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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
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
Benefits of Formative Testing
Assess student learning Examine strengths and weaknesses in
curriculum Individualize instruction Establish goals for students Establish goals for programs
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
Research StudyRamaprasad, 1983; Sadler, 1989
Formative Instruction Provides Learners with Identification of learning goalsMore awareness of gaps between their goal
and current knowledgeGuidance to actions necessary to attain their
learning goal
Frequent, on-going assessment improves student learning and retention
Boston, Carol. “The Concept of Formative Assessment.”
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
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
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
Focus on One Computer Adaptive Test
Northwest 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
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.
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.
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.
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 ReportsSchool Summary ReportsDistrict Summary ReportsState Summary Reports (if applicable)
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
Individual Student Test Scores
Student names show here
The RIT score for fall of Grade 8 is 228.
This shows where individual students score above or below that level.
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.
Summary of Mathematics Tests Math Goals Survey-Grade 8
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.
This is a summary of all grade 8 students scores.
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.
Parent ReportThe math section of a parent report for an individual student is shown below. Explanatory notes are also provided.
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.
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.
What to do with the data?
Create a culture of problem solving in the school.
Use ideas such asFlexible, temporary groupingPull out programsReteachingChange instructional strategies
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.
Focuses instruction Flexible groupings for
instruction Curriculum writing Materials selection
Sharing resources Development of IEP’s Monitoring student
progress Conferencing with
parents
The Learning Continuum
Curriculum resource for teachers to support differentiated instruction
Identifies targeted skills and concepts for each child
Available on-line when purchasing the NWEA test.
An example of the Learning Continuum page Number 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 160Whole 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 drawingsOrdering, Equalities and Inequalities Compare and order numbers and sets of objects 0-10New Vocabulary in this Range: how manyNew Signs and Symbols: none
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.
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
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.
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
“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
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.