10/27/2011 1 2011-2012 Assessment in FUSD Interim Assessment ACS GLAS ELDA 1 LEARNING Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. - Henry Ford Leadership and learning are indispensable to each other. - John F. Kennedy The learning and knowledge that we have, is, at the most, but little compared with that of which we are ignorant.- Plato Education is learning what you didn't even know you didn't know. - Daniel J. Boorstin A man must be big enough to admit his mistakes, smart enough to profit from them, and strong enough to correct them.- John C. Maxwell A teacher is never too smart to learn from his pupils. But while runners differ, basic principles never change. So it's a matter of fitting your current practices to fit the event and the individual. See, what's good for you might not be worth a darn for the next guy. - Bill Bowerman 2 Being a role model is the most powerful form of educating. Youngsters need good models more than they need critics. It's one of a parent's greatest responsibilities and opportunities. - John Wooden It is impossible to begin to learn that which one thinks one already knows.- Epictetus “Learning is not a spectator sport.” ~D. Blocher
Transcript
10/27/2011
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2011-2012 Assessment in FUSD
Interim AssessmentACS
GLAS
ELDA1
LEARNING
Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. - Henry Ford
Leadership and learning are indispensable to each other. - John F. Kennedy
The learning and knowledge that we have, is, at the most, but little compared with that of which we are ignorant.- Plato
Education is learning what you didn't even know you didn't know. - Daniel J. Boorstin
A man must be big enough to admit his mistakes, smart enough to profit from them, and strong enough to correct them.- John C. Maxwell
A teacher is never too smart to learn from his pupils. But while runners differ, basic principles never change. So it's a matter of fitting your current practices to fit the event and the individual. See, what's good for you might not be worth a darn for the next guy. - Bill Bowerman
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Being a role model is the most powerful form of educating. Youngsters need good models more than they need critics. It's one of a parent's greatest responsibilities and opportunities. - John Wooden
It is impossible to begin to learn that which one thinks one already knows.- Epictetus
“Learning is not a spectator sport.” ~D. Blocher
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Outcomes/Agenda For Test Coordinator Inservice
1. Each Test Coordinator will be able to articulate Key Assessment Concepts
2. Each Test Coordinator will understand the logistics (nuts & bolts) of Interim Test administration
3. Each Test Coordinator will improve their knowledge about FUSD Assessment systems
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FUSD Goals
1. All students will excel in reading, writing, and math
2. All students will engage in arts, activities, and athletics
3. All students will demonstrate the character and competencies for workplace success
4. All students will stay in school on target to graduate
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Begin with the end in mind…
Three things to remember from this presentation…
1. Interim Assessments (ACS, GLAS, ELDA, etc.) are just one part of an overall assessment system
2. The assessments are good
3. Teachers can use the results to inform their teaching 5
Relationship betweenCurriculum, Instruction and
Assessment
Curriculum
Instruction Assessment
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Interim Assessment Overview & Key Concepts
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Before we can achieve any of the intended outcomes, we have to establish that assessments are good.
So here are four quick assessment vocabulary terms…
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Common Test Vocabulary
• Does the test measure what it is intended to measure?
• Does the test produce consistent results?
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Common Test Vocabulary
• The purpose of item analysis is to determine if ITEMS in an assessment are good (valid, reliable, capable of discriminating performance levels, etc.). It relies heavily upon statistical analysis.
• The purpose of RESPONSE analysis is to see how well students did in response to an item. Response analysis assumes that the item is “good”
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Response Analysis
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Technical Test Vocabulary
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Assessment Philosophy
3 Assessment Perspectives:
• Assessment for Accountability – (State-mandated)
• Assessment of Learning – (periodic status checks linked to
standards)
• Assessment for Learning– (assessment during learning)
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Make Assessment workfor our kids
• In High-stakes accountability, students and teachers are not the primary users of assessment
• When is assessment created for students and teachers as the primary users?
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Assessment works for our kids when …
Black and William (1998) synthesized over 250 studies linking assessment and learning, and found…
• The intentional use of assessment in the classroom to promote learning improved student achievement.
• Increasing the amount of time on assessment, however, does not necessarily enhance learning.
• Assessment promotes learning when teachers use assessment to become aware of the knowledge, skills, and beliefs that their students bring to a learning task, and use this knowledge as a starting point for new instruction, and monitor students’ changing perception as instruction proceeds,
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Assessment for Learning
What? Classroom assessments
Why? To direct future instruction
When? During instruction (daily, weekly)
Who? Users are students and teachers
Primary Question:What does a student or class know (or where they are stuck), in order to understand what comes next so students can learn
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Assessment for Learning
Students have a clear vision of the learning target from the beginning of instruction
Samples of strong and weak work with a progression to competence laid out; scaffolding for skills and concepts
Descriptive feedback (versus evaluative) provides information about how to improve
Feedback guides future instruction
Frequent and repeated self-assessment
Students can communicate their achievement status and direction for learning
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Descriptive Vs. Evaluative Feedback
• Evaluative feedback: Grades, points, judgments of quality– Motivating for some students
• Descriptive feedback: Reinforces direction or next steps in learning
• Link with student motivation
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Foundations
Classroom• Objective- kid friendly,
academic language(What will students know, understand, and be able to do?)
• Instruction Aligned to Objective(How do instructional activities align to objectives?)
• Closure(How do you close your lesson?)
• Assessment(How do you determine if students are “getting it?” How do you monitor and adjust?)
Accountable Communities• Four Grounding Questions
1. What do we want students to learn?
2. How will we know they learned it?
3. How will we respond when they didn’t ?
4. How will we respond when they already know it?
• AC Agenda Framework(What are the components for every meeting?)
• Content Focuses on Student Learning Needs as Defined by Assessments(How will we know they learned it?)
• Intervention/Enrichment Needs Are Addressed Through 3 Tiered System of Support with Flexible Grouping(How will we respond when they didn’t learn? How will we respond when they already know it?)
Kindergarten• KAIG (Kindergarten Assessment of Individual Growth)
•Writing Sample
Grades 1-6
• GLAS(Grade Level Assessment of Standards)
• Writing Sample
• BAS and Fluency
• GLAS(Grade Level Assessment of Standards)
• BBF (Beyond the Basic Facts)
Middle Schools• ACS(Assessment of Critical Standards)
• Writing Sample
ACS(Assessment of Critical Standards)
High Schools
(ELA: Grades 9, 10, and 11);(MATH: Algebra I, Geometry, Algebra II)(SCIENCE: Earth Science, Biology, Chemistry); (HISTORY: US History; Modern World History); 21
Fit the following onto an assessment timeline
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Checking for Understanding
GLAS/ACS/ELDA
Common Formative Assessment
CST/CMA
End of Unit Assessment
Report Card Grades
Homework
District Writing Samples
Fluency Assessments
CAHSEE
CELDT
NOTE: Some of these may be used all the time, while some may only be used a couple of days each year.
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Intent of Interim Assessment Program
• Measure student performance on the assessed standards/skills
• Provide a standardized measure across schools
• Provide overall results in a manner similar to CST results
• Enable teachers & administrators to target students for appropriate instructional interventions
• Allow teacher self-study of standards/objectives taught
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Interim Assessment Features
• The assessments are aligned to the California State Standards
• The tests are NOT timed. Students should be able to complete the test in a 60 minute class period. Extra time may be given for students continuing to make progress toward test completion after the end of the class period.
• Test booklets are re-usable. Scanners are provided. No writing in test booklets
• Testing format and procedures approximate State testing
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Interim Assessments
• Testing may require special schedules or doing tests over two days
• As District Benchmark Assessments (Primarily Assessments OF Learning)– The use of duplicate "campus" scanners is not
allowed. – The use of any other school based scoring
system is also not allowed. – REA will score and post results ASAP
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Nuts & Bolts
ACS Procedures for 11-12
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Ordering Test Materials
• REA Orders test materials two (or more) weeks prior to the testing window
• This means– You may not have scanners for new
students
– You may get scanners for students who recently left you
– You will have to hand bubble some scanners 27
Test Material Delivery
• Materials are delivered during the week before the test window.
• Open the boxes in numerical order to check the contents.
• Test materials include:– Test Coordinator Package
– Classroom Packages
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Test Coordinators Package
• Inventory Sheet
• Copies of Class Rosters
• Blank Answer Sheets (Scanners)
• Test Booklets (GLAS & ELDA)– Booklets for middle and high schools
are housed at school sites
• Grade 1 ELA & Math Scripts (GLAS)
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Classroom Packages
• Inventory
• Class Roster
• Directions for Administration
• Pre-identified answer sheets (Scanners)
• Blank Answer Sheets• Grade 1 Scripts (GLAS)
• Test Booklets for the Class (GLAS)30
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How to Order Additional Materials
• GLAS– http://rea.fresnounified.org
/GLASRequest.cfm
• ACS– http://rea.fresnounified.org
/ACSRequest.cfm
• ELDA– http://rea.fresnounified.org
/ELDARequest.cfm
Handout
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Test Administration Procedures
• Put a Do Not Disturb sign on the door.
• Encourage students to perform as well as they can.
• Make sure that each student has a #2 pencil.
• Give each student his/her pre-printed (or hand-bubbled) answer sheet.
• Give each student the appropriate test booklet.
• Hand Bubble answer sheets for students not on roster or to make changes
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When a Student does not have an Answer Sheet…
or their original gets messed up
• Hand-bubble an answer sheet for students not listed on the rosters that enrolled at your school
• Hand-bubble a new answer sheet and destroy the pre-printed answer sheet for students that need to have their pre-printed answer sheet changed. 33
Hand-Bubbling Guidelines
Hand Bubbling This is the last page of the Directions for Administration
Teachers will receive a new copy of the DFA for each administration.
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Supervision During TestingBe alert to the following:
• Students who do not have their correct answer sheet.
• Check that students are making uniform dark marks and are erasing completely.
• Have students erase any stray marks on answer sheets.
• Redirect students who are marking answers next to the wrong response number.
• Please do not let students make any marks on test booklets.
• We want an accurate assessment, so watch for students who appear to be looking elsewhere for answers whether it's to other desks, their lap, cell phones, etc.
• Students with unapproved materials on their desks (materials approved in IEPs or 504 plans are ok) 35
When Testing is Completed...
• Collect scorable & non-scorablematerials from teachers
• Consider REA’s Priority Scanning Service (Two easy steps)
• 1) The ACS test coordinator records who has returned tests and who still needs to complete a make up
• 2) Once step 1 is complete, any staff member from your campus can deliver the scorable materials (Answer Sheets) to REA at the Ed Center (2309 Tulare – the corner of Tulare and M streets)
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REA’s Priority Scanning Service
• DO NOT WAIT FOR EVERY SCANNER. For Priority Scanning, site coordinators do not need to wait until every student has tested to deliver scanners to REA. If a test is given on Tuesday of the test window, then make a list of who needs to make it up and deliver the completed answer documents to REA on Tuesday. The make ups can be scanned and scored separately.
• For Priority Scanning, you only need to deliver the scanners to REA.
• ALMOST ALL (89%) of the lag time in processing results involves getting scanners from the site toREA. Priority scanning service can eliminate this lag time!
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REA’s Priority Scanning Service
• Avoid parking hassles and call us in advance so that we can meet you at the loading dock in ED Center– Eric Wenrick x73876– Carmen Rodriguez x73959– Shaeng Vue x73829– Jim Bertram x73987– Gloria Alamillo x73719– Mary Cedillo x73895
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REA’s Priority Scanning Service
• Reporting of student performance on tested standards will be available on AIS by next day.
– Next morning turnaround service available
• Return ACS answer sheets to REA before 3:30 p.m.
• Teachers will be able to access their class report using the AiS(Assessment Information System). The AiS will provide results for each student tested in the class.
Testing Material Pickup/Delivery
• Scorable Materials and • Non-scorable materials
must be packaged…
… separately.
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GLAS & ELDAPackaging Materials for Return
Non-Scorable Materials• Include all Administration Guidelines
• Enclose all unused BLANK answer sheets
• Return ALL test booklets by grade level
• Use provided return labels to mark the boxes separately by Math and ELA
• Place the RETURN labels on the SIDE of the boxes (remove all other labels) 41
Package GLAS/ELDA/ACS Answer Sheets for Scanning Efficiency
• Stack by subject.
• DO NOT insert class rosters or teacher inventory sheets between answer sheets
• No Post-it notes (if you need to use a Post-it, please put those answer sheets on top of stack)
• Have teachers make sure no answer sheets are left in test booklets
• Make sure hand-bubbled answer sheets are filled out correctly 42
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GLASPackaging Materials for Return
Scanning Efficiency
Grades 1 and 2• Box test booklets by subject and
grade• INSERT Answer Sheets AFTER THE
COVER, FACE UP • Remove extra scratch paper from
math booklets• ELA/Math answer sheets cannot be
used as a slip sheet• On hand-bubbled Answer Sheets,
make sure to fill in student’s name, id, grade, birthdate, and test period 43
Packaging GLAS ScorablesGLAS Scorable Material• Class rosters and answer sheets
marked absent should be at the top of box 1. DO NOT insert an absent form in the grades 1 and 2 booklets).
• Hand-bubble a blank answer sheet for students not listed on the rosters.
• Hand-bubble a blank answer sheet and destroy the pre-printed form for students that need to have their pre-printed form changed.
• Verify that ALL HAND-BUBBLED FORMS are marked completely and correctly.
Include all answer sheets Please verify that all the
hand-bubbled answer sheets are marked completely
Separate the answer sheets into hand-bubbled and pre-identified Make sure hand-bubbled go on top.
Include answer sheets for students who were absent next.
It helps us when you separate the answer sheets by specific subject, but this IS NO LONGER REQUIRED
• Use provided return labels to mark the boxes on the SIDE of the box (remove other labels)
Pre Identified ANSWER SHEETS
Absent and Special Conditions
Hand-Bubbled
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Securing ACS Materials for Storage
ACS Non-Scorable MaterialsAdministration Guidelines can
be recycled (they are not secure and will be reissued)Store all unused answer sheetsMake sure booklets are in a
locked room with limited access
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Packaging ELDA Scorables
• ELDA answer sheets can all be packaged together
• Make sure hand-bubbled go on top pre-identified answer sheets.
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Returning GLAS & ELDA (Elementary)
• Will be picked up by REA
• Have packages ready for pick up in school’s main office
• Our drivers are on a tight schedule, if the material for pickup is not in the front office when needed, you will be responsible for coordinating delivery to REA
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Returning ACS & ELDA
• Return materials to REA in person by end of test window
• Avoid parking hassles and call us in advance so that we can meet you at the loading dock in ED Center– Eric Wenrick x73876– Carmen Rodriguez x73959– Shaeng Vue x73829– Jim Bertram x73987– Gloria Alamillo x73719– Mary Cedillo
Misc. Nuts & Bolts:Scanning and Scoring Timeline
when waiting until last day
Following the “Scanning Efficiency” steps at the site results in quicker reporting for GLAS grades 3-6, ACS, ELDA.
GLAS Grades 1-2 booklets that come in at the end of the window will take three to five days to appear on AiS
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Misc. Nuts & Bolts:Linking State and Interim
Assessments• The general principle is, IF it’s something you would do
for state assessment, then we want to offer if for Interim Assessment if possible.
– Writing in Interim Assessment test booklets (except for 1st and 2nd grade) is not feasible due to the budget (We need to reuse test booklets)
• USE the interim assessments as an opportunity to “rehearse” how you will do the CSTs/CMAs.
– Where will you send students who need more time?
– Who at your campus has accommodations and/or modifications?
• You do not need to “scrub” classrooms clean and cover up graphic organizers, etc.
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Misc. Nuts & Bolts:Accommodations
• Students in special education programs with Individualized Education Plans (IEP) and students with current plans under Section 504 may be allowed accommodations IF they are specified in the plans.
– Large print
– Braille
– Use of Reader
• Testing variations/accomodations may be made for EL students and may include extended time to take the test with a bilingual proctor (who may read the instructions and answer procedural questions), and testing in a small group setting.
• If you need help in making large print editions or other special editions of the tests, please contact the REA ACS coordinator.
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Scoring and Reporting of ResultsAiS, LARS, ATLAS and Beyond
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Scoring & Reporting
• Score and reporting of student performance on tested standards will be available within a few days after each testing period is completed.
• Teachers will be able to access their class report using the AiS(Assessment Information System). The AiS will provide results for each student tested in the class.
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AIS, LARs, ATLAS and Beyond
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Beyond Our Current Systems
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Comments on Future of Assessment Programs
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Building a Formative Assessment System in FUSD
• Assessment Philosophy
• Developing Assessment Literacy
• Assessment for Learning
• Building the Formative System
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California Standards for the Teaching Profession
STANDARD 5:Assessing Students for Learning
1. Applying knowledge of the purposes, characteristics, and uses of different types of assessments
2. Collecting and analyzing assessment data from a variety of sources to inform instruction
3. Reviewing data, both individually and with colleagues, to monitor student learning
4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
5. Involving all students in self‐assessment, goal setting, and monitoring progress
6. Using available technologies to assist in assessment, analysis, and communication of student learning
7. Using assessment information to share timely and comprehensible feedback with students and their families 58
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A New Written C
• Common Core
• Smarter Balance
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Wrap-Up
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Answers to Frequently Asked Questions
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Tips n’ Tricks
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For Help with Logistics Contact any member of our
Local Assessment Team
– Eric Wenrick x73876
– Carmen Rodriguez x73959
– Shaeng Vue x73829
– Jim Bertram x73987
– Gloria Alamillo x73719
– Mary Cedillo
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Key Concepts
Three things to remember from this presentation…
1. Interim Assessments are just one part of an overall assessment system
2. The Interim Assessments are aligned and predictive
3. Teachers can use the results to inform their teaching 64
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Final Thought
The impact of Interim Assessment depends on our ability to fit it into its appropriate place as part of a comprehensive assessment system
