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Secondary Assessments: Don’t Let the Results Sit on the Shelf

Secondary Assessments: Don’t Let the Results Sit on the Shelf. Just Read, Florida! Leadership Conference June 30-July 2, 2008 Presented by Randee Winterbottom Florida Center for Reading Research. Objectives Participants will:. Know of legislation related to assessment

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Secondary Assessments: Don’t Let the Results Sit on the Shelf

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  1. Secondary Assessments: Don’t Let the Results Sit on the Shelf Just Read, Florida! Leadership Conference June 30-July 2, 2008 Presented by Randee Winterbottom Florida Center for Reading Research

  2. ObjectivesParticipants will: • Know of legislation related to assessment • Know general types of assessments and their purposes • Become familiar with the new Florida Assessments • Become familiar with the use of informal (formative) classroom assessment • Know how to access information about intensive intervention programs

  3. Assessment without the capability and will to respond to the information it generates is essentially a waste of time. Joseph Torgesen, Ph.D

  4. Purposes for Assessment • Compare students to national norms • Yield new information • Guide instruction • Placement • Promotion/retention • Inform parents

  5. Statute 1008.25  (4)  ASSESSMENT AND REMEDIATION.-- • (a)  Each student must participate in the statewide assessment tests required by s. 1008.22. Each student who does not meet specific levels of performance as determined by the district school board in reading… for each grade level, or who scores below Level 3 in reading …, must be provided with additional diagnostic assessments to determine the nature of the student's difficulty, the areas of academic need, and strategies for appropriate intervention and instruction as described in paragraph (b). • (b)  The school in which the student is enrolled must develop, … and must implement a progress monitoring plan. A progress monitoring plan is intended to provide the school district and the school flexibility in meeting the academic needs of the student and to reduce paperwork. A student who is not meeting the school district or state requirements for proficiency in reading and math shall be covered by one of the following plans to target instruction and identify ways to improve his or her academic achievement: • 1.  A federally required student plan such as an individual education plan; • 2.  A school wide system of progress monitoring for all students; or • 3.  An individualized progress monitoring plan.

  6. What’s in law 6A-6.054 K-12? • Middle and High Schools: • Districts must establish criteria other than FCAT for placing students into levels of intensity for intervention • Districts must determine fluency assessments and benchmark criteria for placement of students in intervention. Examples may include- screening, diagnostic and progress monitoring assessments already in use

  7. Law - continued • Schools must diagnose specific reading deficiencies of students scoring level 1 or 2 on FCAT • Schools must progress monitor students scoring level 1 or 2 on FCAT, at least 3X/year – BOY, MOY, EOY

  8. Let’s summarize assessments referred to in the law • Screening – first alert • Progress Monitoring – formative - growth rates (classroom assessments for learning) • Diagnostic – in depth (specific deficiencies) Should be used very sparingly • Outcome – summative – end of year, end of unit (assessments of learning) FCAT

  9. Screening • What may already be in place? • Program specific placement tests • FCAT from prior year • Grades • Informal classroom assessments • FORF/Mazes (BOY) • Published Assessments • TOWRE • Quick Phonics Screener (QPS) • Others

  10. Progress Monitoring • What may already be in place? • Program specific progress monitoring measures FORF/Mazes • Published Assessments • Group Reading Assessment and Diagnostic Evaluation (GRADE) • Test of Word Reading Efficiency (TOWRE) • Lexia CRT • Spellography Spelling Inventory • Test of Written Spelling TWS-4 • Others

  11. Diagnostic • Published assessments • Diagnostic Assessment of Reading (DAR) • Gates MacGinitie • Qualitative Reading Inventory (QRI) • Quick Phonics Screener (QPS) • Group Reading Assessment and Diagnostic Evaluation (GRADE) • Stanford Diagnostic Reading Test (SDRT) • Woodcock Reading Mastery Test (WRMT) • Others

  12. Diagnostic Assessment to Guide Instruction Comprehension Vocabulary Fluency Phonics/Decoding Phonemic Awareness

  13. Diagnostic Assessment to Guide Instruction Comprehension FCAT, QRI, GRADE Vocabulary PPVT (oral), EVT (oral), Gates MacGinitie (Reading) Fluency QRI, TOSWRF, GORT Phonics/Decoding QPS, TOWRE (Non Word), Lexia CRT, Test of Written Spelling Phonemic Awareness Comprehensive Test of Phonological Processing CTOPP

  14. Trends and Issues • Using progress monitoring measures to make high stakes decisions • Purpose of PM is to “take a student’s temperature” along the way to inform instruction (formative) • FORF Passage Readabilities – best way to make sure there are no passage effects is to conduct equating studies • JRF Office suggests that schools continue to assess students in reading all the way through 12th grade to meet needs of college bound and other students.

  15. Trends and Issues, continued • Equating is a process which allows scores on two or more forms of a test to say the same thing. When passages vary in difficulty, they are equated to make the score on the hard passage mean the same thing as the score on the easy passage. E.g., a difficult passage score of 15 would be the same thing as an easy passage of 40.

  16. Rule of thumb… • High stakes decisions should be based on more than one data point. • Best practice is to look at several data points, e.g., classroom performance, formative and summative assessments, quizzes, progress monitoring

  17. Trends and Issues, continued • More emphasis is placed on teachers administering the assessments vs. assessment teams and others • Big push is to use the data from the measures to inform instruction • Which measures can provide the teacher with the best information when it comes to instruction? Many assessments don’t assist with instructional decision making at the classroom level

  18. When choosing assessments think about the purpose for each • What decisions will be made as a result of the assessment data? • Who will make the decisions? • What data is most crucial in making good decisions? • Which ones will be the most useful for planning instruction?

  19. So… what should assessments do to meet the goals for improvement in adolescent literacy? • Determine if instructional programs are successful in helping students meet end-of-year goals • Assist teachers in making appropriate adjustments to instruction • Provide information to identify the varying levels of intervention needed to help students meet goals

  20. Assessment without the capability and will to respond to the information it generates is essentially a waste of time. Joseph Torgesen, Ph.D

  21. Another way to say it… Assessments result in action!

  22. Data Analysis • The assessment system must allocate sufficient time for data analysis and collaborative decision making • Data-based decision making needs to be supported and encouraged by school leaders

  23. Formative Assessments to Guide Instruction • Formative – they help form instruction • An assessment is formative to the extent that information from the assessment is used, during the instructional segment in which the assessment occurred, to adjust instruction with the intent of better meeting the needs of the students assessed. (Perie, Marion, Gong 2007)

  24. Effective formative assessment involves: • Establishing specific and well explained learning goals • Setting up instructional contexts that provide lots of opportunities for the teacher to assess how well students are doing • Providing responsive correction and support to build understanding • Engaging students in the establishment of criteria for evaluation – so that they think they are reasonable, and so they understand them ~ Marshall (2007)

  25. Another robust quote… “The most powerful single innovation that enhances achievement is feedback.” ~ Marzano et al. 2001

  26. Classroom / Alternative Assessments • Often involve process and not just product • Provide specific feedback to assist students’ learning • Should involve students in setting up criteria for mastery or a rubric for scoring • Enable students to self evaluate

  27. Formative / Summative Assessments

  28. Fact Finding Through Fraternizing • This activity uses students as instructors in small groups to teach concepts using cards with information on a selected topic • May use key passages from students’ texts to promote learning of difficult concepts

  29. Directions • Get in groups of 6 • Each person take a different card • Study the card for 5 minutes • Each person in group shares information on card with the group (7 minutes) • Complete response sheet

  30. Jeopardy Style Testing • After completing a unit of study, give a review quiz whereby the answer is given and the students come up with appropriate questions (should be more than one right question) The answer is … What is the question?

  31. Not in your handout… Great resource • Classroom Assessment for Student Learning Doing It Right --- Using it Well Rick Stiggins Judith Arter Jan Chappuis Steve Chappuis ETS www.ets.org

  32. GRADE Group Reading Assessment and Diagnostic Evaluation • Provides data for older students to assist with instructional decision - making

  33. Group Reading Assessment and Diagnostic Evaluation (GRADE) Can be group administered Out-of-level testing is available Students who are in need of intensive interventions may need to be assessed below their grade enrollments Vocabulary – measures decoding and vocabulary knowledge

  34. GRADE cont. Vocabulary – measures decoding and vocabulary knowledge Sentence Comprehension – measures ability to comprehend a sentence as a complete thought Listening Comprehension – measures understanding of spoken language

  35. GRADEcont. Passage Comprehension – measures ability to comprehend extended text as a whole Test is not timed but recommendation is for two 30 – minute sessions Has 2 forms making progress monitoringan option

  36. GRADE cont. Norm-referenced – with a variety of score types: stanines, percentiles, normal curve equivalencies, standard scores, grade equivalents Provides Diagnostic Analysis Summary for each subtest Passages include narrative and expository and vary in length Scores reported – percentiles, standard scores, grade equivalency, normal curve equivalency Includes diagnostic analysis summary

  37. Test of Word Reading Efficiency (TOWRE) • Norm referenced- screening, progress monitoring • Grades 1- 12 • Individual administration • 5-10 minutes • Word recognition, decoding

  38. Questions/CommentsContact Information:Assessments@fcrr.org850-644-9352

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