How Assessment Supports RTI 2 and Closing the Achievement Gap

HOW ASSESSMENT SUPPORTS RTI2 AND CLOSING THE ACHIEVEMENT GAPBarb Williams [email protected] Pratt [email protected]

mailto:[email protected]

© 2013, Battelle for Kids. All Rights Reserved

Norms

• Active participation (questions welcomed!)

• Respect for all colleagues and students

• If you need to stand and stretch/move about, please do so.


Goals

•To review classroom assessment practices that support district/state/national assessments and RTI²: Tier 1

•To examine actual summative assessment in small groups

•To revise items to reflect assessment practices discussed


The Need for Quality Assessments


Balanced Assessment


Curriculum, Instruction, Assessment

Curriculum(What?)

Instruction(How?)

Assessment(How Well?)

Standards; Curriculum;

Pacing Guides

Strategies; RTI2; Differentiation; Collaboration;

Flexible Grouping; etc.

Formative; Summative; Common Assessments;

Benchmarks; State; National


A Balanced Assessment System

W.I.N. (What I Noticed)

Assessment Data


Assessment in Your Classrooms


Alignment of Assessment to Standard

Consider This

• “Research shows that teachers spend from a quarter to a third of their professional time on assessment-related activities.

Stiggins, R.J. (1999). Evaluating classroom assessment training in teacher

education. Educational Measurement: Issues and Practice, 18 (1), 23-27.


The Need for Assessment to Inform Instruction

• Selecting Purposeful Assessments• Developing Local Assessments• Balanced Assessments• Effective Use of Data to Guide Instruction• Measuring and Closing Achievement Gaps• Student Mobility/Placement• Computer-Based Assessments


Connections to Formative Instructional Practices (FIP)

• Using clear learning targets

• Collecting and documenting evidence of student learning

• Providing effective feedback

• Student ownership of learning


Balanced Assessment System: What do I know about my students?


The Foundations of Quality Assessments


High-quality Assessment


Ways to Improve Validity

• Eliminate assessment items that contain content unrelated to what is intended to be measured.

• Ensure a representative distribution of assessment items.• Ensure item alignment to both the content and the skill levels.• Ensure that demonstration of mastery of content and skills

being measured is not affected by content and skills not being measured.


Alignment

Since our ultimate goal is to improve learning

and teaching through the use of the data

generated from student growth measures, the

assessments used must be closely aligned to

articulated standards taught in the classroom.


Alignment

What do I want my students to know and be able to do?

Content Skills


Is this item aligned?


Is this item aligned? Handout 2

Let’s look at a classroom assessment for alignment.

Review the standards on Handout 2

[NF = Numbers and Fractions]


Is this item aligned? Handout 2

Let’s look at a classroom assessment for alignment. To what standard would these questions likely be aligned?• Examine questions 1-3• Examine questions 4-7• Examine question 8• Examine question 9• Examine question 10


Planning for Quality Assessment


Webb’s Depth of Knowledge vs Blooms Taxonomy

• Many new standards require teachers to look beyond the verb to determine the level of cognitive complexity.

• 1st Grade: Describe characters, settings, and major events in a story using key details.

• 2nd Grade: Describe how characters in a story respond to major events and challenges.

• 3rd Grade: Describe characters in a story (e.g., their traits, motivations, or feelings), and explain how their actions contribute to the sequence of events.


Review Assessment Quality: 3rd Grade Math

3rd Grade Math –Fractions

Apply Webb’s Depth of Knowledge (DOK) Levels to this Assessment.


Assessment Blueprints

Start With a Plan• Record the prioritized learning expectations that will be on the

assessment.• Identify the assessment methods to be used.• Identify the level of complexity of the learning expectations and

the assessment items.• Determine how much “weight” each learning priority will receive.• Balance the rigor of the assessment.


Assessment Blueprints Handout


High-Quality Assessment Design


Review samples of revised assessment items Handout


ResourcesTNCore.org – sign up for updates

http://www.parcconline.org/ - The latest on instruction & assessment for Tennessee about CCSS!

www.battelleforkids.org/Tennessee Each school has an access code, but you can get to some resources without it. The FIP training modules (code required) go into depth on the all Formative Instructional Practices – New Modules.

http://ati.pearson.com/tools-resources/index.html (Pearson -- integral to TN assessment)

Open Education Resources http://www.oercommons.org

http://www.tncore.org/

http://www.parcconline.org/

http://www.battelleforkids.org/Tennessee

http://www.oercommons.org/

http://www.oercommons.org/

@BattelleforKids

facebook.com/battelleforkidsorg

youtube.com/battelleforkids

BattelleforKids.org

How Assessment Supports RTI 2 and Closing the Achievement Gap

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