Data, decisions, action slideshare
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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.
Data, decisions, action slideshare
- 1. Data Decisions Action Aligning Assessments for Better Instructional Decision Making
- 2. Student progress CCSS Teacher evaluation Instructional Technology Collaborative Teaming Data based decisions Initiatives in Silos of Practice Lacks clarity about overall purpose
- 4. Teaming Teacher evaluations Student Progress CCSS Instructional designs Data based decisions There is clarity about overall purpose: student progress System methodology coordinates silos of practice. All pieces more effective
- 5. What do you do 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 be made as simple as possible, but not simpler. Albert Einstein
- 7. Simplicity and Need Need data to inform instruction Protect instructional minutes
- 8. An organized assessment plan
- 9. Looking in your Assessment Closet: The Assessment Worksheet
- 12. Validity Is it testing what 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 taker variables – hot/cold, noise, lack of sleep Test scoring and interpretation
- 14. OK, it’s reliable and valid, now what?
- 15. Examine the purposes for assessments. What do you need assessments to do?
- 16. What do we need assessments to do? Problem Identification Problem Analysis Plan Development & Implementation Plan Evaluation
- 17. Find areas of need Problem Identification Problem Analysis Plan Development & Implementation Plan Evaluation
- 18. Type Desirable Features Most Efficient Tool(s) Universal Screening Screening General outcome 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 you screening 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 there is need… Problem Identification Problem Analysis Plan Development & Implementation Plan Evaluation
- 21. Type Desirable Features Most Efficient 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 the best way to address the need… Problem Identification Problem Analysis Plan Development & Implementation Plan Evaluation
- 23. Type Desirable Features Most Efficient 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 Most Efficient 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 Warning System MAP Common Formative Assessment Curriculum Based Measurement
- 27. Role that each plays 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 Now let’s put your clothes back in the closet.
- 31. What we have and 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 can start 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 can start the discard list (and sometimes an add list!) Add: Universal screener Common Formative Assessment Progress monitoring
- 37. For more information contact: Mary Miller Miller Guidance Solutions, Inc. mary@millerguidance.com Or visit our website: www.millerguidance.com