This document discusses formative and summative assessments and how to ensure they address the needs of all learners. It provides an overview of the differences between formative and summative assessments, as well as strategies for ongoing, formative assessment including identifying learning goals, gathering evidence of understanding, adjusting instruction, and providing feedback. The document emphasizes that the goal of assessment should be to obtain useful information about student achievement and address the needs of each student.

1. Equalizing the Playing Field:
Formative and Summative Assessments
That Address the Needs of ALL Learners
MSEA Convention
Fall 2014

2. Welcome
 Rebecca Perosio
Special Educator, SMCPS
rjperosio@smcps.org
 Elizabeth Luce
Special Educator, HCPS
Elizabeth.Luce@hcps.org
 Nicole Zimmerman
Special Educator, QACPS
nicole.zimmerman@qacps.org

3. Outcomes
Participants will:
 Demonstrate an understanding of
the essential elements of formative
and summative assessments and
their implications for students with
disabilities.

5. Brainstorm
 What matters most in the assessment
process?
 What must teachers know in order to
assess students effectively?
 How do we ensure equity for all students
with assessment?

6. Formative/Summative Assessment
Formative
 Improves teaching and
learning
 Occurs while learning is in
progress
 Focused on learner progress
 Collaborative communication
among teachers and students
 Ongoing process based on
student need
 Evidence gathered to adjust
for continuous improvement
Summative
 Measures learning
 Periodic snapshots of
learning
 Focused on learning products
 Teacher Directed
 Standard-unchanging
measure of what a student
has achieved
 Teachers use results to make
success or failure decisions

7. UDL & Assessment
 UDL Curriculum Self Check
 http://udlselfcheck.cast.org
 Perspectives on UDL and Assessment an
Interview with Robert Mislevy
 http://www.udlcenter.org/resource_library/arti
cles/mislevy

8. Daily
Learning
Objectives
Formative
Assessment
The Learner
Instructional Activities

10. Planning for Ongoing Assessment
Four Key Steps
1. Identify and Share Learning Goals
2. Gather Evidence of Understanding
3. Adjust Instruction
4. Give Feedback to Students
Source: Betty Hollas,
2010 NMSA Conference
Strategy
Alert: Unpack
Standards;
Chunk
Information;
Criteria for
Evaluation

11. Planning for Ongoing Assessment
Four Key Steps
Strategy Alert: Anticipation Guide;
Exit Card; Thumbs Up or 1-2-3;
Cloze Activity, Journaling, Likert
Scales
1. Identify and Share Learning Goals
2. Gather Evidence of Understanding
3. Adjust Instruction
4. Give Feedback to Students
Source: Betty Hollas,
2010 NMSA Conference

12. Planning for Ongoing Assessment
Four Key Steps
1. Identify and Share Learning Goals
2. Gather Evidence of Understanding
3. Adjust Instruction
4. Give Feedback to Students
Source: Betty Hollas,
2010 NMSA Conference
Strategy Alert:
Re-teach;
Engage;
Questioning;
Tiered
Instruction

13. Planning for Ongoing Assessment
Four Key Steps
1. Identify and Share Learning Goals
2. Gather Evidence of Understanding
3. Adjust Instruction
Strategy Alert: Acknowledgment;
Direction for Change; Next Steps
4. Give Feedback to Students
Source: Betty Hollas,
2010 NMSA Conference

14. THE MAIN GOAL
“The main goal of classroom testing and
assessment is to obtain valid, reliable,
and useful information concerning student
achievement.”
LINN & MILLER

15. Assessment is no longer just a sorting
mechanism (successful from unsuccessful;
winners and losers). It must address the
needs of each and every student.
Stiggins’ View on Assessment

16. Students:
are informed of their learning needs and
achievements.
engage in self monitoring and communicating their
increase their motivation to do better the next time.
take responsibility for their own learning.
MSDE: Division for Leadership Development
Maryland Principals’ Academy Follow-Up
PA #
own learning.

17. Teachers:
determine individual student progress.
make on-time instructional decisions.
monitor patterns of student need.
promote hope and increase student motivation.
encourage students to monitor and communicate
MSDE: Division for Leadership Development
Maryland Principals’ Academy Follow-Up
PA #
their own learning.

18. GOALS FOR CLASSROOM
TEACHERS
Teachers can create classrooms that are
information rich by providing multiple and
targeted opportunities for students to
show what they know, providing useful
feedback to both the teacher and the
students.

19. FOOD FOR THOUGHT
The most powerful single modification
that enhances achievement is
FEEDBACK!
J. H.HATTIE (1992), “MEASURING THE EFFECTS OF SCHOOLING” AUSTRALIAN JOURNAL OF EDUCATION.

20. GRANT WIGGINS ON FEEDBACK
“Feedback is different from advice or
guidance. It is also different from praise
or blame. Feedback is information.
‘Good job!’ is not feedback, it is praise.
Praise isn’t information- it is affirmation.”

21. GOOD FEEDBACK IS:
 TIMELY
 EXPERT
 CONSISTENT
 DESCRIPTIVE
 HONEST
 ON-GOING
 ACCURATE
 USER-FRIENDLY
 SPECIFIC
 CONSTRUCTIVE

22. GOOD FEEDBACK
 Provides opportunities to try the activity
again
 Includes what learners didn’t do in
addition to what they did do
 Uses a shared vocabulary that all can
understand
 Relies on mutual trust, the belief that the
teacher and students are partners in the
feedback process

23. CHANGES IN THE LANDSCAPE
There has recently been a shift in
focus from assessment OF learning
to assessment FOR learning.

24. ASSESSMENT FOR LEARNING
Assessment that occurs throughout the
learning process that is designed to
make each students’ understanding
visible so that teachers can decide what
they can do to help students progress.

25. TYPES OF ASSESSMENT FOR
LEARNING
 INFORMAL
formative assessment
can take place during
any teacher-student
interaction
 Exit ticket
 4 corners
 Muddiest point
 FORMAL
formative assessment
includes planned
activities designed to
provide evidence about
student learning.
 Homework
 Quiz
 Rough draft

26. Formative Assessment
Take a moment to reflect:
What formative
assessments do you
currently use that
exemplify assessment
FOR learning?

27. ASSESSMENT OF LEARNING
 When we use assessment at the
conclusion of a learning activity, we are
using assessment OF learning.

28. WHAT’S THE DIFFERENCE
Assessment for learning is any assessment
for which the first priority is to serve the purpose of
promoting students’ learning
Collecting work, grading,
returning
Collecting work, grading,
giving feedback,
returning
FEEDBACK ALONE MAKES THE GREATEST
IMPACT ON STUDENT GRADES

29. WORDS OF WISDOM
“You cannot fatten the cattle by
weighing them more. You have to
FEED them.” Larry Lezotte

30. Updates

31. PARCC Assessment Professional
Development Module
 Module #1: PARCC Common Assessments Overview
 Module #2: Introduction to the PARCC Mid-Year
Assessment
 Module #3: Introduction to the PARCC Diagnostic
Assessment
 Module #4: Introduction to the PARCC Speaking and Listening
Assessment
 Module #5: PARCC Accessibility System

32. Module 5: PARCC Accessibility System
This module will provide educators with the following information on
the Mid-Year, Performance-Based, and End-of-Year Assessments:
 Accessibility features embedded into the
delivery platform made available to all
students;
 Accommodations embedded into the delivery
platform made available to students with
disabilities;

33. Module 5: PARCC Accessibility System
This module will provide educators with the following information on
the Mid-Year, Performance-Based, and End-of-Year Assessments:
 Accommodations embedded into the delivery
platform made available to English learners;
and
 Resource guide that highlights where to find
information on administrative guidance, laws,
alternate assessments, technology support,
and communications resources.

34. PARCC Comprehensive Accessibility
Policies
http://www.parcconline.org/parcc-accessibility-features-and-accommodations-
manual

35. Embedded Supports
• Tool, support, scaffold, or preference that is built into
the assessment system that can be activated by any
student, at his or her own discretion.
• Universal Design features expected to benefit a diverse
array of students and are available to all students.
• Provided onscreen, stored in a toolbar, or are
accessible through a menu or control panel, as needed.
• During the assessment, students can choose which
embedded supports they need for specific items.
Examples include: audio amplification, highlighting,
pop-up glossary, etc.

36. Embedded Supports
Audio Amplification
Blank Paper (not embedded)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Read Aloud -Repeated as Needed
Highlight Tool
Magnification/Enlargement Device
Noise Buffers
NotePad
Pop-Up Glossary
Redirect Student to Test (not embedded)
Spell Checker
Writing Tools

37. Accessibility Features
 Available to all students (i.e., not limited to students with IEPs, 504
plans, or ELs), but will be selected and “turned on” by a school-based
educator prior to the assessment, based on each student’s Personal
Needs Profile (PNP).
 Based on each student’s individual needs, a PNP is created for the
student to ensure that he or she receives appropriate access without
the distraction of other tools and features that are not required by the
student.
 Although a school-based educator will enable specific accessibility
features for students, the student will decide whether or not to use the
feature. Accessibility features will be readily available on the
computer-delivered testing platform.

38. Accessibility Features
Answer Masking
Background/Font Color (Color Contrast)
General Administration Directions Clarified (must be
done by human test administrator)
Line Reader Tool
Masking
Text-to-Speech for the Mathematics Assessments

39. Proposed
Accommodations for
Students with
Disabilities (SWD)
www.parcconline.org

40. Assistive Technology
• Some students with disabilities (with IEPs
or 504 plans) may need to bring assistive
technology to equitably access the PARCC
Field Test.
• For current guidance on assistive
technology for the PARCC Field Test,
please refer to the posted guidelines on
PARCConline.org.

41. Accommodations for SWD
Category Accommodation
Presentation Assistive Technology
Braille Edition (Hard Copy – ELA/Literacy & Math;
Refreshable – ELA/Literacy
Closed-Captioning of Video
Descriptive Video
Familiar Test Administrator
Paper-Pencil Edition of the ELA/Literacy and Math
Assessments
Tactile Graphics
Video of Human Interpreter for Math Assessments (deaf
or hard-of-hearing)
Video of Human Interpreter for Test Directions (deaf or
hard-of-hearing)

42. Accommodations for SWD
Category Accommodation
Response Assistive Technology
Braille Note-taker
Scribing/Speech-to-Text for the
Mathematics Assessments

43. Accommodations for SWD
Category Accommodation
Timing &
Scheduling
Extended Time
Frequent Breaks
Time of Day
Setting Adaptive or Specialized Furniture
Separate or Alternate Location
Small Group
Special Lighting
Specified Area or Preferential Seating

44. Special Access
Accommodations (SWD)
Calculation Device
Read Aloud or Text-to-Speech for the ELA/Literacy Assessments,
including items, response options, and passages
Scribe or Speech-to-Text (i.e., Dictating/ Transcription) for the
ELA/Literacy Assessments
Video of a Human Interpreter for the ELA/Literacy Assessments,
including items, response options, and passages for a student
who is deaf or hard of hearing
Word prediction on the ELA/Literacy Performance-Based
Assessment
https://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual

45. Text-to-Speech Monitoring Phase 1
 State baseline of the appropriate selection of the Text-to-
Speech or Human Read-Aloud for the ELA/Literacy
online or paper-based PARCC Assessments, including
items, response options, and passages.
 Desk audit
 No fault year
 The results will be provided to local school systems to
use as guidance to develop systemic and/or school
based professional development to ensure the
appropriate selection of the text to speech or human
reader accommodation.

46. Text-to-Speech Monitoring Phase 1
Monitoring Sample
 A random sampling (20%) of students with disabilities
from selected local school systems who received the
text to speech, or human reader accommodation during
the PARCC field test will be selected to have their
Individualized Education Programs (IEPs) monitored for
the appropriate documentation of this accommodation
as outlined in the PARCC guidance.
 The random sampling will be gathered by the Division of
Curriculum, Assessment and Accountability.

47. PARCC Resources:
For the Field Test and Beyond
• The guide contains links to a variety of resources about
the PARCC assessments and 2014 PARCC Field Test.
• The resources listed here are organized by audience
and include resources relevant to All Audiences, those
with specific information for Teachers, and resources
developed to inform Parents.
• Refer to PARCC Resources for the Field Test and
Beyond document.
www.parcconline.org

48. Overview

49. Implementation in
Maryland is 2015-2016
www.ncscpartners.org

50. Maryland’s Community of Practice
 Regional Community of Practice (CoP) Teams
 Six Regional CoP
 Implement Model Curricula; provide feedback prior to the
assessment implementation for refinement
 Assist with providing professional development to support
teachers
50

51. Maryland Community of Practice Teams
 Northern*
 Baltimore City
 Baltimore County
 Harford
 Central*
 Anne Arundel
 Howard
 Montgomery
 Prince George’s
 Upper Eastern Shore*
 Caroline
 Cecil
 Kent
 Queen Anne’s
 Talbot
 Lower Eastern Shore
 Dorchester
 Somerset
 Wicomico
 Worcester
 Western*
 Allegany
 Carroll
 Frederick
 Garrett
 Washington
 Southern*
 Calvert
 Charles
 St. Mary’s
51

52. Community of Practice Teams
 Alt-MSA Facilitators will Co-Chair a Region
 Up to 23 CoP Team Members
 Administrators, Special Educators, General Educators and Related
Service Providers
 Speech Pathologist
 Assistive Technology Specialist
 OT, PT specialists
 Teacher of Visually Impaired and Deaf/Hard of Hearing
 Content Specialist – Reading/ELA, Mathematics
 Regular and Special Education Teacher
 Autism Specialist
 Principal/AP – Comprehensive School and Special School
 Non-public School Representative
52

53. 53
2012-2013
• NCSC Produces Classroom Curriculum, Content Support, and Begins Sample Field Testing
• Maryland Establishes CoP
2013-2014
• NCSC Develops Final Test Items/Reporting System, Completes Sample Field Testing, Sets Cut
Scores, Begins Validation Studies and Development of Technical Report
• Maryland Provides Professional Development to CoP on Curriculum Resource Materials
• Maryland Develops Communication Initiative
• Maryland Shares Parent Resources on NCSC
2014-2015
• NCSC Completes Validation Studies and Development of Technical Report/Alternate
Assessment System is Pilot-Field tested/NCSC Standard Setting is held (Summer 2015)
• Maryland Provides Professional Development with Support from CoP on NCSC Curriculum
Resources
• Maryland Provide Professional Development on Participation Guidelines and Resource Tools
2015-2016
• Maryland Continues to Provide Professional Development on NCSC Curriculum Resources
• Maryland Fully Implements NCSC Assessment

54. Provide Daily, Appropriate, and
Individualized Accommodations
 Accommodations are thoughtful, agreed-upon changes in practices and
procedures that enable students to access grade-level content standards.
 Accommodations planning should begin with instruction.
 Accommodations are intended to produce valid measures of what a student
knows and is able to do.
 The classroom should be seen as a place to try out
accommodations to see what works.
 Accommodations for instruction and assessment are integrally
intertwined.
 Classroom data is collected to determine if accommodations are
working.
 Typically, accommodation use does not begin and end in school. Students
who use accommodations will generally also need them at home, in the
community, and as they get older, in postsecondary education and at work.

55. https://wiki.ncscpartners.org/index.php/Perimeter,_Area_and_Volume_Content_Module

56. FINAL THOUGHTS

57. Contacts: Division of Special Education/
Early Intervention Services
 Paul Dunford, Branch Chief
Programmatic Support and Technical Assistance
pdunford@msde.state.md.us
 Marsye Kaplan, Section Chief
mkaplan@msde.state.md.us
 Karla Marty, Section Chief
kmarty@msde.state.md.us
 Fran Sorin, Coordinator of Professional Learning
fsorin@msde.state.md.us