This document provides an overview of formative and summative assessments. It defines formative assessment as assessment for learning used to improve instruction, and summative assessment as assessment of learning to evaluate student achievement at the end of a period of instruction. The document outlines how assessments help students, teachers, parents, policymakers, and the public. It also discusses using assessment data to inform instruction and the purpose of Indiana's ILEARN and I AM assessments.
Uptown School is an authorised International Baccalureate (IB) Primary Years School and PYP IB World School. Uptown School is in the candidacy process for its IB Middle Years Programme, with the IB Diploma Program to follow.
Uptown delivers the IB curriculum to grades Pre-K (3 by September 15) to Grade 10 starting in September 2014 with Grades 11 and 12 to be added in 2015 and 2016.
Uptown School is an authorised International Baccalureate (IB) Primary Years School and PYP IB World School. Uptown School is in the candidacy process for its IB Middle Years Programme, with the IB Diploma Program to follow.
Uptown delivers the IB curriculum to grades Pre-K (3 by September 15) to Grade 10 starting in September 2014 with Grades 11 and 12 to be added in 2015 and 2016.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Process of Assessment- B.Ed syllabus, assessment for learningMAITREYEE BISWAS
this pptx gives a brief description about how various assessment process are done in teaching learning process. it focuses on various methods and strategies used.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Process of Assessment- B.Ed syllabus, assessment for learningMAITREYEE BISWAS
this pptx gives a brief description about how various assessment process are done in teaching learning process. it focuses on various methods and strategies used.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. What Is Assessment?
3
Assessment is a wide variety of methods or tools that educators use
to evaluate, measure, and document the academic readiness,
learning progress, skill acquisition, or educational needs of students.
• Formal and informal
• Formative and summative
• Static and dynamic
4. Formative vs. Summative
4
FORMATIVE SUMMATIVE
• Provides evidence for [improving] student
learning
• Provides evidence of student learning
• Something teachers do with and for students
rather than to students
• Often driven by federal and state
requirements; may be used for accountability
purposes
• Not a high-stakes assessment • High-stakes assessment
• Teachers and students work together and
share responsibility in learning
• Often refers to an “end-goal” test that takes
place near the end of the school year
• Research has suggested large student learning
gains using formative assessments
• As embodied by statewide standardized tests,
summative assessment provides a wealth of
data that is useful to educators at the state,
district, and school levels
5. Assessment helps students...
5
• Understand their own strengths and challenges and empowers
them to create a plan for improvement
• Be motivated to maintain or improve their learning strategies
• Be placed in the appropriate classes and programs
6. Assessment helps teachers...
• Understand which teaching approaches are most effective
• Identify which topics they taught well
and which need work
• Develop lesson plans and set achievable goals
• Identify students’ skills, abilities, and needs
• Define next steps for student growth
• Select appropriate curricula, teaching materials,
and learning activities
• Group students for instruction to target specific learning needs
7. Assessment helps parents...
• Understand their child’s progress and learning
• Identify activities they can use to help improve and maintain
their child’s knowledge and skills
8. Assessment helps policymakers...
• Establish high expectations for educators and students
• Determine whether students are learning what
they think they are learning
• Identify areas of educational need that can be
targeted for improvement
• Effectively allocate resources to benefit students
• Determine how well and to what extent students
are benefitting from current programs and services
9. Assessment helps the wider public...
• Learn how schools, corporations, and educators are
contributing to student learning outcomes
• Understand how Indiana’s students are working to be college
and career ready
10. What is formative assessment?
• Assessment for learning
• An opportunity for teachers to
• Observe student behaviors and student work
• Make inferences about what students know and can do
• Use information gathered to inform teaching practice
• An opportunity for students to
• Internalize standards/criteria for high-quality work
• Refine problem-solving strategies
• Receive scaffolded assistance on how to improve their work
• https://www.youtube.com/watch?v=al6gO9SLqBY&feature=youtu.be&t=49s
11. Formative Assessment: Dynamic or Static
Static: provides snapshot of student understanding
and identifies areas to reinforce at a future time
• Interim assessments, pre- and post-quizzes, exit slips
• Aligned to year-end goals
• Interim assessments serve as a road map on the journey to proficiency
Dynamic: happens “in the moment”
• Observing students as they work, using response cards, peer instruction
• Major benefit of dynamic assessment is instant feedback
• If interims are the road map, dynamic assessments are like checking the oil
Both should always be intentional, planned, and continuous
12. Building Blocks of Effective Formative
Assessment
Assessments should be:
• Planned early
• Transparent
• Common
• Continuous
(Bambrick-Santoyo, 2010)
13. Productive Formative Assessment
• In what areas have students met or not met learning
objectives?
• Why did students meet or not meet the objectives?
• Are misconceptions present?
• Is any background knowledge missing?
• How much time was devoted to each topic?
• How effective was the teaching practice?
• Were there a sufficient quantity and quality of student learning
activities?
• Were there a sufficient quantity and quality of resources available to
students?
• How motivated to succeed were the students?
• Were there any other external factors that impacted assessment?
14. Questions to consider when designing
formative assessments:
1. Is the assessment valid and reliable?
• Validity: Does the assessment measure what it is supposed to measure?
• Reliability: Does the assessment produce stable and consistent results?
2. Can students perform the task “successfully” without producing
the desired outcome?
3. Is it possible that students will fail to perform the task for reasons
other than their skills or abilities?
15. More questions to consider when
designing formative assessments:
4. Do students understand the rubric for the assignment?
Are the criteria clear, descriptive, and distinct?
5. Does the task require understanding of required content, or
can it be accomplished solely using outside skills/knowledge?
6. Is the task realistic? Does it simulate authentic challenges
faced in the adult world?
7. Are the point values in the rubric appropriately spaced?
8. Is the task worth your students’ time and effort? Is it worth
your time and effort?
9. Is the task appropriately challenging?
17. Summative assessment is...
• Assessment of learning
• Used to evaluate learning at the end of an instructional unit by
comparing against a standard or benchmark
• The same standards apply to all students in a given grade and content area.
• Performance can be compared across students, classes, schools, and
corporations.
• Provides very useful data for measuring growth and learning gaps between different
groups of students.
• Intermittent assessment takes place at pre-determined times during the
school year.
• Summative assessments are frequently high-stakes (e.g., graduation
requirements).
18. Purpose of ILEARN
• Measure student growth and achievement
according to Indiana Academic Standards.
• Provide valuable data that corporations, schools,
and teachers can use to inform teaching practice.
• ELA and Mathematics teachers can use prior year’s data.
• Other content areas, such as Science and Social Studies,
may find performance data from previous years beneficial.
19. Purpose of I AM
• Indiana’s Alternate Assessment
• Measure student achievement according to Indiana Content
Connectors.
• Provide valuable data that corporations, schools,
and teachers can use to inform teaching practice.
20. How Teachers and
Administrators Use
ILEARN and I AM Data
School Administrators and Teachers:
• Which students are likely to require additional support this year?
• What is the best way to group students of varying proficiency levels?
• What standards were mastered by students? (Suggests that the
instruction and curriculum in these areas is strong.)
• What standards were not mastered by many students? (Suggests
that the instruction and curriculum in these areas may need to be
adjusted.)
21. How Corporations and
Administrators Use
ILEARN and I AM Data
Corporations and School Administrators:
• How should students be grouped into classrooms?
• What are appropriate strategies for closing achievement gaps?
• Are existing programs contributing to students’ academic growth?
• Are there areas of strength or weakness in the current curriculum
and instructional practices?
• What professional development will best prepare teachers for the
coming school year?
22. How to Use ILEARN and I AM Data
• To answer these questions, corporations, school administrators,
and teachers can look at:
• Last year’s overall corporation/school/class performance
• Corporation/School/Class performance on each reporting category
• Note that ILEARN data will become available after standard
setting in 2019. In 2020, ILEARN assessments will provide
rapid results for students.
23. Released Items
Teachers can review sample items in the item specifications and
in the Released Items Repository to better understand how
certain standards are assessed, and to find ideas for questions
on classroom assessments.
Released Items Repository: https://inpt.tds.airast.org/student
24. Upcoming Trainings: Spring 2018
• Spring 2018:
• Understanding Indiana’s New Assessment Webinar
• May 23, 4:00pm ET
• June 4, 11:00am ET
• June 11, 1:00pm ET
• What Is a Standards-Based, Computer-Adaptive Test? Webinar
• May 24, 4:00pm ET
• June 12, 11:00am ET
• June 18, 1:00pm ET
• Student Interface Training Module
• Available on the Indiana Portal
25. Upcoming Trainings: Fall 2018
• Fall 2018:
• Online Testing System Webinars
• Assessment Literacy Webinars
• Online Test Administrator Certification Course
• All training resources will be available on the Indiana Portal
26. More Information:
Indiana Portal: http://indiana.portal.airast.org
Indiana Assessment Help Desk
• Toll-Free Phone: 1.866.298.4256
• Email: airindianahelpdesk@air.org
Indiana Department of Education:
• INassessments@doe.in.gov
• 317-232-9050
• Follow us #IDOEILEARN
Welcome to the “Why Is It Important to Assess?” webinar.
In this webinar, we will discuss the following topics:
The objectives of assessment
How teachers can utilize formative assessment
How teachers can utilize summative assessment
How teachers design effective classroom assessments
In a few minutes we will also be watching a short video clip. If you are joining us by phone today, please make sure that your computer’s volume is turned on, so that you will be able to hear the video.
Before we begin, I would like to turn the presentation over to the Indiana Department of Education for a few words. [Department representative will introduce herself and share a few sentences of welcome, then turn the presentation back over to AIR.]
Assessment can mean different things to different people and covers a wide range of methods and tools that educators use to evaluate, measure, and document students’ academic readiness, learning progress, skill acquisition, or educational needs.
In general, assessment is any process by which evidence is collected to make informed decisions.
Assessment tools range from large-scale tests such as ILEARN, to classroom activities such as observing students as they work through a task. In this presentation, we’ll walk through some examples of different assessment objectives, beneficiaries, and tools.
Formative assessment provides evidence for [improving] student learning. And is something teachers do with and for students rather than to students.
Formative assessments are “in-the-moment” assessments are not high-stakes assessments. Teachers and students work together and share responsibility in learning.
Research has suggested large student learning gains using formative assessments.
Summative assessment provides evidence of student learning. Summative assessments are often high-stakes assessments driven by federal and state requirements and may be used for accountability purposes. They are often referred to as an “end-goal” test that takes place near the end of the school year. As embodied by statewide standardized tests, summative assessment provides a wealth of data that is useful to educators at the state, district, and school levels.
Assessment as a whole helps students understand their own strengths and challenges and get motivated to maintain or improve their learning strategies. For example, if a teacher tells a student that his or her written essay made good use of vocabulary words, but did not fully answer the question in the prompt, the student can use this feedback to focus on writing organization and pre-writing, rather than vocabulary. Students also benefit when their assessment data is used to match them with appropriate classes and programs.
Assessment helps teachers understand what teaching approaches are most effective, set goals, and select appropriate teaching materials, and learning activities. For example, a teacher may see that students were productive and had fun while working on a group project, but most of the projects did not demonstrate students’ mastery of the knowledge and skills covered in class.
Based on this assessment feedback, the teacher might continue to assign the group project in future years, but update the rubric to be more specific so that it is more closely aligned to the academic standards and learning objectives.
Assessment helps parents understand their child’s learning and identify activities they can use to help improve and maintain their child’s knowledge and skills.
For example, at a parent-teacher conference, a geometry teacher may identify “communicating reasoning” as an area the student can target for improvement, based on assessment data. Parents can provide extra support to the student at home by finding a real-world example of a right triangle, such as a ladder leaning against a wall, and asking their child to explain how to figure out the lengths of the sides of the triangle.
Assessment helps policymakers establish high expectations for educators and students, identify areas of educational need that can be targeted for improvement, and effectively allocate resources to benefit students.
For example, assessment data may be able to help policymakers determine if a new pilot program or grant has had a measurable impact on student achievement and growth. It may also allow leadership to allocate resources to target specific areas of improvement.
Assessment helps the wider public learn how educators are contributing to student learning outcomes and how Indiana’s students are working to be college and career ready.
For example, data reports highlight key learning that students achieve for college and career readiness, while looking at reporting across the years highlights school and student growth.
Formative assessment is assessment for learning. Teachers use formative assessment during instruction to gain actionable feedback that they can use to adjust their instruction and improve student learning. Formative assessment can be either dynamic or static.
Formative assessment is an opportunity for teachers to:
Observe student behaviors/work
Make inferences about what students know and can do
Use the information they have gathered to inform teaching practice
Formative assessment is an opportunity for students to:
Internalize standards/criteria for high quality work
Refine problem-solving strategies
Receive scaffolded assistance on how to improve their work
Formative assessment is also an opportunity for students to understand where they are in their educational journey and make a plan for moving forward. The following video clip from Professor Jo Boaler of Stanford University provides an example of the positive impact that formative assessment can have on student motivation and self-awareness.
While we are starting the video, please take a moment to check the volume on your computer. You may need to turn up the volume in order to hear the video.
https://www.youtube.com/watch?v=al6gO9SLqBY&feature=youtu.be&t=49s [play clip from a talk by Jo Boaler, Stanford University – 0:49 to 3:09]
Formative assessment can be dynamic or static.
Static formative assessment provides a snapshot of student understanding and identifies areas to reinforce at a future time.
Some examples include interim assessments, pre- and post-quizzes, and exit slips. An advantage of static assessments is that, when planned thoughtfully, they are aligned to year-end goals. An example would be interim assessments, which serve as a road map on the journey to proficiency on the standards. Interim assessments can also serve as a starting point in backward design to drive unit planning, lesson planning, and teaching (Bambrick-Santoyo, 2010).
Dynamic formative assessment happens “in the moment” during classroom instruction. Examples include observing students as they work, using response cards, peer instruction. One big strength of dynamic assessment is that teachers get instantaneous feedback. If interim assessments are like a road map, then in-the-moment assessments are like checking your oil. Both are important.
It is important to note that both static and dynamic assessment activities should always be intentional, planned, and continuous. Formative assessment works best when there is a plan in place for how/when it will take place, and how instruction may adjust based on the results.
Let’s discuss some of the building blocks required for effective formative assessment.
Assessments must be planned early in the school year. Ideally, they should be written before teaching ever begins.
Assessments must be transparent: Teachers, students, parents, and community members should all know exactly what skill level the students will reach and what steps they will take to get there.
Assessments must be common: The same exams should be used across all classes in a given grade-level and content area. This is most easily accomplished when faculty collaborate and share ideas.
Assessments must be continuous: It is necessary to assess frequently in order to address challenges in a timely fashion (and not so frequently that teachers and students become burned out).
In order for formative assessment to be productive, the information gained must be fed into an instructional model that is responsive to student needs. Some questions to consider are:
In what areas have students met or not met the learning objectives?
Why did most students meet or not meet the objectives?
Are misconceptions present?
Is background knowledge missing?
Amount of time devoted to each topic
Effectiveness of teaching practice
Quantity and quality of student learning activities
Quantity and quality of resources available to students
Student motivation
External factors
There are many questions to consider when designing classroom assessments. Here are a few of them.
First, is it valid and reliable?
We can define validity as whether the assessment measures what it is supposed to measure. For example, if your math class contains English language learners, giving a word problem with difficult vocabulary on your test might not be valid for those students, because in addition to math, it is also testing their reading ability (which is not your intent).
We can define reliability as the degree to which an assessment tool produces stable and consistent results. For example, if you give a pre-test and post-test (with nearly identical items) within a relatively short time interval, you would expect to see a relationship between the pre-test and post-test scores; such a result would indicate that the tests are reliable.
Can students perform the task “successfully” without producing the desired outcome?
Is it possible that students will fail to perform the task for reasons other than their skill/ability?
Our second question asks, if students can perform the task “successfully” without producing the desired outcome.
For example, if the correct answer on a multiple-choice quiz question is significantly longer than the incorrect answers, that may “tip off” students.
The third question asks if students may fail to perform the task for reasons other than their skills or abilities.
This question is about external factors such as the amount of time to complete the task, the materials students are provided, or the environment where students are working. If any of these factors are not appropriate to the task, students may fail regardless of their ability level. This question also applies to tasks that are not accessible to all students, including those with disabilities.
Do students understand the rubric for the assignment? Are the criteria clear, descriptive, and distinct? Expectations should be clear in order to students to complete the given task.
Does the task require understanding of required content, or can it be accomplished solely using outside skills/knowledge? For example, if an assessment requires students to find the theme of a passage, and the distractors of the item all refer to ideas not even mentioned within the passage, the student may be able to choose the right answer based on poor distractors rather than on actual knowledge.
Is the task realistic? Does it simulate authentic challenges faced in the adult world?
Are the point values in the rubric appropriately spaced?
Is the task worth your students’ time and effort? Is it worth your time and effort? Busy work is not productive for either the student or the teacher.
Is the task appropriately challenging? A task should require students to stretch their thinking, but should not be so difficult that students cannot achieve success.
The Department has worked closely with formative assessment experts to create a rubric that helps teachers reflect on their own use of formative assessment. This rubric provides big ideas about what formative assessment should look like in the classroom and then follows up with several “I” statements to give guidance about specific formative actions and strategies that should take place. We encourage you to take a look at this rubric and use it as a resource to promote conversations with colleagues regarding the use of formative assessment in your classrooms.
Summative assessment is assessment of learning. Corporations, schools, and teachers use summative assessment to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. For summative assessment, the same standard applies to all students in a given grade and content area, and performance can be compared across students, classes, schools, and corporations. It provides very useful data for measuring growth and learning gaps between different groups of students. Summative assessment is intermittent and usually takes place at pre-determined times during the school year. These assessments are frequently high-stakes (e.g., graduation requirements).
The purpose of ILEARN is to measure student achievement and growth according to Indiana Academic Standards. ILEARN assessments will also provide valuable data that corporations, schools, and teachers can use to inform their teaching practice.
Before the start of the school year, ELA and math teachers can view how their students performed in that content area during the prior year.
Teachers in other content areas, such as science and social studies, may also find student performance data from the previous year to be beneficial. For example, if a student struggled with reading on last year’s ELA test, he or she may also struggle with assigned reading for science or social studies.
I AM is Indiana’s alternate assessment. Similar to ILEARN, I AM measures student achievement according to Indiana’s Content Connectors and provides stakeholders with data for increasing the academic success of these students.
School administrators and teachers may consider their students’ ILEARN and I AM performance from the previous school year to help them determine which students are likely to require additional support this year and how to group students of varying proficiency levels.
Teachers can use their previous year's data to inform their classroom teaching for the next year. For example, if a large number of students score very well on a set of standards, you may want to share your strategies with other educators in the school. If a large number of your students score low on a specific set of standards, you may want to reconsider how you are teaching those standards and make adjustments.
Corporations and school administrators may consider students’ ILEARN and I AM performance from the previous school year to help them determine how should students be grouped into classrooms and determine appropriate strategies for closing achievement gaps.
They can also use this data to evaluate the impact of existing programs, curricula, and instructional practices on students’ academic growth. Finally, administrators can use assessment data to help them determine the professional development activities that will best prepare teachers for the coming school year.
To answer these questions, corporations, school administrators, and teachers can look at last year’s overall performance, such as percentage of students who met or exceeded the proficiency standard for each corporation, school, or class. For more granular information, they can also look at performance on each reporting category.
Note that ILEARN data will become available after standard setting in 2019. In 2020, ILEARN assessments will provide rapid results for students.
Teachers may find it helpful to review sample items in the item specifications and in the Released Items Repository to better understand how certain standards are assessed, and to find ideas for questions on classroom assessments.
The Released Items Repository can be accessed through the Indiana Portal, or at the web address shown here.
Additional trainings in Spring 2018 will include:
Understanding Indiana’s New Assessment Webinar
What Is a Standards-Based, Computer-Adaptive Test Webinar
Student Interface Training Module
These webinars will be presented according to the schedule shown here.
This fall, additional trainings will include:
Online Testing System Webinars
Assessment Literacy Webinars
Online Test Administrator Certification Course
Stay tuned for more information about these and other upcoming resources on the Indiana Portal.
For more information, please consult the resources section of the Indiana Portal. If you require assistance with troubleshooting a technical issue, you may also contact your Help Desk by phone or by email.
For other ILEARN inquiries, you may contact the Department of Education directly by phone, email, or Twitter.
