The Power of Testing

1. The Power of Testing Math 511: Current Trends in Mathematics Spring 2004 By Amy Benz

2. Formative vs Summative Testing • Formative Testing—diagnostic use of assessment to provide feedback during instruction • Observation • Homework • Discussion • Computer Assisted Testing (NWEA or MAP testing) • Summative Testing—assessment given at the end of instruction • State tests • End of unit tests • CTBS, Tera Nova, ACT, SAT

3. Formative Assessment • Information is used to adapt teaching and learning to meet student needs • Identify gaps in instruction • Identify gaps in learning • Reteaching • Alternative instructional approaches • More practice • Teacher discussion • Curriculum changes

4. Benefits of Formative Testing • Assess student learning • Examine strengths and weaknesses in curriculum • Individualize instruction • Establish goals for students • Establish goals for programs

5. Research Study Black and William, 1998 • Formative Assessment produces significant learning gains • Higher gains found when using formative assessment especially with low-achieving students, including those with disabilities

6. Research StudyRamaprasad, 1983; Sadler, 1989 • Formative Instruction Provides Learners with • Identification of learning goals • More awareness of gaps between their goal and current knowledge • Guidance to actions necessary to attain their learning goal

7. Frequent, on-going assessment improves student learning and retention • Boston, Carol. “The Concept of Formative Assessment.”

8. Computerized Adaptive Tests • Provides accurate and immediate data • Dynamically alters test questions to student’s current achievement level • Provides range of individual, classroom, and district student achievement • Matches state and national standards

9. Computerized Adaptive Tests • 12 states and District of Columbia using computerized adaptive testing • Idaho and DC using growth measurements from testing • Idaho using NWEA test for NCLB requirements • Some schools in ND are starting NWEA testing

10. Computerized Adaptive Tests • Now available to most school districts • Must have Internet capable computers available for each student to test • Cost is per student basis • Examples • Vantage Learning Access Series • Scantron Technology-Based Testing and Assessment • Northwest Evaluation Association Test • Measures of Academic Progress or MAP • Used in many school districts in North Dakota

11. Focus on One Computer Adaptive TestNorthwest Evaluation Association • Measures of Academic Progress (MAP) • computer-adaptive test • created by a non-profit organization (Northwest Evaluation Association) • MAP has achievement tests in • mathematics, • reading • language • Students take each test separately • Approximately one hour per test

12. NWEA’s MAP Testbenefits: • Individualized for every student • Monitors growth over time • Immediate feedback • Aligned with state and local standards • Communicates to board, parents & community • Useful for program evaluation • Understandable, usable data, specific • to each student’s needs.

13. This is a sample math item. The students can work the problem scratch paper and click on the best answer. Once they have chosen their answer, they click on the “Go on” button at the bottom of the screen.

14. This is another sample math item. Notice the calculator at the bottom. It will appear for some items. The student will use it just like a regular calculator, only they click on the buttons with the mouse instead of pressing them with their finger.

15. NWEA MAP Tests Provide • Teacher Report (MAP 24 hrs. after upload – Password) • Class Report (MAP 72 hrs. after all testing is done) • Individual Student/Parent Reports • School Summary Reports • District Summary Reports • State Summary Reports (if applicable)

16. MAP results show • A snapshot of range where each student is performing • Uses RIT scores (Rasch Unit) measurement • Growth scores • Comparable to students at grade level • Teachers which areas they need to assist each student • A Learning Continuum to help identify instructional needs of every student. • Parent reports

17. Individual Student Test Scores The RIT score for fall of Grade 8 is 228. This shows where individual students score above or below that level. Student names show here

18. Individual Goal Performance The student individual ranges within each of standards are listed in a district report. The average score for the fall testing of students is 228. We can easily identify which students need more work in specific areas.

19. Summary of Mathematics Tests Math Goals Survey-Grade 8 This is a summary of all grade 8 students scores. The low mean and median show areas where student knowledge is high or low. The greater the standard deviation, the more spread there is among student scores. If student scores are less than 11 Std Dev then instruction can occur in a large group setting. When Std Dev is large then pull out groups or small group instruction is best.

20. Summary of Grade Scores Decisions regarding instruction can be made based on this information. For example, since measurement is low for more students, more instruction in measurement must be provided. Also since geometry is fairly high, teachers might spend less time on instruction in this area.

21. Parent Report The math section of a parent report for an individual student is shown below. Explanatory notes are also provided.

22. Parent Report This individual student report does not show student growth as it is the first test the student has taken. After tests in April, the student growth from fall to spring will be available as well as typical growth for students in this grade and content area.

23. Individual Student Needs It is apparent that this student needs work on number sense and data analysis. This student is not consistent with the low area for the entire eighth grade at our school, which is measurement (shown on a summary report). This individual identification of needs is valuable for parents, teachers and the student.

24. What to do with the data? • Create a culture of problem solving in the school. • Use ideas such as • Flexible, temporary grouping • Pull out programs • Reteaching • Change instructional strategies

25. What to do with the data? • Use the learning continuum to identify skills that need to be taught within each area. • Provide individual or group instruction on specific concepts. • Meet with students to discuss the data and set individual goals.

26. The Learning Continuuml Curriculum resource for teachers to support differentiated instructionl Identifies targeted skills and concepts for each child • Focuses instruction • Flexible groupings for instruction • Curriculum writing • Materials selection • Sharing resources • Development of IEP’s • Monitoring student progress • Conferencing with parents Available on-line when purchasing the NWEA test.

27. An example of the Learning Continuum pageNumber Sense and Numeration – includes solving problems with ratios, proportions, fraction-decimal relationships, exponents, number theory, place value, and the relationship between numbers.Skills and Concepts___________________________________________________ RIT scores between 151 and 160 Whole Numbers • Match sets of objects to numerals 0-40 to demonstrate an understanding of one-to-one correspondence • Identify and count numbers 0-20 • Identify and order ordinal numbers (first to tenth) Fractions • Identify equal parts of a region (halves, thirds, fourths) • Represent fractions by using models and drawings Ordering, Equalities and Inequalities • Compare and order numbers and sets of objects 0-10 New Vocabulary in this Range: how many New Signs and Symbols: none

28. How does Formative Feedback Help students? • Corrective feedback • Students need to understand what they are doing correctly and incorrectly. • Time to work on the skills until the task can be completed successfully has the greatest impact. • Timely • The greater the delay between testing and feedback, the less improvement. • Specific to the Criteria • Targeted and descriptive goals are important.

29. Testing • Allows students to see their own strengths and weaknesses • Helps students to take ownership of their learning • Identifies areas where students can set goals for their own learning • Provides data for parents on student learning

30. Long Term Benefits of Testing • Motivates instructors to take an in-depth look at curriculum • Teachers engage in discussions about how to change what they are doing • Focuses parents and students on learning rather than grades.

31. Testing • Provides a snap-shot of how a student is doing at a particular time • Some students do not ‘test’ well • Triangulation of data still necessary

32. “I’m a believer that teachers have to use multiple ways to gain insight into student learning. We have to provide many opportunities to get solid information. Multiple assessment tools are important to use with children.” • ---Wylie Wong

33. Bibliography • Elmore, Richard. "A Plea for Strong Practice." Educational Leadership 61 (): 6-10. • Jerald, Craig. "Beyond a Rock and a Hard Place." Educational Leadership 61 (): 12-16. • Patterson, Jim. "Looking on the Bright Side? Considering the Positives of Increased Assessment." Middle Ground 7 (): 10-13. • Wong, Wylie. "Standardized Tests Go High Tech." Ed Tech Spring 2004: 28-29.