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Data, decisions, action slideshare
There are many assessments being used but lack of clarity about their purposes. An organized assessment plan is needed to coordinate different initiatives and ensure all elements work together toward the overall goal of student progress. The first step is to examine current assessments being used and discard any not serving a clear need, in order to simplify the system. A valid, reliable and coordinated assessment approach can provide the right data to inform instructional decisions at each level from problem identification to evaluation of plans.
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Data, decisions, action slideshare
- 1. Data Decisions Action Aligning Assessments forBetter Instructional Decision Making
- 2. Student progress CCSS Teacher evaluation Instructional Technology Collaborative Teaming Data based decisions Initiatives in Silosof Practice Lacks clarity about overall purpose
- 4. Teaming Teacher evaluations Student Progress CCSS Instructional designs Data based decisions There isclarity about overall purpose: student progress System methodology coordinates silos of practice. All pieces more effective
- 5. What do youdo to update methodology? 0 Like cleaning a closet – look at what you have, discard what is not needed and sort remaining by use
- 6. Everything should bemade as simple as possible, but not simpler. Albert Einstein
- 7. Simplicity and Need Needdata to inform instruction Protect instructional minutes
- 8.
- 9. Looking in yourAssessment Closet: The Assessment Worksheet
- 12. Validity Is it testingwhat it claims to test? History or complicated vocabulary? Can we relate scores on the test to the skill being targeted? Achievement or computer skills?
- 13. Reliability Minimize “measurement error” Test takervariables – hot/cold, noise, lack of sleep Test scoring and interpretation
- 14.
- 15. Examine the purposes for assessments. Whatdo you need assessments to do?
- 16. What do weneed assessments to do? Problem Identification Problem Analysis Plan Development & Implementation Plan Evaluation
- 17. Find areas ofneed Problem Identification Problem Analysis Plan Development & Implementation Plan Evaluation
- 18. Type Desirable Features Most Efficient Tool(s) Universal Screening Screening Generaloutcome measure Brief Low Cost Sensitive to Between Persons Differences Curriculum Based Measurement (CBM) Early Warning System Universal Behavior data Purpose: Problem Identification
- 19. What are youscreening 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
- 20. Diagnose why thereis need… Problem Identification Problem Analysis Plan Development & Implementation Plan Evaluation
- 21. Type Desirable Features MostEfficient 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
- 22. Point to thebest way to address the need… Problem Identification Problem Analysis Plan Development & Implementation Plan Evaluation
- 23. Type Desirable Features MostEfficient 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
- 24. Is it working? Problem Identification Problem Analysis Plan Development& Implementation Plan Evaluation
- 25. Type Desirable Features MostEfficient 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
- 26. Universal Screening Diagnostic Plan/Program Evaluation Progress Monitoring Early WarningSystem MAP Common Formative Assessment Curriculum Based Measurement
- 27. Role that eachplays in educational decisions
- 28. 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.
- 29. Assessment Hierarchy 0 Nowlet’s put your clothes back in the closet.
- 31. What we haveand what we are going to need.
- 32. 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
- 33. Now we canstart the discard list (and sometimes a change list!)
- 35. PSAE Course exams EXPLORE PLAN ACT Course quizzes– per teacher Attendance Expulsions/Suspensions Grades 9-12 Cognitive and achievement tests
- 36. Now we canstart the discard list (and sometimes an add list!) Add: Universal screener Common Formative Assessment Progress monitoring
- 37. For more informationcontact: Mary Miller Miller Guidance Solutions, Inc. mary@millerguidance.com Or visit our website: www.millerguidance.com