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Assessment Cycles: Formative Assessment and Instructional Decision Making

Assessment Cycles: Formative Assessment and Instructional Decision Making. Nancy Comstock , Humanities Program Coordinator, Center for Instructional Services Glenda Sederstrom , Coordinator for Special Education Services

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Assessment Cycles: Formative Assessment and Instructional Decision Making

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  1. Assessment Cycles:Formative Assessment and Instructional Decision Making Nancy Comstock, Humanities Program Coordinator, Center for Instructional Services Glenda Sederstrom, Coordinator for Special Education Services Erik Wolfrum, Regional Math Coordinator, Center for Instructional Services

  2. The Components to ImproveStudent Success • High-quality classroom instruction • Tiered instruction/intervention • Ongoing student assessment • the type and intensity of intervention needed for each student to succeed • Family Involvement From RTI Action Network, www.rtinetwork.org/

  3. -Dufour, Dufour, Eaker & Many Formative assessments are… …assessments FOR learning that measure a few things frequently. …timely in-process measurements that can inform teachers individually and collectively regarding the effectiveness of their practice.

  4. -Dr. Rick Stiggins “… When studentsare involved in the assessment process in this manner,their achievement skyrockets– incidentally, with thelargest achievement score gains coming from perenniallow achievers.”

  5. Assessment Cycle Formative Assessments • Benchmarking/Universal screening • Progress monitoring • Diagnostic Summative Assessments • State tests (e.g. WASL) • End-of-unit exams • End of course exams • AND

  6. Assessment Systems Complete systems include: Formative Assessment • Informs instructional practice • Drives instructional decisions along the way Summative Assessment • Summarizes student learning

  7. Instruction Assessment System • http://www.k12.wa.us/RTI/CorePrinciples/Assessment.aspx

  8. Benchmarking/Universal Screening Tools: Examples • DIBELS • DIAL 3 • AIMSweb • MAP • Curriculum-based measures (CBMs); teacher-created from curricular materials • vocabulary, reading, writing, math, behaviors • www.interventioncentral.org is a resource

  9. Progress Monitoring Tools: Examples • Formal types: • CBM’s Curriculum Based Measures - DIBELS, Aimsweb, Teacher made • Informal types: • White Boards • Exit slips • Student work samples • Listening • Questioning • Prior Knowledge • Anecdotal Notes

  10. How to Gather Data: Formative Assessment Key Characteristics • Quick: In terms of gathering and evaluating • Timely: Turn around is immediate and informs instructional practice and student needs • Meaningful: data is collected to be used, not to warehouse

  11. How to Gather Data: Formative Assessment Example/Activity • One-minute timed reading test • Delivered and scored • Data recorded and displayed • It is not the forms that are important, it is the analysis and subsequent action! 

  12. Let’s Gather Some Data!!

  13. On your sticky notes • No name • Just total words read • And % of accuracy • Total words read correctly divided by Total words read per minute.

  14. Turn and Talk Importance of fidelity • Why use the SAME assessment tool versus different tools? • Progress monitoring is always done at the instructional level of the student • Benchmarking is always against the GLE standard (grade level)

  15. Analyzing the Data:Create a Data Display Activity • Purpose is to create discussion points around: • What do we expect students to learn? • How will we know if they learn it? • How do we respond when students experience difficulty in learning? • How do we respond when students do learn?

  16. Analyzing the Data: Data Displays • Intervention Central tools (graphs for individuals) • Charts • Spread sheets • Display walls

  17. Arcadia Elementary School

  18. Shaw Middle School

  19. Shaw Middle School

  20. Interpreting the Data: Aim Lines • How to set aim lines… • See handout • Why set aim lines…? • Determine if the student is making adequate progress…. • If 4 of the last 6 data points are above the aim line, the student is doing better than expected and it may be necessary to raise the goal. • If 4 of the last 6 data points are below the aim line, the student is not making adequate progress. • If the data points are along the aim line, the student is progressing right on target

  21. Efficient and Effective • Use tried and true assessments to give maximum information • Measure + Anecdotal notes (running records) • Slow and accurate • Fast but inaccurate • Keep your eye on the target • What do you need to know about your teaching? • What do you need to know about this learner? • Know how you will use this information!

  22. A Collaborative Problem Solving Teamis a vehicle for analyzing assessment databecause of the focus . . .

  23. Collaborative Problem Solving Team Is . . . Educators Learning from each other Is . . . A collaborative process Is . . . Focused on student work and student learning Is . . . Focused on Instructional Practice Is . . . An empowering infrastructure of support Is . . . Effective professional development Is . . . Connected to the context of teachers’ classrooms Is . . . Action and results oriented Is . . . Continuous school improvement

  24. Resources • http://www.nsrfharmony.org/resources.html • http://www.interventioncentral.org/ • http://www.plcwashington.org/ • http://critical-friends.org/ • http://www.rtinetwork.org/ • NEWESD 101 Staff

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