall proficiency, standard proficiency, and sub-content area proficiency. </li></ul><ul><li>Data should be used to prepare for incoming classes. </li></ul><ul><li>Target interventions. </li></ul><ul><li>Set goals. </li></ul><ul><li>Communicate with parents. </li></ul>
  47. 49. Classroom Assessment Common Assessments District-wide large-scale assessment National or State Testing
  48. 50. confession
  49. 51. I Data
  50. 52. I Data like
  51. 53. circa 1999
  52. 54. Adams 14 (1999)
  53. 58. 24 hours
  54. 59. 5 th grade
  55. 60. 6 th grade 4 th grade 5 th grade
  56. 65. NWEA Northwest Evaluation Association
  57. 66. NWEA <ul><li>5 million students across the country tested this fall. </li></ul><ul><li>2005 Norms Study included 2.3 million students, from 5616 schools, in 794 districts, in 32 states </li></ul>
  58. 67. MAP – Measures of Academic Progress <ul><li>Achievement Tests delivered by computer </li></ul><ul><li>Test difficulty adjusts to student performance. </li></ul>
  59. 69. MAP measures by RIT <ul><li>RIT = Rasch Unit </li></ul><ul><li>Equal Interval Scale (similar to inches on a ruler) </li></ul><ul><li>RIT scores have the same meaning regardless of grade level. </li></ul><ul><li>RIT scores reflect instructional level </li></ul>
  60. 70. RIT reveals
  61. 71. Lexiles <ul><li>Unit for measuring text </li></ul><ul><li>Linked to the RIT score for reading comprehension </li></ul><ul><li>Assist in finding texts that match the student’s reading level </li></ul><ul><li>www.lexile.com includes parent resources </li></ul>
  62. 72. Daniel – 183 Norm – 212 Grace - 235
  63. 73. RIT (Rasch Unit) Scale <ul><li>ACHIEVEMENT SCALE </li></ul><ul><li>Equal interval </li></ul><ul><li>Vertical Scale </li></ul><ul><li>Accurate achievement data </li></ul><ul><li>Shows growth over time </li></ul><ul><li>Linked to curriculum </li></ul>
  64. 74. Classroom Reality <ul><li>We have students performing above, at, & below “grade level” curriculum </li></ul><ul><li>How does this impact assessment and instruction? </li></ul>Beginning Literacy Adult Reading 5th Grade X X X X X X X X X X X X X X X X X
  65. 75. R asch un IT (RIT) Scale <ul><li>Achievement Scale </li></ul><ul><li>Equal-interval </li></ul><ul><li>Used to show growth over time </li></ul><ul><li>Scale has the same meaning regardless of students’ grade level or items taken </li></ul>Beginning Literacy Adult Reading 5th Grade X X X X X X X X X X X X X X X X X
  66. 76. DesCartes: A Continuum of Learning <ul><li>Targeting & individualizing instruction </li></ul><ul><li>Monitoring student progress </li></ul><ul><li>Sharing resources </li></ul><ul><li>Conferencing with parents and students </li></ul><ul><li>Partnering with parents for enrichment </li></ul>
  67. 77. <ul><li>How do you maximize the effort that can make the most difference in student achievement? </li></ul>
  68. 78. Make Meaning
  69. 80. <ul><li>With a partner login to TAAT. </li></ul><ul><li>Please examine the available data for strengths and weaknesses in a class or a student. Please select only 1 subject to study. </li></ul>
  70. 81. <ul><li>With your same group, open the curriculum documents online that are relevant to the subject area you were just examining in the data. </li></ul><ul><li>Please review unit #1. Given that are students are expected to be proficient by the end of the unit in the indicators listed in red, what needs to be done considering your student data? </li></ul><ul><li>List the strategies that you will use to address the problems you have. </li></ul>
  71. 82. <ul><li>With your same group, open United Streaming. </li></ul><ul><li>Please review unit #1. What videos in United might help you introduce the content to all students? </li></ul><ul><li>Make a list of videos you will use and why they will help. </li></ul>
  72. 83. New Teacher Induction August 14, 2007 Joseph Miller Dave Tarwater [email_address] [email_address]

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