Case study guidelines
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The document provides guidelines for a case study report on a student's reading performance. It outlines sections to include on the student's background, results of interest and reading inventories administered, comparisons of performance on different assessments, identification of reading levels, areas of weakness to target for remediation, and proposed remediation strategies and activities.
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Case study guidelines
The document provides guidelines for a case study report on a student's reading performance. It outlines sections to include on the student's background, results of interest and reading inventories administered, comparisons of performance on different assessments, identification of reading levels, areas of weakness to target for remediation, and proposed remediation strategies and activities.
Norm referenced assessment
Norm-referenced assessments measure and compare individual student performance to a peer group or norm group at the classroom, local, or national level. The norming process establishes average achievement as the baseline by calculating norm-referenced scores based on a statistical selection of previous test takers. Norm-referenced tests are often multiple choice and based on national standards, and are used to identify specific learning disabilities, determine readiness, or make admissions decisions by comparing students to the norm group.
Achievement & placement of ell 1 [autosaved]
This document discusses assessment and placement processes for English language learners (ELLs). It provides examples of assessment types used to evaluate ELL academic readiness and progress. It specifically discusses the AZELLA and CELLA placement tests used in Arizona and Florida, respectively, to determine appropriate ELL program placement in accordance with state and federal guidelines. It also outlines ELL monitoring procedures, re-evaluation requirements, and the use of assessment data to guide instruction and ensure student success.
Pp ch11
This document discusses achievement tests and provides information on three specific achievement tests: the PIAT-R/NU, WRAT4, and WIAT-III. It summarizes key features of each test including subtests, scores, norms, reliability, and validity. The PIAT-R/NU provides norm-referenced scores across academic areas but has outdated norms and validity data. The WRAT4 is a brief, individually administered test with adequate reliability for screening but could benefit from additional validity evidence. The WIAT-III is a diagnostic, norm-referenced test with strong reliability and validity evidence across multiple academic domains.
Non-Cognitive Testing
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
A comprehensive guide to interpreting your CAT4 data
Discover how to make the most of marking, managing and analysing your CAT data, ensuring you get full value from your investment in the UK's most widely used assessment of reasoning ability.
Criterion and Norm - Referenced Interpretations and the Four Frames of Reference
Criterion and Norm - Referenced Interpretations and the Four Frames of ReferenceMr. Ronald Quileste, PhD
This presentation is all about knowing Criterion and Norm-referenced interpretations. This presentation will give you an idea when are tests considered needing criterion or norm-referenced descriptions. The four frames of reference are also discussed here. Assessment of Learning 1 LessonCriterion-Referenced Assessment Review
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
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Case study guidelines
The document provides guidelines for a case study report on a student's reading performance. It outlines sections to include on the student's background, results of interest and reading inventories administered, comparisons of performance on different assessments, identification of reading levels, areas of weakness to target for remediation, and proposed remediation strategies and activities.
Norm referenced assessment
Norm-referenced assessments measure and compare individual student performance to a peer group or norm group at the classroom, local, or national level. The norming process establishes average achievement as the baseline by calculating norm-referenced scores based on a statistical selection of previous test takers. Norm-referenced tests are often multiple choice and based on national standards, and are used to identify specific learning disabilities, determine readiness, or make admissions decisions by comparing students to the norm group.
Achievement & placement of ell 1 [autosaved]
This document discusses assessment and placement processes for English language learners (ELLs). It provides examples of assessment types used to evaluate ELL academic readiness and progress. It specifically discusses the AZELLA and CELLA placement tests used in Arizona and Florida, respectively, to determine appropriate ELL program placement in accordance with state and federal guidelines. It also outlines ELL monitoring procedures, re-evaluation requirements, and the use of assessment data to guide instruction and ensure student success.
Pp ch11
This document discusses achievement tests and provides information on three specific achievement tests: the PIAT-R/NU, WRAT4, and WIAT-III. It summarizes key features of each test including subtests, scores, norms, reliability, and validity. The PIAT-R/NU provides norm-referenced scores across academic areas but has outdated norms and validity data. The WRAT4 is a brief, individually administered test with adequate reliability for screening but could benefit from additional validity evidence. The WIAT-III is a diagnostic, norm-referenced test with strong reliability and validity evidence across multiple academic domains.
Non-Cognitive Testing
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
A comprehensive guide to interpreting your CAT4 data
Discover how to make the most of marking, managing and analysing your CAT data, ensuring you get full value from your investment in the UK's most widely used assessment of reasoning ability.
Criterion and Norm - Referenced Interpretations and the Four Frames of Reference
Criterion and Norm - Referenced Interpretations and the Four Frames of ReferenceMr. Ronald Quileste, PhD
This presentation is all about knowing Criterion and Norm-referenced interpretations. This presentation will give you an idea when are tests considered needing criterion or norm-referenced descriptions. The four frames of reference are also discussed here. Assessment of Learning 1 LessonCriterion-Referenced Assessment Review
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
Comparison of criterion referenced and norm referenced assessment
Norm-referenced tests compare a test-taker's performance to others in a group, with the goal of creating a normal distribution of scores. They are designed so that half of test-takers must pass and half must fail. Criterion-referenced tests compare performance to a set of objectives or benchmarks, allowing all test-takers the potential to achieve mastery and a high score if they meet the criteria. The document then provides further details on the characteristics and purposes of each type of test.
PLANNING CLASSROOM TESTS AND ASSESSMENTS
This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
Power Standards In Education
Power standards are the most essential academic standards that students must know according to their grade level as determined by individual states. They are intended to focus teachers' instruction on the key concepts that will be assessed and ensure students have mastered the minimum required knowledge. While not all school districts have fully adopted power standards, they are becoming a trend as a way to prioritize the most important topics across subjects in light of limited classroom time and the growing importance of standardized test scores.
Types of Grading and Reports
This document discusses types of grading and reporting in education. It defines grading as applying standardized measurements to student achievement using methods like percentages, letters, or descriptors. The main types of grading discussed are percentage grading, letter grading, standards-based grading, narrative grading, norm-referenced grading, mastery grading, and pass/fail grading. Reporting is defined as communicating student achievement and progress over time. The types of reporting covered are informational reporting, analytical reporting, routine reporting, special reports, formal reporting, informal reporting, and parent-teacher conference reporting.
Validity
The document discusses the purpose and types of validity of classroom testing. The main purposes of testing are to evaluate teaching effectiveness, student outcomes and progress, whether students meet learning criteria, and how they compare to norms. There are several types of validity including content validity, which ensures tests adequately sample the intended content, and criterion validity, which checks if tests measure predefined standards. Achieving validity requires using multiple indicators such as observations, formative assessments, and tests with varying question types and cognitive levels. Reliability ensures consistency in testing and avoids issues like unreliable distractor questions.
Power standards slideshow
Power standards are a subset of academic standards that are essential for student success. They prioritize the most important standards and distinguish them from nice-to-know standards. Power standards narrow the focus to the core understandings and skills students need. They do not remove other standards but help identify the critical ones. Assessments should be tied to power standards to provide evidence of student proficiency. Power standards aim to prevent superficial coverage of all standards and instead emphasize depth of learning on the most important concepts.
Test and some test types (ev elt)
The document discusses different types of assessment including formal, informal, and self-assessment. It then describes various types of tests such as diagnostic tools, formal tests, informal tests, summative tests, formative tests, norm-referenced tests, and criterion-referenced tests. The final section outlines principles of test construction including validity, reliability, objectivity, discrimination, comprehensiveness, ease of administration, practicality and scoring, and usability.
Introduction to Test and Assessment
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
Nrt and crt
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
Assessment of Learning
This document discusses assessment validity and reliability in technical and vocational education. It defines validity as whether a test measures what it is intended to measure and reliability as whether a test yields consistent results. There are three types of validity evidence: content, criterion, and construct validity. Content validity ensures test items adequately cover the domain. Criterion validity shows a test can predict future performance. Construct validity demonstrates a test captures the intended concept by correlating with similar tests and not correlating with dissimilar tests. The document also discusses standardized vs teacher-made tests and different forms of validity evidence like predictive, concurrent, convergent, and divergent validity.
Academic Assessment 8
This document discusses different types of academic assessments used to evaluate students, including ability tests, achievement tests, norm-referenced tests, and curriculum-based assessments. It provides details on two specific achievement tests: the WIAT-III and Woodcock-Johnson III Test of Achievement. These tests measure academic skills in areas like reading, math, writing, and oral language. The document stresses the importance of selecting the appropriate assessment based on the purpose of testing and a student's individual needs to inform instruction and interventions.
Methods of interpreting test scores by Dr.Shazia Zamir
This document discusses different methods of interpreting test scores and grading student achievement. It defines what grades are and their main purposes of communicating performance and motivating students. It describes different grading methods like percent grading, norm-referenced grading which compares students to peers, and criterion-referenced grading which compares to pre-set standards. The document also discusses pros and cons of different grading symbols and alternatives to traditional grading.
Achievement Test
Achievement test for career planning and development, the definition, the types, and some examples of achievement tests. Also included the strengths and limitations of achievement tests, and how they can be used in career counselling.
Purposeful language assessement
This document provides 3 recommendations for evaluating language tests: 1) Focus on language assessment rather than just tests, 2) Clarify the intended use and purpose of the test, and 3) Evaluate the outcomes of the assessment. It emphasizes specifying who will use the test, what information it should provide, why it is being used, and what consequences may result in order to select the proper testing tools and ensure the assessment fulfills its intended classroom or program purposes.
CLASS_Suzanna Shihan Powerpoint
The Classroom Assessment Scoring System (CLASS) is an observation tool used to evaluate the quality of teacher-student interactions in early childhood education and K-12 classrooms. It focuses on emotional support, classroom organization, and instructional support. Trained observers use the CLASS to code interactions, with scores indicating areas of strength and opportunities for growth. Research shows the CLASS reliably measures interactions across diverse populations and relates to student outcomes.
Norm or criterion referenced grading
Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.
Standardized Testing
Standardized testing originated in the early 20th century and was pushed in schools during the Cold War to compare math and science skills. The public has mixed views on testing and whether scores should be publicly reported. For primary students, tests can boost confidence but also lower self-esteem, while developing study skills but potentially discouraging those who don't score high. In high school, tests prepare students for college but also increase stress and workloads. Current issues include teachers being fired for low scores and equal testing of English learners. The future may see continued funding linkage to scores and more school reform pressure.
standardized Achievement tests SAT
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Chapter 4 testing aima
The document discusses strategies for adopting, developing, or adapting language tests for a specific language program. It provides considerations for selecting commercially available tests or adapting existing tests to better fit the needs and objectives of the program. Developing new tests requires the most resources but allows for perfect customization. Adapting tests involves administering them, selecting well-performing items, and creating new items to develop a revised test tailored to the target population. Proper test administration, scoring, and result interpretation are also discussed.
Assessment presentation
This document discusses the importance of various types of literacy assessments: screening assessments identify students at risk for reading difficulties, diagnostic assessments determine strengths and weaknesses, progress monitoring assessments check adequate progress and need for extra instruction, and outcome/summative assessments evaluate reading program effectiveness. Examples are provided for each type: screening includes the Scholastic Reading Inventory; diagnostic includes the Core Phonics Survey; progress monitoring includes EasyCBM; and outcome includes standardized tests like FCAT. Assessments inform individualized instruction to meet diverse student literacy needs.
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The document discusses various principles and types of assessment. It describes norm-referenced tests, which compare students to a sample group, and criterion-referenced tests, which measure performance against a standard. It also distinguishes between survey tests, which provide an overview of skills, and diagnostic tests, which assess specific areas in more depth. Dynamic assessment is discussed as a way to determine a student's potential through assisted testing and trial teaching. The purpose of assessment should be to improve instruction and determine optimal learning circumstances for students.
Assessment Etil
The document provides an overview of secondary assessment and formative and summative assessments for new teachers. It defines formative assessment as assessment used to feed back into the teaching and learning process, while defining summative assessment as assessment used to summarize learning. The document discusses implications for classroom practice, including sharing learning goals with students, involving students in self-assessment, and providing feedback to help students recognize next steps. It also provides background information on the school district and testing programs used for assessment.
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Comparison of criterion referenced and norm referenced assessment
Norm-referenced tests compare a test-taker's performance to others in a group, with the goal of creating a normal distribution of scores. They are designed so that half of test-takers must pass and half must fail. Criterion-referenced tests compare performance to a set of objectives or benchmarks, allowing all test-takers the potential to achieve mastery and a high score if they meet the criteria. The document then provides further details on the characteristics and purposes of each type of test.
PLANNING CLASSROOM TESTS AND ASSESSMENTS
This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
Power Standards In Education
Power standards are the most essential academic standards that students must know according to their grade level as determined by individual states. They are intended to focus teachers' instruction on the key concepts that will be assessed and ensure students have mastered the minimum required knowledge. While not all school districts have fully adopted power standards, they are becoming a trend as a way to prioritize the most important topics across subjects in light of limited classroom time and the growing importance of standardized test scores.
Types of Grading and Reports
This document discusses types of grading and reporting in education. It defines grading as applying standardized measurements to student achievement using methods like percentages, letters, or descriptors. The main types of grading discussed are percentage grading, letter grading, standards-based grading, narrative grading, norm-referenced grading, mastery grading, and pass/fail grading. Reporting is defined as communicating student achievement and progress over time. The types of reporting covered are informational reporting, analytical reporting, routine reporting, special reports, formal reporting, informal reporting, and parent-teacher conference reporting.
Validity
The document discusses the purpose and types of validity of classroom testing. The main purposes of testing are to evaluate teaching effectiveness, student outcomes and progress, whether students meet learning criteria, and how they compare to norms. There are several types of validity including content validity, which ensures tests adequately sample the intended content, and criterion validity, which checks if tests measure predefined standards. Achieving validity requires using multiple indicators such as observations, formative assessments, and tests with varying question types and cognitive levels. Reliability ensures consistency in testing and avoids issues like unreliable distractor questions.
Power standards slideshow
Power standards are a subset of academic standards that are essential for student success. They prioritize the most important standards and distinguish them from nice-to-know standards. Power standards narrow the focus to the core understandings and skills students need. They do not remove other standards but help identify the critical ones. Assessments should be tied to power standards to provide evidence of student proficiency. Power standards aim to prevent superficial coverage of all standards and instead emphasize depth of learning on the most important concepts.
Test and some test types (ev elt)
The document discusses different types of assessment including formal, informal, and self-assessment. It then describes various types of tests such as diagnostic tools, formal tests, informal tests, summative tests, formative tests, norm-referenced tests, and criterion-referenced tests. The final section outlines principles of test construction including validity, reliability, objectivity, discrimination, comprehensiveness, ease of administration, practicality and scoring, and usability.
Introduction to Test and Assessment
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
Nrt and crt
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
Assessment of Learning
This document discusses assessment validity and reliability in technical and vocational education. It defines validity as whether a test measures what it is intended to measure and reliability as whether a test yields consistent results. There are three types of validity evidence: content, criterion, and construct validity. Content validity ensures test items adequately cover the domain. Criterion validity shows a test can predict future performance. Construct validity demonstrates a test captures the intended concept by correlating with similar tests and not correlating with dissimilar tests. The document also discusses standardized vs teacher-made tests and different forms of validity evidence like predictive, concurrent, convergent, and divergent validity.
Academic Assessment 8
This document discusses different types of academic assessments used to evaluate students, including ability tests, achievement tests, norm-referenced tests, and curriculum-based assessments. It provides details on two specific achievement tests: the WIAT-III and Woodcock-Johnson III Test of Achievement. These tests measure academic skills in areas like reading, math, writing, and oral language. The document stresses the importance of selecting the appropriate assessment based on the purpose of testing and a student's individual needs to inform instruction and interventions.
Methods of interpreting test scores by Dr.Shazia Zamir
This document discusses different methods of interpreting test scores and grading student achievement. It defines what grades are and their main purposes of communicating performance and motivating students. It describes different grading methods like percent grading, norm-referenced grading which compares students to peers, and criterion-referenced grading which compares to pre-set standards. The document also discusses pros and cons of different grading symbols and alternatives to traditional grading.
Achievement Test
Achievement test for career planning and development, the definition, the types, and some examples of achievement tests. Also included the strengths and limitations of achievement tests, and how they can be used in career counselling.
Purposeful language assessement
This document provides 3 recommendations for evaluating language tests: 1) Focus on language assessment rather than just tests, 2) Clarify the intended use and purpose of the test, and 3) Evaluate the outcomes of the assessment. It emphasizes specifying who will use the test, what information it should provide, why it is being used, and what consequences may result in order to select the proper testing tools and ensure the assessment fulfills its intended classroom or program purposes.
CLASS_Suzanna Shihan Powerpoint
The Classroom Assessment Scoring System (CLASS) is an observation tool used to evaluate the quality of teacher-student interactions in early childhood education and K-12 classrooms. It focuses on emotional support, classroom organization, and instructional support. Trained observers use the CLASS to code interactions, with scores indicating areas of strength and opportunities for growth. Research shows the CLASS reliably measures interactions across diverse populations and relates to student outcomes.
Norm or criterion referenced grading
Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.
Standardized Testing
Standardized testing originated in the early 20th century and was pushed in schools during the Cold War to compare math and science skills. The public has mixed views on testing and whether scores should be publicly reported. For primary students, tests can boost confidence but also lower self-esteem, while developing study skills but potentially discouraging those who don't score high. In high school, tests prepare students for college but also increase stress and workloads. Current issues include teachers being fired for low scores and equal testing of English learners. The future may see continued funding linkage to scores and more school reform pressure.
standardized Achievement tests SAT
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Chapter 4 testing aima
The document discusses strategies for adopting, developing, or adapting language tests for a specific language program. It provides considerations for selecting commercially available tests or adapting existing tests to better fit the needs and objectives of the program. Developing new tests requires the most resources but allows for perfect customization. Adapting tests involves administering them, selecting well-performing items, and creating new items to develop a revised test tailored to the target population. Proper test administration, scoring, and result interpretation are also discussed.
Assessment presentation
This document discusses the importance of various types of literacy assessments: screening assessments identify students at risk for reading difficulties, diagnostic assessments determine strengths and weaknesses, progress monitoring assessments check adequate progress and need for extra instruction, and outcome/summative assessments evaluate reading program effectiveness. Examples are provided for each type: screening includes the Scholastic Reading Inventory; diagnostic includes the Core Phonics Survey; progress monitoring includes EasyCBM; and outcome includes standardized tests like FCAT. Assessments inform individualized instruction to meet diverse student literacy needs.
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Comparison of criterion referenced and norm referenced assessment
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Similar to Case study guidelines
Overview of Assessment Ch. 3
The document discusses various principles and types of assessment. It describes norm-referenced tests, which compare students to a sample group, and criterion-referenced tests, which measure performance against a standard. It also distinguishes between survey tests, which provide an overview of skills, and diagnostic tests, which assess specific areas in more depth. Dynamic assessment is discussed as a way to determine a student's potential through assisted testing and trial teaching. The purpose of assessment should be to improve instruction and determine optimal learning circumstances for students.
Assessment Etil
The document provides an overview of secondary assessment and formative and summative assessments for new teachers. It defines formative assessment as assessment used to feed back into the teaching and learning process, while defining summative assessment as assessment used to summarize learning. The document discusses implications for classroom practice, including sharing learning goals with students, involving students in self-assessment, and providing feedback to help students recognize next steps. It also provides background information on the school district and testing programs used for assessment.
Assessment Presentation
This document categorizes and describes different types of literacy assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are administered to all students to identify those needing additional support, are quick, and provide minimal instructional guidance. Diagnostic assessments follow up on students who perform poorly on screenings and assess specific literacy skills and needs. Progress monitoring assessments periodically measure student response to interventions. Outcome measurements are standardized, summative assessments used to compare student and school performance.
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Standards In Practice
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
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2) Rubrics can be used to provide students with formative feedback to improve, as well as to assign grades.
3) Rubrics evaluate student work based on pre-defined criteria and standards rather than comparing students to each other.
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- Principles emphasize understanding students and planning review/support based on assessment data.
Strategies For Improvement On Ohios State Tests 112008(2)
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
LING139 (MARTINEZ MAEd-Eng).ppt
This document discusses the uses and types of language tests. It outlines two major uses: for education and research. For education, tests are used to make decisions about selection, placement, diagnosis, progress, and aptitude. The quality and amount of testing depends on the decisions needing to be made. Types of tests discussed include objective vs subjective, direct vs indirect, and discrete-point vs integrative. The document also covers features of language tests like purpose and use, content, frame of reference, scoring, and procedures.
Week 1 lecture data in our classrooms
This document provides an overview of a course on data-driven instruction. It discusses identifying and analyzing qualitative and quantitative student data, the PLAN-TEACH-REFLECT-APPLY method for using data to improve instruction, and the differences between formative and summative assessments. The document also addresses using state, district, and other assessment data to identify focus areas and group students for targeted instruction.
Presentation5
Formative evaluation involves collecting data during the development of instructional materials to improve their effectiveness. It has three phases: 1) one-to-one evaluations to identify errors, 2) small group evaluations to test effectiveness of changes and identify remaining problems, and 3) field trials for a full test. The goal is to evaluate clarity, impact on learning, and feasibility of the materials based on criteria like vocabulary, examples, procedures, and learner achievement. Feedback from learners helps identify weaknesses to revise the materials before a full rollout.
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Strategies For Improvement On Ohios State Tests 112008(2)
Strategies For Improvement On Ohios State Tests 112008(2)
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Case study guidelines
- 1. Case Study Guidelines<br />Due Session 12<br />Background Information<br />Age of student:<br />Grade:<br />Gender:<br />Background information: Discuss any information about the student’s academic performance that you were aware of prior to testing. <br />Administer an Interest Inventory and summarize results<br />Summary of performance on the IRI <br />Describe the overall performance and discuss noted areas of strengths and weaknesses (both qualitative and quantitative information). What cueing systems and strategies did the student use consistently? What patterns of errors were evident? Is there a discrepancy between the word identification tests (word lists) and word identification in the oral reading passages (words in context)? Describe performance in relation to current grade level.<br />Identify the frustration, instructional and independent level on the word lists.<br />Identify the frustration, instructional and independent level on the oral reading passages.<br />Identify the highest level of listening comprehension. How did it compare to the student’s oral comprehension?<br />Attach the Quantitative Analysis and Qualitative Analysis forms as well as the passages used to determine the frustration, instructional and independent reading levels. <br />Summary of performance on the DAR <br />Provide a summary of the overall performance and an analysis of the noted areas of strength and weakness. Be sure to include a discussion of the student’s performance on each subtest. Describe performance in relation to current grade level. <br />Attach test and complete p. 55 of test – DAR Instructional Profile <br />Comparison of Assessments <br />Compare and contrast the student’s performance on both assessments. Did the results correlate with each other? Did you get consistent oral reading levels? Where the levels of comprehension comparable? What may explain differences in results? Were there overall discrepancies between assessed reading levels and the student’s academic achievement? <br />Remediation <br />What area of weakness have you chosen to target for remediation? How do your test results support this finding? What activities/strategies will you use for remediation? Why are these strategies appropriate? Describe the strategies/activities in detail. Attach any hand-outs or visuals.<br />If choosing an area for enrichment, follow the same guidelines.<br />Prepare to share model one strategy in class as part of your case study presentation.<br />