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Transcript of Nancy Comstock, Humanities Program Coordinator, Center for Instructional Services Glenda Sederstrom,...
![Page 1: Nancy Comstock, Humanities Program Coordinator, Center for Instructional Services Glenda Sederstrom, Coordinator for Special Education Services Erik Wolfrum,](https://reader033.fdocuments.us/reader033/viewer/2022051619/56649e605503460f94b5a679/html5/thumbnails/1.jpg)
Assessment Cycles:Formative Assessment and Instructional Decision Making
Nancy Comstock, Humanities Program Coordinator, Center for Instructional Services
Glenda Sederstrom, Coordinator for Special Education Services
Erik Wolfrum, Regional Math Coordinator, Center for Instructional Services
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The Components to ImproveStudent Success
High-quality classroom instruction Tiered instruction/intervention Ongoing student assessment
the type and intensity of intervention needed for each student to succeed
Family Involvement
From RTI Action Network, www.rtinetwork.org/
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Formative assessments are…
…assessments FOR learning that measure a few things frequently.
…timely in-process measurements that can inform teachers individually and collectively regarding the effectiveness of their practice.
-Dufour, Dufour, Eaker & Many
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“… When studentsare involved in the assessment process in this manner,their achievement skyrockets– incidentally, with thelargest achievement score gains coming from perenniallow achievers.”
-Dr. Rick Stiggins
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Assessment Cycle
Formative Assessments Benchmarking/
Universal screening Progress monitoring Diagnostic
Summative Assessments State tests (e.g. WASL) End-of-unit exams End of course exams
AND
Progress Monitoring
Diagnostics
Summative
Universal Screening
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Assessment Systems
Complete systems include:
Formative Assessment Informs instructional practice Drives instructional decisions along the way
Summative Assessment Summarizes student learning
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Instruction Assessment System
http://www.k12.wa.us/RTI/CorePrinciples/Assessment.aspx
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Benchmarking/Universal Screening Tools: Examples
DIBELS DIAL 3 AIMSweb MAP Curriculum-based measures (CBMs);
teacher-created from curricular materials vocabulary, reading, writing, math,
behaviors www.interventioncentral.org is a resource
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Progress Monitoring Tools: Examples Formal types:
CBM’s Curriculum Based Measures - DIBELS,
Aimsweb, Teacher made
Informal types: White Boards Exit slips Student work samples Listening Questioning Prior Knowledge Anecdotal Notes
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How to Gather Data:
Formative Assessment Key Characteristics Quick: In terms of gathering and
evaluating Timely: Turn around is immediate
and informs instructional practice and student needs
Meaningful: data is collected to be used, not to warehouse
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How to Gather Data:
Formative Assessment Example/Activity
One-minute timed reading test Delivered and scored Data recorded and displayed It is not the forms that are important, it is
the analysis and subsequent action!
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Let’s Gather Some Data!!
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On your sticky notes
No name Just total words read And % of accuracy
▪ Total words read correctly divided by Total words read per minute.
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Turn and Talk
Importance of fidelity
Why use the SAME assessment tool versus different tools?
Progress monitoring is always done at the instructional level of the student
Benchmarking is always against the GLE standard (grade level)
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Analyzing the Data:Create a Data Display Activity
Purpose is to create discussion points around:
1. What do we expect students to learn?2. How will we know if they learn it?3. How do we respond when students
experience difficulty in learning? 4. How do we respond when students do
learn?
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Analyzing the Data: Data Displays
Intervention Central tools (graphs for individuals)
Charts Spread sheets Display walls
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Arcadia Elementary School
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Shaw Middle School
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Shaw Middle School
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Date
D D G K G S N K AJ J E B K B K M D E M DW
Harmon
y1.23.08 18 32 34 44 51 44 61 64 55 60 28 49 67 78 43 75 48 49 67 92 532.11.08 66 71 52 83 60 70 65 58 67 60 75 29 57 91 93 94 74 68 67 84 692.19.08 66 87 59 89 82 47 75 55 64 66 87 59 70 86 78 76 89 71 84 86 742.25.08 59 48 60 73 70 55 76 64 90 53 55 82 103 66 77 74 64 68 87 703.3.08 72 81 63 82 102 86 77 89 85 107 61 90 81 95 102 95 85 33 100 95 843.10.08 80 83 60 98 101 91 100 83 86 87 106 61 75 100 104 87 87 97 60 91 94 873.18.08 48 89 63 92 75 59 78 81 89 109 103 81 104 77 87 102 87 47 105 833.24.08 61 93 77 90 52 93 72 90 77 112 52 64 99 99 70 128 86 77 111 844.7.08 75 91 52 80 89 59 90 72 91 93 116 39 71 113 100 86 108 65 59 107 114 844.14.08 79 103 78 108 99 85 95 98 103 99 120 72 93 117 104 89 113 115 46 108 100 965.5.08 75 98 93 112 100 75 88 105 78 98 100 78 90 80 96 107 81 107 80 98 94 925.20.08 81 29 96 73 56 75 80 99 112 109 66 103 113 74 87 85 76 114 110 866.2.08 93 79 109 106 88 91 107 125 32 88 123 116 89 107 103 79 123 107 98 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!5.20.08 50 27 58 35 34 42 48 66 57 59 38 63 70 41 72 43 47 67 66 526.2.08 58 49 68 66 65 63 66 75 22 57 75 75 58 67 66 50 70 63 62 #DIV/0! #DIV/0!
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Interpreting the Data: Aim Lines How to set aim lines…
See handout
Why set aim lines…?
Determine if the student is making adequate progress….▪ If 4 of the last 6 data points are above the aim line, the student is
doing better than expected and it may be necessary to raise the goal.
▪ If 4 of the last 6 data points are below the aim line, the student is not making adequate progress.
▪ If the data points are along the aim line, the student is progressing right on target
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Efficient and Effective
Use tried and true assessments to give maximum information Measure + Anecdotal notes (running
records)▪ Slow and accurate▪ Fast but inaccurate
Keep your eye on the target▪ What do you need to know about your
teaching?▪ What do you need to know about this learner?
Know how you will use this information!
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A Collaborative Problem Solving Team
is a vehicle for analyzing assessment data
because of the focus . . .
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Collaborative Problem Solving Team
Is . . . Educators Learning from each otherIs . . . A collaborative processIs . . . Focused on student work and student
learningIs . . . Focused on Instructional PracticeIs . . . An empowering infrastructure of
supportIs . . . Effective professional developmentIs . . . Connected to the context of teachers’
classroomsIs . . . Action and results orientedIs . . . Continuous school improvement
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Resources
http://www.nsrfharmony.org/resources.html
http://www.interventioncentral.org/ http://www.plcwashington.org/ http://critical-friends.org/ http://www.rtinetwork.org/
NEWESD 101 Staff