MSEA: Assessment for ALL Learners
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Equalizing the Playing Field: Formative and Summative Assessments That Address the Needs of ALL Learners MSEA Convention Fall 2014
description
MSEA Convention 2014
Transcript of MSEA: Assessment for ALL Learners
Equalizing the Playing Field:
Formative and Summative Assessments That Address the Needs of ALL Learners
MSEA Convention
Fall 2014
Welcome Rebecca Perosio
Special Educator, SMCPS
Elizabeth LuceSpecial Educator, HCPS
Nicole ZimmermanSpecial Educator, QACPS
Outcomes
Participants will: Demonstrate an understanding of
the essential elements of formative and summative assessments and their implications for students with disabilities.
Brainstorm
What matters most in the assessment process?
What must teachers know in order to assess students effectively?
How do we ensure equity for all students with assessment?
Formative/Summative Assessment
Formative Improves teaching and
learning Occurs while learning is in
progress Focused on learner progress Collaborative communication
among teachers and students
Ongoing process based on student need
Evidence gathered to adjust for continuous improvement
Summative Measures learning Periodic snapshots of
learning Focused on learning
products Teacher Directed Standard-unchanging
measure of what a student has achieved
Teachers use results to make success or failure decisions
UDL & Assessment UDL Curriculum Self Check
http://udlselfcheck.cast.org Perspectives on UDL and Assessment an
Interview with Robert Mislevy http://www.udlcenter.org/resource_library/arti
cles/mislevy
Daily Learning
Objectives
Formative Assessment
Instructional Activities
The Learner
Planning for Ongoing Assessment
Four Key Steps
1. Identify and Share Learning Goals
2. Gather Evidence of Understanding
3. Adjust Instruction
4. Give Feedback to Students
Source: Betty Hollas, 2010 NMSA Conference
Strategy Alert: Unpack Standards; Chunk Information; Criteria for Evaluation
Planning for Ongoing Assessment
Four Key Steps
1. Identify and Share Learning Goals
2. Gather Evidence of Understanding
3. Adjust Instruction
4. Give Feedback to Students
Source: Betty Hollas, 2010 NMSA Conference
Strategy Alert: Anticipation Guide; Exit Card; Thumbs Up or 1-2-3; Cloze Activity, Journaling, Likert Scales
Planning for Ongoing Assessment
Four Key Steps
1. Identify and Share Learning Goals
2. Gather Evidence of Understanding
3. Adjust Instruction
4. Give Feedback to Students
Source: Betty Hollas, 2010 NMSA Conference
Strategy Alert: Re-teach; Engage;
Questioning; Tiered
Instruction
Planning for Ongoing Assessment
Four Key Steps
1. Identify and Share Learning Goals
2. Gather Evidence of Understanding
3. Adjust Instruction
4. Give Feedback to Students
Source: Betty Hollas, 2010 NMSA Conference
Strategy Alert: Acknowledgment;Direction for Change; Next Steps
THE MAIN GOAL
“The main goal of classroom testing and assessment is to obtain valid, reliable, and useful information concerning student achievement.”
LINN & MILLER
Stiggins’ View on Assessment
Assessment is no longer just a sorting mechanism (successful from unsuccessful; winners and losers). It must address the needs of each and every student.
Students:
MSDE: Division for Leadership DevelopmentMaryland Principals’ Academy Follow-Up PA #
Teachers:
MSDE: Division for Leadership DevelopmentMaryland Principals’ Academy Follow-Up PA #
GOALS FOR CLASSROOM TEACHERS
Teachers can create classrooms that are information rich by providing multiple and targeted opportunities for students to show what they know, providing useful feedback to both the teacher and the students.
FOOD FOR THOUGHT
The most powerful single modification that enhances achievement is
FEEDBACK!
J. H.HATTIE (1992), “MEASURING THE EFFECTS OF SCHOOLING” AUSTRALIAN JOURNAL OF EDUCATION.
GRANT WIGGINS ON FEEDBACK “Feedback is different from advice or
guidance. It is also different from praise or blame. Feedback is information.
‘Good job!’ is not feedback, it is praise. Praise isn’t information- it is affirmation.”
GOOD FEEDBACK IS:
TIMELY EXPERT CONSISTENT DESCRIPTIVE HONEST
ON-GOING ACCURATE USER-FRIENDLY SPECIFIC CONSTRUCTIVE
GOOD FEEDBACK Provides opportunities to try the activity
again Includes what learners didn’t do in
addition to what they did do Uses a shared vocabulary that all can
understand Relies on mutual trust, the belief that the
teacher and students are partners in the feedback process
CHANGES IN THE LANDSCAPE
There has recently been a shift in focus from assessment OF learning to assessment FOR learning.
ASSESSMENT FOR LEARNING
Assessment that occurs throughout the learning process that is designed to make each students’ understanding visible so that teachers can decide what they can do to help students progress.
TYPES OF ASSESSMENT FOR LEARNING INFORMAL
formative assessment can take place during any teacher-student interaction Exit ticket 4 corners Muddiest point
FORMAL formative
assessment includes planned activities designed to provide evidence about student learning. Homework Quiz Rough draft
Formative Assessment
Take a moment to reflect:
What formative assessments do you currently use that exemplify assessment FOR learning?
ASSESSMENT OF LEARNING When we use assessment at the
conclusion of a learning activity, we are using assessment OF learning.
WHAT’S THE DIFFERENCEAssessment for learning is any assessmentfor which the first priority is to serve the purpose ofpromoting students’ learning
FEEDBACK ALONE MAKES THE GREATESTIMPACT ON STUDENT GRADES
Collecting work, grading, returning
Collecting work, grading, giving feedback, returning
WORDS OF WISDOM
“You cannot fatten the cattle by weighing them more. You have to FEED them.” Larry Lezotte
Updates
PARCC Assessment Professional Development Module
Module #1: PARCC Common Assessments Overview
Module #2: Introduction to the PARCC Mid-Year
Assessment
Module #3: Introduction to the PARCC Diagnostic
Assessment
Module #4: Introduction to the PARCC Speaking and Listening
Assessment
Module #5: PARCC Accessibility System
Module 5: PARCC Accessibility System
This module will provide educators with the following information on
the Mid-Year, Performance-Based, and End-of-Year Assessments:
Accessibility features embedded into the delivery platform made available to all students;
Accommodations embedded into the delivery platform made available to students with disabilities;
Module 5: PARCC Accessibility System
This module will provide educators with the following information on
the Mid-Year, Performance-Based, and End-of-Year Assessments:
Accommodations embedded into the delivery platform made available to English learners; and
Resource guide that highlights where to find information on administrative guidance, laws, alternate assessments, technology support, and communications resources.
PARCC Comprehensive Accessibility Policies
http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual
Embedded Supports• Tool, support, scaffold, or preference that is built into the
assessment system that can be activated by any student, at his or her own discretion.
• Universal Design features expected to benefit a diverse array of students and are available to all students.
• Provided onscreen, stored in a toolbar, or are accessible through a menu or control panel, as needed.
• During the assessment, students can choose which embedded supports they need for specific items. Examples include: audio amplification, highlighting, pop-up glossary, etc.
Audio Amplification
Blank Paper (not embedded)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Read Aloud -Repeated as Needed
Highlight Tool
Magnification/Enlargement Device
Noise Buffers
NotePad
Pop-Up Glossary
Redirect Student to Test (not embedded)
Spell Checker
Writing Tools
Embedded Supports
Accessibility Features
Available to all students (i.e., not limited to students with IEPs, 504 plans, or ELs), but will be selected and “turned on” by a school-based educator prior to the assessment, based on each student’s Personal Needs Profile (PNP).
Based on each student’s individual needs, a PNP is created for the student to ensure that he or she receives appropriate access without the distraction of other tools and features that are not required by the student.
Although a school-based educator will enable specific accessibility features for students, the student will decide whether or not to use the feature. Accessibility features will be readily available on the computer-delivered testing platform.
Answer Masking
Background/Font Color (Color Contrast)
General Administration Directions Clarified (must be done by human test administrator)
Line Reader Tool
Masking
Text-to-Speech for the Mathematics Assessments
Accessibility Features
Proposed Accommodations for
Students with Disabilities (SWD)
www.parcconline.org
Assistive Technology
• Some students with disabilities (with IEPs or 504 plans) may need to bring assistive technology to equitably access the PARCC Field Test.
• For current guidance on assistive technology for the PARCC Field Test, please refer to the posted guidelines on PARCConline.org.
Accommodations for SWD
Category Accommodation
Presentation Assistive Technology
Braille Edition (Hard Copy – ELA/Literacy & Math; Refreshable – ELA/Literacy
Closed-Captioning of Video
Descriptive Video
Familiar Test Administrator
Paper-Pencil Edition of the ELA/Literacy and Math Assessments
Tactile Graphics
Video of Human Interpreter for Math Assessments (deaf or hard-of-hearing)
Video of Human Interpreter for Test Directions (deaf or hard-of-hearing)
Accommodations for SWD
Category Accommodation
Response Assistive Technology
Braille Note-taker
Scribing/Speech-to-Text for the Mathematics Assessments
Accommodations for SWD
Category AccommodationTiming &
SchedulingExtended Time
Frequent BreaksTime of Day
Setting Adaptive or Specialized FurnitureSeparate or Alternate Location
Small Group
Special Lighting
Specified Area or Preferential Seating
Special Access Accommodations (SWD)
Calculation Device
Read Aloud or Text-to-Speech for the ELA/Literacy Assessments, including items, response options, and passages
Scribe or Speech-to-Text (i.e., Dictating/ Transcription) for the ELA/Literacy Assessments
Video of a Human Interpreter for the ELA/Literacy Assessments, including items, response options, and passages for a student
who is deaf or hard of hearing
Word prediction on the ELA/Literacy Performance-Based Assessment
https://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual
Text-to-Speech Monitoring Phase 1
State baseline of the appropriate selection of the Text-to-Speech or Human Read-Aloud for the ELA/Literacy online or paper-based PARCC Assessments, including items, response options, and passages.
Desk audit
No fault year
The results will be provided to local school systems to use as guidance to develop systemic and/or school based professional development to ensure the appropriate selection of the text to speech or human reader accommodation.
Text-to-Speech Monitoring Phase 1
Monitoring Sample
A random sampling (20%) of students with disabilities from selected local school systems who received the text to speech, or human reader accommodation during the PARCC field test will be selected to have their Individualized Education Programs (IEPs) monitored for the appropriate documentation of this accommodation as outlined in the PARCC guidance.
The random sampling will be gathered by the Division of Curriculum, Assessment and Accountability.
PARCC Resources: For the Field Test and Beyond
• The guide contains links to a variety of resources about the PARCC assessments and 2014 PARCC Field Test.
• The resources listed here are organized by audience and include resources relevant to All Audiences, those with specific information for Teachers, and resources developed to inform Parents.
• Refer to PARCC Resources for the Field Test and Beyond document.
TBR
www.parcconline.org
Overview
Implementation in Maryland is 2015-2016
www.ncscpartners.org
Maryland’s Community of Practice
Regional Community of Practice (CoP) Teams Six Regional CoP
Implement Model Curricula; provide feedback prior to the assessment implementation for refinement
Assist with providing professional development to support teachers
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Maryland Community of Practice Teams
Northern* Baltimore City Baltimore County Harford
Central* Anne Arundel Howard Montgomery Prince George’s
Upper Eastern Shore* Caroline Cecil Kent Queen Anne’s Talbot
Lower Eastern Shore Dorchester Somerset Wicomico Worcester
Western* Allegany Carroll Frederick Garrett Washington
Southern* Calvert Charles St. Mary’s
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Alt-MSA Facilitators will Co-Chair a Region
Up to 23 CoP Team Members
Administrators, Special Educators, General Educators and Related Service Providers Speech Pathologist Assistive Technology Specialist OT, PT specialists Teacher of Visually Impaired and Deaf/Hard of Hearing Content Specialist – Reading/ELA, Mathematics Regular and Special Education Teacher Autism Specialist Principal/AP – Comprehensive School and Special School Non-public School Representative
Community of Practice Teams
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Maryland’s Transition Timeline to NCSC
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2012-2013• NCSC Produces Classroom Curriculum, Content Support,
and Begins Sample Field Testing• Maryland Establishes CoP
2013-2014
• NCSC Develops Final Test Items/Reporting System, Completes Sample Field Testing, Sets Cut Scores, Begins Validation Studies and Development of Technical Report
• Maryland Provides Professional Development to CoP on Curriculum Resource Materials
• Maryland Develops Communication Initiative• Maryland Shares Parent Resources on NCSC
2014-2015
• NCSC Completes Validation Studies and Development of Technical Report/Alternate Assessment System is Pilot-Field tested/NCSC Standard Setting is held (Summer 2015)
• Maryland Provides Professional Development with Support from CoP on NCSC Curriculum Resources
• Maryland Provide Professional Development on Participation Guidelines and Resource Tools
2015-2016• Maryland Continues to Provide Professional Development
on NCSC Curriculum Resources• Maryland Fully Implements NCSC Assessment
Provide Daily, Appropriate, and Individualized Accommodations
Accommodations are thoughtful, agreed-upon changes in practices and procedures that enable students to access grade-level content standards.
Accommodations planning should begin with instruction.
Accommodations are intended to produce valid measures of what a student knows and is able to do.
The classroom should be seen as a place to try out accommodations to see what works.
Accommodations for instruction and assessment are integrally intertwined.
Classroom data is collected to determine if accommodations are working.
Typically, accommodation use does not begin and end in school. Students who use accommodations will generally also need them at home, in the community, and as they get older, in postsecondary education and at work.
https://wiki.ncscpartners.org/index.php/Perimeter,_Area_and_Volume_Content_Module
FINAL THOUGHTS
Contacts: Division of Special Education/ Early Intervention Services
Paul Dunford, Branch Chief
Programmatic Support and Technical Assistance [email protected]
Marsye Kaplan, Section Chief [email protected]
Karla Marty, Section Chief [email protected]
Fran Sorin, Coordinator of Professional Learning
