A Capstone presentation by students in the Educational Leadership program at Auburn University. Presentation explains how the state assessments link together.

1. Using Assessments
to Increase Student
Success

2. Connecting Assessments
to Predict Success
Tiffany Yelder
Opelika High School
Opelika City Schools

3. Our Goal
• Encourage school districts to use the ACT
assessment series to:
– Meet students where they are
– Increase achievement levels

4. Assessments
Assessments are a fundamental part of education.
Think about all of the different assessments your
students encounter and the purpose they serve.
Take one (1) minute to discuss these and list as many
assessments and uses of assessments as you can.

5. Alabama’s Old Assessment Series
ACT
Explore 8
ACT
Plan 10
ACT 11
ACT
WorkKeys 12
“Longitudinal Baseline Data”

6. Alabama’s New Assessment Series
ACT
Aspire
4
ACT
Aspire
3
ACT
Aspire
5
ACT
Aspire
6
ACT
Aspire
8
ACT
Aspire
7
ACT
Aspire 10
The ACT
11
ACT
WorkKeys
12

7. Summative vs. Formative Assessments
• Serve different purposes in the learning process
– Summative Assessments are assessments OF learning at
a particular point in time
– Formative Assessments are assessments FOR learning in
progress
Looking back at the list from your table talk, take a few seconds to place an “S” or “F” next to
the items you would consider to be summative or formative assessments.
What are some examples of summative assessments? Formative assessments?

8. How Does Alabama Define a
Successful Student?

9. ACT College and Career Readiness
ACT researchers have identified knowledge and
skills that:
– Colleges expect from incoming first year students
– Employers expect from employees entering the
workforce
The same level of academic
achievement is needed for success in
college or a meaningful career. www.act.org

10. How is College and Career Readiness
Measured?
• Prepared graduates must meet one of the
following College and Career Ready Indicators
Benchmark
on ACT
Benchmark
on WorkKeys
Military enlistment
Approved Career &
Technical
Education
credential
Qualifying score on
AP or IB exam
Approved college
credit transcripted
while in high school
www.alsde.edu

11. How Did ACT Predict Student Success
in Entry Level College Courses?
ACT was able to:
• link ACT Readiness Benchmarks
to the actual grade received
• apply the same concept when
developing the readiness
benchmarks for the assessment
series
www.act.org
We now have a general idea of where our students need to be
each year and can use data to increase/predict success.
ACT Readiness Benchmarks
ACT Aspire The ACT
Test 3rd 4th 5th 6th 7th 8th
Early HS
9th 10th 11th
English 413 417 419 420 421 422 426 428 18
Math 413 416 418 420 422 425 428 432 22
Reading 415 417 420 421 423 424 425 428 22
Science 418 420 422 423 425 427 430 432 23

12. How Do We Use Assessments to
Increase/Predict Student Success?
ACT Readiness Benchmarks
ACT Aspire The ACT
Test 3rd 4th 5th 6th 7th 8th
Early HS
9th 10th 11th
English 413 417 419 420 421 422 426 428 18
Math 413 416 418 420 422 425 428 432 22
Reading 415 417 420 421 423 424 425 428 22
Science 418 420 422 423 425 427 430 432 23
• Each assessment in this longitudinal series builds on the previous one
• Each test is assessing the same subject areas with increasing skill levels
School systems should be able to use the data results from each year to
drive instruction for the next year.
Meet Tommy

13. How Do We Get There?
Use
assessment
data results
to drive
instruction
Use common
assessments
Use formative
& interim
assessments
• Look at the individual
assessments
• Determine how to use
assessment data results to
drive instruction
• Become familiar with
common, formative, and
interim assessments

14. The only summative assessment that
benefits learners is one that also
serves as a formative assessment.
http://www.brilliant-insane.com/2015/06/10-things-you-dont-know-about-formative-assessment.html

15. ACT Aspire
Curtis Walker
Tallassee High School
Tallassee City Schools

16. What we know:
• Measures academic achievement in English, math,
reading, science, and writing
• Administered to:
Grades 3 through 8
* nothing for 9th grade
grade 10 (replaces ACT plan)
• ACT Aspire is linked to the College and Career
Readiness Standards - research-based.
ACT Aspire

17. The Reports

18. Additional information:
• whole class trends
• grade level trends
• teacher trends
• school trends
• others
*Practice making conclusions
or predictions using data from
experiments!

19. What We Want to Know
How to use Aspire to increase/predict student growth?
Use Aspire to:
1. Set goals for your CIP
2. Help assess formative assessments
3. Drive instruction
4. Meet individual student needs

20. Trends:
3rd 46% not ready
4th 40% not ready
5th 42% not ready
School Wide Data
READING Readiness Status
Gr Exceeds Ready Close
In Need of
Support
Met CCR XCS Met CCR Nat'l Avg CCR
3 27% 27% 19% 27% 54% 55% 34%
4 36% 24% 29% 11% 60% 56% 37%
5 40% 18% 26% 16% 57% 54% 33%
Use Aspire to Set Goals for the CIP
*School/grade level trend*

21. Goal 1: Increase the number of students who are “ready” according to Aspire
reading assessment
Objective: increase the number of students who are “ready” by 10%
1)How (strategy & activities): Adjust instruction
• Review your data weekly
• Give the students the help they need
 small group
 one-on-one
 peer tutoring
• Refer to RtI
Remember:
Score connects the student to specific areas which are in need of
improvement or enrichment.
Use Aspire to Set Goals for the CIP

22. Goal 1: Increase the number of Students who are “ready”
according to Aspire reading assessment
2) How (Strategy & activity): Professional Development
• Grade level meetings
• share your ideas
• observe each other
• Instructional Coach
• example lessons
• model teaching
Use Aspire to Set Goals for the CIP

23. Aspire Compared to Formative Assessments
READING
AspireForm Diff
55% 69% 14%
56% 66% 10%
54% 68% 14%
58% 60% 2%
53% 60% 7%
Gr 3-
Gr 4-
Gr 5-
Gr 6-
Gr 7-
Formative assessments
and Aspire
need to be more closely
aligned.
Are the standards being taught? Are they being assessed? Is there rigor?

24. Use Aspire to Drive Instruction
Aspire results may show common areas of need.
Lessons can focus on that specific area

25. Use Aspire to Meet Individual Student Needs
Aspire results show strength as well as weakness

26. What are Ben’s strengths? Weaknesses?

27. What might the teacher use to help Ben
improve in reading and English?

28. Aspire can help increase and predict
student learning when it is used to:
1. Create goals for the CIP
2. Help assess formative assessments
3. Drive instruction
4. Meet individual student needs

29. ACT Plus Writing
Ava Cranmore
Prattville High School
Autauga County Schools

30. The Capstone of the Aspire
Assessments
Final assessment following the ACT Aspire to
help students determine what they still need
to learn and what knowledge and skills they
have learned to prepare them for college and
career.
11th Grade Assessment

31. Validity of ACT Scores to Predict
Student Success
• Stability and validity studies conducted by
ACT over the past 28 years have shown the
scales to be consistent in their ability to
predict meaningful outcomes.
• Validity of score ranges are an ongoing
process to ensure that the tests are relevant.
www.act.org

32. ACT College and Career Readiness
Standards
• ACT developed College and Career Readiness Standards (CCRS)
• CCRS are descriptions of the necessary skills and knowledge
students must have to become ready for college and career.
www.act.org
ACT Readiness Benchmark
Test
ACT Aspire
The ACT
3rd 4th 5th 6th 7th 8th
Early HS
9th 10th
English 413 417 419 420 421 422 426 428 18
Math 413 416 418 420 425 425 428 432 22
Reading 415 417 420 421 424 424 425 428 22
Science 418 420 422 423 427 427 430 432 23

33. 2014 ACT Scores
http://www.act.org/newsroom/data/2014/states.html
Average
Composite
Score
Average
English
Score
Average
Math
Score
Average
Reading
Score
Average
Science
Score
Average
Writing
Score
National 21.0 20.3 20.9 21.3 20.8 7.1
Alabama 20.6 20.7 19.5 21.3 20.4 6.5

34. ACT College and Career Ready
Standards
For each subject area of the test, there is a
breakdown of the standards covered for
each score range and a curriculum review
worksheet that faculty and students can
use to evaluate where they are in
proficiency.

35. Score Range Close Reading (CLR)
13-15 CLR 201. Locate basic facts (e.g., names, dates, events) clearly stated in a passage
CLR 202. Draw simple logical conclusions about the main characters in somewhat challenging
literary narratives
16-19 CLR 301. Locate simple details at the sentence and paragraph level in somewhat challenging
passages
CLR 302. Draw simple logical conclusions in somewhat challenging passages
20-23 CLR 401. Locate important details in somewhat challenging passages
CLR 402. Draw logical conclusions in somewhat challenging passages CLR 403. Draw simple
logical conclusions in more challenging passages
CLR 404. Paraphrase some statements as they are used in somewhat challenging passages
http://www.act.org/standard/planact/reading/
Use the ACT College and Career Ready
Standards to Assess Student Learning

36. Score
Range Close Reading (CLR)
24-27 CLR 501. Locate and interpret minor or subtly stated details in somewhat challenging passages
CLR 502. Locate important details in more challenging passages
CLR 503. Draw subtle logical conclusions in somewhat challenging passages
CLR 504. Draw logical conclusions in more challenging passages
CLR 505. Paraphrase virtually any statement as it is used in somewhat challenging passages
CLR 506. Paraphrase some statements as they are used in more challenging passages
28-32 CLR 601. Locate and interpret minor or subtly stated details in more challenging passages
CLR 602. Locate important details in complex passages
CLR 603. Draw subtle logical conclusions in more challenging passages
CLR 604. Draw simple logical conclusions in complex passages
CLR 605. Paraphrase virtually any statement as it is used in more challenging passages
33-36 CLR 701. Locate and interpret minor or subtly stated details in complex passages
CLR 702. Locate important details in highly complex passages
CLR 703. Draw logical conclusions in complex passages
CLR 704. Draw simple logical conclusions in highly complex passages
CLR 705. Draw complex or subtle logical conclusions, often by synthesizing information from different portions of the
passage
CLR 706. Paraphrase statements as they are used in complex passages

37. ACT Worksheets to Determine Where
Standards are in the Curriculum
http://www.act.org/standard/planact/reading/
CLR – Close Reading
IDT – Central Ideas, Themes & Summaries
REL – Relationships
WME – Word Meanings & Word Choice
TST – Text Structure
PPV – Purpose & Point of View

38. How Students Can Use ACT Results
• Students should learn to use ACT tools for self-
evaluation to evaluate their own knowledge base.
• To assess their own readiness for college and career
• To identify academic areas where they need
improvement
• To support their college admission applications

39. How Schools Can Use ACT Test Scores
• All grade level teachers should evaluate the standards
to ensure that students are being taught the ACT
Standards in the curriculum.
• To identify students who need assistance with certain
subject areas or academic skills
• To determine instructional strategies to enhance
learning throughout all grades

40. ACT WorkKeys
Rob Mitchell
Prattville High School
Autauga County Schools

41. WorkKeys
• Assessment required for all 12th grade students
• Assesses students’ potential job skills
• Helps measure and develop real world skills
• Evaluates all job levels
• Job profiling
– Helps businesses find potential employees
• Influences instructional support

42. The Break Down
Three Test Areas
• Applied Mathematics
• Locating Information
• Reading for Information

43. 5 Levels of Difficulty
• Level 3 Bronze Certificate
• Level 4 Silver Certificate
• Level 5 Gold Certificate
• Level 6 Platinum Certificate
• Level 7

44. Why WorkKeys?
• Intentions of WorkKeys assessment is to blend
businesses and student success together to result
in more efficient job placement.
• Currently businesses do the tests to assess job
skills but now schools will help assess them as
well.
• Creates a smoother transition into the work place

45. Applied Mathematics Level 3 Question
In your job as a cashier, a customer gives you a $20 bill to
pay for a can of coffee that cost $3.84. How much
change should you have?
a) $15.26
b) $16.16
c) $16.26
d) $16.84
e) $17.16
http://www.act.org/products/workforce-act-workkeys/

46. Why Is This a Level 3 Item?
• Examinees must perform a single subtraction
operation.
• Numbers are presented in logical order ($20.00-
$3.84)
• Number of dollars must be converted to a
decimal (dollars and cents:$20.00)
Answer: $16.16
http://www.act.org/products/workforce-act-workkeys/

47. Applied Mathematics Level 6 Question
You are preparing to tile a floor of a rectangular room that is 15 ½
feet by 18 ½ feet in size. The tiles you plan to use are square,
measuring 12 inches on each side, and are sold in boxes that
contain enough tile to cover 25 square feet. How many boxes of
tile must you order to complete the job?
a) 11
b) 12
c) 34
d) 59
e) 287
http://www.act.org/products/workforce-act-workkeys/

48. Why Is This a Level 6 Question?
• Examinees must use multiple steps of logic,
calculations, or conversion.
• Examinees must use mixed numbers.
• Examinees must eliminate unnecessary information.
• Examinees must find the area of basic shapes and
use the result in further calculations.
Answer: 12 boxes
http://www.act.org/products/workforce-act-workkeys/

49. How Can WorkKeys Improve
Classroom Instruction?
• Relating the level of questions and how many get
them wrong or right to drive instruction for the
following year
• Encourages teachers to ask practical questions that
relate to real life situations
• Helps students to get career ready

50. Career Ready Certificates
Resource: http://alabamaschoolconnection.org

51. County Results
None
Bronze
Level 3
Silver
Level 4
Gold
Level 5
Platinum
Level 6
Total
Percent
Proficient
(Silver or
better)
School A 5 13 6 0 0 24
25%
6 of 24
School B 6 18 20 12 0 56
57%
32 of 52
School C 14 23 60 22 2 121
69%
84 of 121
School D 41 91 160 128 7 427
69%
295 of 427
Total County 66 145 246 162 9 628
66%
417 of 628

52. Overview of County/School Proficiency
(Silver, Gold, Platinum)
0 20 40 60 80 100
School D
School C
School B
School A
Percent Proficient
Percent Proficient

55. Donna Denning
Transition Specialist
Autauga County Schools
Special Education
and Assessments

56. Accessibility is a universal concept that is not restricted to any one group of
students. It describes needs we all have regardless of whether or not we have an
official diagnostic label. The older more familiar term accommodations describes
one intensive level of support that few students actually need.
ULTIMATE GOAL: Accessibility supports do nothing for the student academically
that he or she should not be doing independently: they just make interaction and
communication possible and fair for each student.
Accessibility vs Accommodations
for ACT/Aspire

57. Retrieved from ACT Accessibility User’s Guide
The ACT Aspire accessibility system defines four levels of supports that range from
minor support (default embedded system tools) to extreme support (modifications).

58. Levels of Supports
The four levels of support in the ACT Aspire accessibility system
represent a continuum of supports, from least intensive to
most intensive, and assumes all users have communication
needs that fall somewhere on this continuum. The unique
combination of supports needed by a single test taker is called
the Personal Needs Profile (PNP). A PNP tells the system
which supports to provide for a specific test taker. The
continuum of supports permitted in the ACT Aspire results in a
personalized performance opportunity for all.

59. Automatically available to a default user where accessibility needs are sufficiently met through the basic test
administration experience.
Default embedded system tools meet the common, routine accessibility needs of the most typical test takers.
All students are provided these tools, as appropriate, even students who have no documented PNP.
Default embedded system tools include but are not limited to these examples:
● Paper test booklet (paper)
● Answer document (paper)
● Number 2 pencils (paper)
● Erasers (paper)
● Computer keyboard (online)
● Mouse (online)
● Browser zoom magnification (online)
● Scratch paper (online and paper)
● Personal calculators for Mathematics tests (online and paper)
● Mark items for review (online and paper)
Support Level 1:
Default Embedded System Tools

60. ● Large print (paper)
● Color overlay (paper)
● Respond in the text booklet or on separate
paper (paper)
● Line reader (online and paper)
● Magnifier tool (online and paper)
● Answer masking (online and paper)
● Dictate responses (online and paper)
● Keyboard or augmentative or assistive
communication (AAC) + local print online and
paper)
● Breaks: supervised within each day (online and
paper)
● Special seating/grouping (online and paper)
● Location for movement (online and paper)
● Individual administration (online and paper)
● Other setting (online and paper)
● Audio or visual environment (online and
paper)
● Physical/motor equipment (online and paper)
Support Level 2:
Open Access Tools
Open Access tools are slightly more intensive than default embedded system tools but can be
delivered in a fully standardized manner that is valid, appropriate, and personalized to specific
access needs identified within an individual student’s PNP. ACT Aspire, Open Access tools
include but are not limited to the following examples:

61. • Text-to-speech English audio
• Text-to-speech English audio+orienting
description for blind/low vision
• Text-to-speech Spanish audio
• Word-to-word dictionary
• Human reader, English audio
• Translated test directions
• Braille + tactile graphics (online and paper)
• Sign language interpretation
• Extra time (online and paper)
• Breaks: securely extend session over multiple
days (paper)
Support Level 3:
AccommodationsHigh-level accessibility tools needed by relatively few students. The ACT Aspire system requires accommodations-level
supports to be requested by educational personnel on behalf of a student through the online PNP process. This will allow
any needed resources to be assigned and documented for the student. Students who receive this high level of support have
a formally documented need for resources or equipment that requires expertise, special training and/or extensive
monitoring to select, administer, and even to use the support effectively and securely. These can include but are not limited
to the following examples:
Decisions about accommodations-level supports are typically made by an educational team on behalf of and including the
student. Accommodation decisions are normally based on a formal, documented evaluation of specialized need.
Accommodation supports require substantial additional local resources or highly specialized, expert knowledge to deliver
successfully and securely.

62. Supports that are sometimes used during instructions,
but they alter what the test is attempting to measure and
thereby prevent meaningful access to performance of the
construct being tested. Because modifications violate the
construct being tested, they invalidate performance results and
communicate low expectations of student achievement.
Modifications are NOT permitted during ACT Aspire testing
Support Level 4:
Modifications
Retrieved from: www.wcass.org/resource

63. General Policies Guiding the Alabama
Student Assessment Program
• Testing accommodations should enable students to demonstrate their
knowledge and skills.
• Must be based upon individual student needs and not upon a category of
disability, level of language proficiency , or level of instruction
• These accommodations must have been regularly made during classroom
instruction and on classroom tests.
• These accommodations must be justified, proven, successful and
documented in the student’s IEP/504 Plan/I-ELP.
• These accommodations should foster and facilitate independence for
students not dependence.
• Only test accommodations listed on the approved testing checklists
should be used.
Alabama State Department of Education Student Assessment Program Policies and Procedures for Students of Special Populations

64. • Justification of the need for the testing
accommodations
• Prior practice in the classroom on a regular basis
for instruction and on classroom tests
• Success of the accommodations during prior
practice
Required to Qualify for Testing
Accommodations

65. 1. Expect Students of Special Populations to Achieve
Grade-Level Academic Content Standards.
2. Learn About Accommodations for Instruction and
Assessment.
3. Select Accommodations for Instruction and State
Assessments for Individual Students.
4. Administer Accommodations during Instruction
and On State Assessments.
5. Evaluate and Improve Accommodations Use.
The Five Step Process

66. The results from formative and summative assessments should be used for:
IEP Development
• Profile - current areas of strengths and weaknesses
• Provide data for making the decision for the most appropriate pathway:
General Education Pathway - college and career
Essential Life Skill Pathway - school to career
Alternate Achievement Standards Pathway (Previously AAA)
• Goal Development - use results to develop measureable and attainable goals
and benchmarks that align with standards
Use of Assessments for IEP Development
*Students are not required to have an IEP to access Life Skills Pathway courses.

67. Common Assessments
Aaron Stewart
J.F. Drake Middle School
Auburn City Schools

68. Key Questions
What?
Who?
Where?
When?
How?
Why?

69. What Are Common Assessments?
Common Assessments are teacher
formulated, standards based, formative
assessments used to gauge students’
mastery of content.

70. Who Uses Common Assessments?
Common Assessments can be used by any
group of teachers that teach the same
content.
- Grade Level Teachers
- Curriculum Area Teachers
Examples:
1. 3rd Grade Language Arts Teachers
2. 5th Grade Science Teachers
3. 7th Grade Math Teachers
4. 10th Grade Social Studies Teachers

71. Where to Use Common Assessments
Common Assessments are simply “Classroom
Assessments” - used for formal and informal
formative assessments in the classroom.
1. Exit Slips
2. Quizzes
3. Chapter/Unit Tests

72. When to Use Common Assessments
Common Assessments should be used whenever
there is a need for formative assessment. This
process should happen:
- every week
- every month
- every quarter
- every semester
- all year long

73. How Common Assessments Are Developed
Teachers collaborate and determine:
1. What do we expect students to learn?
2. How will we know students learned?
3. What will we do when students do not learn?
4. What will we do when students do learn?
(DuFour, DuFour, Eaker, & Many, 2010, p. 119)
Using the four guiding questions, teachers then create a test,
timeline, and lessons.

74. How Common Assessments Work
- After the creation of the test, timeline, and lessons, each
teacher then progresses through the unit.
- After all teachers have completed the assessment within the
testing window, all teachers meet to discuss data.
- Each teacher’s tests are ordered from highest level of mastery to
lowest level of mastery.
- Teachers then rearrange classes based on students’ mastery of
material.

75. Data Tables
TEACHER A TEACHER B TEACHER C TEACHER D
STUDENT A1 STUDENT B1 STUDENT C1 STUDENT D1
STUDENT A2 STUDENT B2 STUDENT C2 STUDENT D2
STUDENT A3 STUDENT B3 STUDENT C3 STUDENT D3
STUDENT A4 STUDENT B4 STUDENT C4 STUDENT D4
STUDENT A5 STUDENT B5 STUDENT C5 STUDENT D5
STUDENT A6 STUDENT B6 STUDENT C6 STUDENT D6
STUDENT A7 STUDENT B7 STUDENT C7 STUDENT D7
STUDENT A8 STUDENT B8 STUDENT C8 STUDENT D8
STUDENT A9 STUDENT B9 STUDENT C9 STUDENT D9
STUDENT A10 STUDENT B10 STUDENT C10 STUDENT D10
STUDENT A11 STUDENT B11 STUDENT C11 STUDENT D11
STUDENT A12 STUDENT B12 STUDENT C12 STUDENT D12
STUDENT A13 STUDENT B13 STUDENT C13 STUDENT D13
STUDENT A14 STUDENT B14 STUDENT C14 STUDENT D14
STUDENT A15 STUDENT B15 STUDENT C15 STUDENT D15

76. Data Tables
TEACHER A TEACHER B TEACHER C TEACHER D
86 60 73 75
95 90 75 75
90 60 98 95
94 95 90 85
91 75 92 85
93 60 82 80
96 95 76 83
86 84 76 76
93 65 80 76
95 55 60 86
95 65 76 93
91 95 83 93
82 70 83 80
96 70 85 86
90 75 66 95

77. Data Tables
TEACHER A TEACHER B TEACHER C TEACHER D
96 95 98 95
96 95 92 95
95 95 90 93
95 90 85 93
95 84 83 86
94 75 83 86
93 75 82 85
93 70 80 85
91 70 76 83
91 65 76 80
90 65 76 80
90 60 75 76
86 60 73 76
86 60 66 75
82 55 60 75

78. Data Tables
TEACHER A TEACHER B TEACHER C TEACHER D
98 92 83 75
96 91 83 75
96 91 83 75
95 90 82 73
95 90 82 70
95 90 80 70
95 90 80 66
95 86 80 65
95 86 76 65
95 86 76 60
95 86 76 60
94 85 76 60
93 85 76 60
93 85 75 55
93 84 75
93

79. Potential Problems
1. Student Perception
2. Teacher Fairness
3. Teacher Limitations

80. Teacher Judgment
A student is not mandated to any mastery level!
– Tweaks can be made based on teacher input
• “I think she had a lot going on at home.”
• “He usually does better than this.”
– Behavior issues may affect performance
• “There’s a personality conflict with her.”
• “He’ll do very well without an audience.”

81. Key Questions
What?
Who?
Where?
When?
How?
Why?

82. Why Use Common Assessments?
1. Promote Teacher Accountability
– By making their student results public to their colleagues, the level
of accountability to improve their practice rises dramatically; no
one likes to be perceived as ineffective (Lenz, 2012)
2. Enhance Teacher Practice
– The goal is to compare what works best!
3. Increase Student Success
– Based on mastery model
– Grouping students based on content mastery allows for the
appropriate remediation and enrichment.
– Beginning stages of preparation

83. Formative Assessments
Renatta Rives
Councill Middle School
Tallapoosa County Schools

84. Assessment is not the endgame of learning. It is a
toolset consisting of summative, periodic, and
formative components. No single element, no matter
how well-intentioned or detailed, can match a
complete assessment solution.
http://www.discoveractaspire.org/assessments/

85. Question: Where do schools get reliable data in order to
predict student success on the Aspire Assessments?
Answer: ACT Aspire Interim Assessments

86. What are Interim Assessments?
These are short-duration, highly revealing
assessments designed to produce snapshots of
each learner’s achievement at intervals
throughout the academic year.
As such, they are ideal for acknowledging that a
learner’s progress is on pace for success with the
Aspire assessment at the conclusion of the year.

87. ACT Aspire Formative
Assessments Are Outcome Based
• Emphasizes learning objectives
• Makes goals and objectives transparent to students
• Provides feedback that is relevant, comprehensive, and
attainable
• Provides valuable diagnostic information by generating
informational data

88. Interim Assessments are Important
Interim Assessments are
important because they
identify whether a
learner may require
critical, corrective re-
teaching to develop the
essential skills that will
be measured by the
Aspire assessment.

90. ACT Aspire Interim Assessments
• 3 Interim assessments per grade and per content area
• Fixed-format, computer based, multiple choice
• 3rd -10th grades
• 45 minute duration
• Immediate feedback to students with reports generated for
student/parent, teacher/group, item response analysis
Interim Assessments serve as a means for fast,
convenient and accurate measurement of CCRS standards
leading up to the ACT Aspire Assessment.

91. Table Talk
Instructions: Take one (1) minute and discuss with the people beside
you the following questions:
1. Why would ACT Aspire Interim Assessments be beneficial to
students?
2. Why would ACT Aspire Interim Assessments NOT be beneficial to
students?
3. How do Interim Assessments relate to the Aspire and ACT data?
4. Would student test scores increase if we invest in the formative
assessments developed by ACT Aspire?
5. What would my system “give up” in order to implement Interim
assessments?

92. Why Choose ACT Aspire Interim
Formative Assessments?
Benefits include:
• Aligned with College and Career Readiness Standards
• Places ready made formative assessments in the hands of
teachers
• Eases the transition to computer based Aspire Assessment
• Formative assessments are where teachers can make the
changes within the classroom with greatest potential to affect
student learning.

93. Negative Points to Consider:
1. Assessment pacing is fixed and may not adhere to current
pacing guides.
2. Available only as computer based testing
3. Teachers may be resistant to adjusting coaching strategies
for students not meeting proficient level of learning.
4. School systems will need to develop their own system of
cumulative reporting.
5. Interim Assessments are expensive.

94. Results of Pilot Series
• Students and teachers report
greater confidence on the
Aspire Assessment
• As a result of formative interim
testing, students were
supported with appropriate
coaching and this resulted in
increased Aspire scores

95. Interim Assessments Are Instructionally
Informative
• Allows for purposeful selection of
strategies
• Embeds assessment in instruction
• Provides a way to align standards,
content and assessments

96. CONCLUSION

97. What is the Goal?
Assessment results should drive classroom
instruction, continuous improvement plans,
and professional development.

98. References:1. Tiffany Yelder: Connecting Assessments to
Predict Success
1. www.act.org
2. www.alsde.edu
2. Curtis Walker: ACT Aspire
1. www.discoveractaspire.org
3. Ava Cranmore: ACT Plus Writing
1. www.act.org
2. http://www.act.org/newsroom/data/2014/states.html
3. http://www.act.org/standard/planact/reading/
4. Rob Mitchell: ACT WorkKeys
1. www.act.org
2. http://www.act.org/products/workforce-act-workkeys/
3. http://alabamaschoolconnection.org
5. Donna Denning: Special Education and
Assessments
1. ACT Accessibility User’s Guide
2. www.wcass.org/resource
3. Alabama State Department of Education Student Assessment
Program Policies and Procedures for Students of Special
Populations
6. Aaron Stewart: Common Assessments
1. Ainsworth, L., & Viegut, D. (2006). Common formative
assessments: How to connect standards-based instruction and
assessment. Thousand Oaks, CA: Corwin Press.
2. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010) Learning
by doing: A handbook for professional learning communities at
work (2nd ed.). Bloomington, IN: Solution Tree Press.
3. Lenz, B. (2010, December 20). How common assessments
boost accountability. Retrieved from
http://www.edutopia.org/blog/common-assessments-
accountability-bob-lenz
7. Renatta Rives: Formative Assessments
1. http://www.discoveractaspire.org/assessments/