Office of Standards, Assessments and Research & Evaluation

Colorado Assessment Revision

Formative & Interim Subcommittee

August 28, 2010Grand Junction, Colorado

Office of Standards, Assessments and Research & Evaluation

Agenda Review Draft Guidelines and Determine the

Assessment Utility

Roles and Responsibilities

Joint Meeting with the Summative Assessment Subcommittee

Consequences of the Proposed Recommendations

Begin discussing the Use Purpose and Use of Data and Results: Conversation with Stanley Rabinowitz

Homework

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Introductions

Remind Us –

Who You AreWhere You Are From

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WELCOME TO THE DECISION-MAKING

MEETING

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Goals for Today Review and Revise the drafts of Purpose and

Guidelines. Analyze and discuss matrix of assessment options

and along with other subcommittees, come to agreement on alignment issues.

Discuss and come to consensus on a draft version of the assessment utility, roles and responsibilities, and consequences of the proposed assessments.

These are drafts and can be revised through meeting 4.

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Meeting NormsParticipating in and contributing to the

conversation is expected by ALL members.Use your perspective and expertise to

“expand the pie.” Listen to others to seek understanding.Be open minded to new ideas.Focus on the task and stay on track.Disagree productively, not personally.Check your perceptions with the group.

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Plenary Session Review

Questions

Concerns

Comments

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Formative Assessment PurposeDefinition for formative assessment:

"…formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes" (CCSSO, 2008, p. 3)

Formative assessment is:• A process, not a product• Aligned to standards and focused on learning progressions, with the intention of moving students incrementally towards the learning target• A diagnostic and will, therefore, inform instruction and learning• Motivating students towards learning targets• Used for instructional purposes and is not punitive or used to compare: students to students, teachers to teachers, schools to schools, or districts to districts• Small scale, i.e., classroom-based

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Formative Assessment Guidelines1. On-going professional development

Train educators and administrators in the use of formative practices and the interpretation of formative information towards the goal of improving student achievement. Topics to include but are not limited to:

a) Learning over timeb) Teachers learning together – PLC’s, teams, established and managed regional consortiac) Training on-site coaches and mentorsd) Utilize teachers demonstrating best practicese) Leveraging existing dollars to support formative practicef) Research-based resourcesg) Using formative information: strategies and supports for teachers

2. Establish voluntary pilotsBased on best practices to include small, medium and large districts

3. Develop Learning Progression for the Colorado Academic StandardsConvene educators and researchers to develop learning progressions and tools that support the process of formative assessment

4. Embedded in Classroom PracticeFormative assessments can/should happen at any/multiple point(s) in the learning process. Can/should include All grade levels and All content areas

5. Results are used for instructional purposes onlyResults should be useable for students to self-assess, and for teachers to determine the next step for differentiation in instruction.

6. State developed policy audit toolsTools for Districts, Schools/Administrators, and Teachers to use to remove barriers to effective formative practice, i.e., role of grading, role of reporting, role of pacing, use of time

Office of Standards, Assessments and Research & Evaluation

Interim Assessment PurposeDefinition for interim assessment:

“…(1) evaluate students’ knowledge and skills relative to a specific set of academic goals, typically within a limited time frame, and (2) are designed to inform decisions at both the classroom and beyond the classroom level, such as the school or district level.” (The Roles of Interim Assessments in a Comprehensive Assessment System by Marianne Perie, Scott Marion, Brian Gong and Judy Wurtzel, 2007, The Aspen Institute)

Interim assessment is:• A tool that allows teachers to calibrate instruction based on results• Aligned to standards• A demonstration of current knowledge and growth towards mastery of standards over

time• Capable of reporting aggregated results to teachers, principals and districts to inform

augmentations to educational systems and programs (question form Angela: should this be deleted based on your discussion regarding reporting results?)

• A tool that allows teachers to communicate with one another regarding results and practice in order to make instructional adjustments

• A tool that helps motivate goal-setting by students• Accessible to parents, families, and community educators

Office of Standards, Assessments and Research & Evaluation

Interim Assessment Guidelines1. On-going professional development

Subcommittee recommends the State provide on-going professional development to train educators in the effective use of interim assessments and the interpretation of interim data towards the goal of improving district, school and classroom systems and programs.

2. Districts will determine timing, frequency and design of interim assessmentsDistricts utilize the results of interim assessments for varying purpose, i.e. one may use an interim assessment to gauge student progress toward mastery of the standards at a particular point in time (October, February); another may choose to use an interim assessment to gauge student progress towards mastery of the standards based on a unit of learning; technology-based, performance event, projects, portfolios.

3. Guidelines regarding selection and use of interim assessments will be made available to districtsA suggested vetting process for districts to use to make informed decisions about interim tools will include all grades and all content areas.

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Assessment Utility

What will formative assessments measure?

What will formative assessments not measure?

Office of Standards, Assessments and Research & Evaluation

Assessment Utility

What will interim assessments measure?

What will interim assessments not measure?

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Roles & Responsibilities

StudentsParentsTeachersSchoolsSchool DistrictsCommunityInstitutes of Higher EducationColorado Department of Higher EducationColorado Department of Education  

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LUNCH

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Joint Meeting with the Summative Assessment Subcommittee

How do we articulate the differences in purpose between formative, interim and summative assessments?

Does the vision for the interim and summative assessments align appropriately?

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BREAK

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Consequences of the Proposed Recommendations

Formative Assessment

What are the positive and negative consequences of the proposed recommendations? Informs teaching and learning Significantly improves student learning at all levels Motivates students and teachers, and creates buy-in Promotes positive cultural Authentic – most closely aligned with classroom practice Immediate feedback

Who is affected?

What are the possible solutions to barriers?

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Consequences of the Proposed Recommendations

Interim Assessment

What are the positive and negative consequences of the proposed recommendations?

Who is affected?

What are the possible solutions to barriers?

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Data and ResultsConversation with Stanley Rabinowitz

What are the requirements of SB09-163?

How/will data be reported?

For what purpose(s) will data and results be used?

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Data and Results Will formative data be reported? (depending on the

complexity/formality of the task) Stays in classroom Used by teachers and students Used by teacher teams Could be made available to parents Supported by school

How will the data be reported? Not reported formally – part of a body of evidence

How will the data be used? Student self-assessment Guides instruction Shows progress or the lack of

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Data and Results

Senate Bill 09-163Interim Measures: A measure (and associated metric) of student

performance used to measure performance in a specified indicator area, at more than one point during a school year.

For each annual target, describes what will be used to measure student performance within the school in reference to the target.

Includes only measures that are administered/scored/reported more than once during the school year.

Specifies how frequently the data from the measure will be available.

Specifies metrics associated with each interim measure (e.g. NWEA RIT Growth scores, Acuity subscale proficiency scores, etc.).

Office of Standards, Assessments and Research & Evaluation

Data and Results Will interim data be reported?

Yes, as a body of evidence, for intervention purposes How will the data be reported?

As a part of a body of evidence How will the data be used?

Program decisions and adjustments Inform progress toward school improvement goals Student goal-setting Provides focus for PLC groups Guides instructional adjustments Calibrate grade levels, schools Can be used at the district level

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Data and Results

How will the data be used by each entity?

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Fist to FiveFist A no vote - a way to block consensus.

I need to talk more on the proposal and require changes for it to pass.

1 Finger I still need to discuss certain issues and suggest changes that should be made.

2 Fingers I am more comfortable with the proposal but would like to discuss some minor issues.

3 Fingers I’m not in total agreement but feel comfortable to let this decision or a proposal pass without further discussion.

4 Fingers I think it’s a good idea/decision and will work for it. 5 Fingers It’s a great idea and I will be one of the leaders in

implementing it. 

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Homework

Continuing editing draft work on wiki

Begin inserting your ideas regarding how PWR and 21st century skills are included in the proposed formative and interim assessments.

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Save the Date:

Meeting 4 - September 11 – Fort Collins

The Hilton Fort Collins, 425 West Prospect Road, Fort Collins, Colorado 80526

Phone: 970-482-2626

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Thank You!