@EducateIN

Overcoming Data:

Session Four

@EducateIN

Welcome and Introductions

Agenda:

• Welcome back and introductions

• Review of post-work activity from Session 3

• Discussion questions

• Discuss types and uses of assessments

• Discuss the intersection of different types of

assessment data

• Scenarios activity

@EducateIN

Welcome back!

Four sessions:

● November session: ISRs and individual reporting

● December session: Standard-level reporting

● January session: Other aggregate reporting

● February session: Assessment literacy and intersections

with formative and interim practices

@EducateIN

Session 3 Post-Work Activity

Post work activity:

● Look at your ILEARN data and compare it to other data that

you have locally (interim, benchmark, classroom). Do you

see any differences in the data?

● If you were going to select focal standards for your school or

district (at one grade/content area), what would be your top 3

needs?

● Using one of those standards and the Range PLDs, what is

an activity that you think may elevate a student from a

below/approaching level to at proficiency?

@EducateIN

Session 3 Post-Work Activity:

Discussion

Let’s discuss the outcomes from our post-work activity.

● What needs did you define as your top 3 areas of focus?

● Did you identify any activities to support growth in one of

those areas?

● After comparing your ILEARN data with other data that you

have (e.g., classroom tests, grades, interim data), did you

see anything that surprised you or caused questions?

@EducateIN

Foundations of Test Design

What are the different types of assessment?

@EducateIN

Assessment at its Core

A process of collecting evidence to make

informed decisions

@EducateIN

Types of Assessments

Assessment oflearning.

Summative

● ILEARN/I AM

● ISTEP+

● SAT

● Final Exam

● End of Unit Test

Progress monitoring over time.

Interim

● NWEA

● iReady

● Pivot Inspect

● District common

assessments

Diagnosis of specific student needs for a certain skill set.

Diagnostic

● DIBELS

● GRADE

● Dyslexia Screeners

Assessment forlearning.

● Exit Tickets

● Questioning

● Rich Tasks

● Survey

Formative

@EducateIN

Discussion

● What are some different types of assessments that you are

using in your classroom to gather data?

● How might you consider the purposes of these assessments

when you are considering the data?

○ Are there different questions you would ask different

assessments?

○ Are there different actions you might consider taking

based on the different purposes of the assessments?

@EducateIN

The Intersection of Assessment Programs and UsesWhat are these reports telling us?

@EducateIN

Things to Remember about

Assessment and Data

● All assessment scores are estimates of student knowledge and skill.

● Assessment scores describe ability at a single point in time … and

people are constantly changing.

● Assessment scores describe ability based on a defined set of

standards … and that set of standards is likely different for different

assessments.

● Many factors can affect assessment scores.

@EducateIN

Questions to Ask the Data

Were there

differences in the

provided

accommodations?

What was the

purpose of the

assessment?

What standards

were being

measured?

What level of rigor does the

assessment require?

Based on the

assessment’s

purpose, what are

ways that I can use

the data?

Did any

irregularities occur

during testing?

How much time has

elapsed since the

student took the

assessment?

Remember, just because

scores have differences

doesn’t mean

something’s wrong.

?

@EducateIN

A Balanced Approach

● Use multiple measures (more information)

to get the clearest picture.

● Use test blueprints, item specifications, and PLDs

to understand what each assessment measures.

● Avoid overuse or underuse of data.

@EducateIN

Scenarios ActivityWhat would you say?

@EducateIN

Scenario 1

Tabitha took a benchmark

assessment in late March and

ILEARN in late April. She scored very

well on the benchmark assessment,

but only attained Approaching

Proficiency on ILEARN. She tried her

best both times. What happened?

@EducateIN

Scenario 1

Tabitha took a benchmark

assessment in late March and

ILEARN in late April. She scored very

well on the benchmark assessment,

but only attained Approaching

Proficiency on ILEARN. She tried her

best both times. What happened?

Possible Response

Benchmark assessments typically

measure only a small set of

standards while ILEARN measures

the breadth and depth of grade

level standards. Perhaps the

student performs well for the

standards on the March

benchmark, but needs further

support with other standards.

@EducateIN

Scenario 2

Marcus is in third grade. He took

IREAD-3 in March and received a

Lexile score of 253. Then he took our

district interim test in April and

received a Lexile score of 200. Then

he took ILEARN and received a

Lexile score of 290. Which one is

right!?

@EducateIN

Scenario 2

Marcus is in third grade. He took

IREAD-3 in March and received a

Lexile score of 253. Then he took our

district interim test in April and

received a Lexile score of 200. Then

he took ILEARN and received a

Lexile score of 290. Which one is

right!?

Possible Response

Remember that test scores

represent a measurement taken at

a single point in time and are an

estimation of student ability. Also,

remember that people change,

constantly! Based on these scores,

a good estimate for Marcus’

reading Lexile is likely in the mid

200s.

@EducateIN

Scenario 3

Raymond is a straight-A student. All

year he aces his classroom tests.

Then he takes ILEARN and achieves

Below Proficiency. Now what?

@EducateIN

Scenario 3

Raymond is a straight-A student. All

year he aces his classroom tests.

Then he takes ILEARN and achieves

Below Proficiency. Now what?

Possible Responses

Did Raymond have a bad day when

taking ILEARN? Remember, test scores

are an estimate of ability taken at a

single point in time, and we all have bad

days.

Do the classroom assessments reflect

the same level of rigor and difficulty

expected for ILEARN? If classroom

assessments require lower levels of

thinking, this may account for the

seeming discrepancy.

@EducateIN

Scenario 4

Jasmine consistently performed well

on the district interim assessment for

English/Language Arts. Her reading

comprehension scores were very

strong. She took ILEARN, and her

reading comprehension scores were

poor. What happened?

Hint: Jasmine has an Individual

Language Plan (ILP).

@EducateIN

Scenario 4

Jasmine consistently performed well

on the district interim assessment for

English/Language Arts. Her reading

comprehension scores were very

strong. She took ILEARN, and her

reading comprehension scores were

poor. What happened?

Hint: Jasmine has an Individual

Language Plan (ILP).

Possible Response

Jasmine received the Text-to-Speech

accommodation for all of her

assessments. The district interim

assessment allows passages to be read

aloud for all ELA items, even reading

comprehension. ILEARN does not allow

reading comprehension passages to be

read aloud. Jasmine may have strong

listening comprehension skills that allow

her to excel in the interim assessment

with the provided accommodation.

@EducateIN

Scenario 5

Rashid did not pass ISTEP+ Grade

10 Mathematics. The high school

counselor wants to require Rashid to

retake Algebra I based on this data.

Is this a good use of the information?

@EducateIN

Scenario 5

Rashid did not pass ISTEP+ Grade

10 Mathematics. The high school

counselor wants to require Rashid to

retake Algebra I based on this data.

Is this a good use of the information?

Possible Response

A balanced approach to data uses

multiple measures to understand

students, especially when making high-

impact decisions (such as retention,

repeating a class, or long-term

instructional plans). The counselor

should gather data from classroom

assessments and interim/benchmark

assessments to consider if Rashid really

needs to repeat the content or should

move forward with a new course.

@EducateIN

Scenario 6

Lela loves science! She took ILEARN

Grade 6 science and achieved above

proficiency. Shannon doesn’t really

like science. She took ILEARN Grade

6 science and achieved approaching

proficiency.

The 7th grade teacher plans to put

Lela in an advanced group and

Shannon in a remedial group for first

semester. Is this a good use of the

data?

@EducateIN

Scenario 6

Lela loves science! She took ILEARN

Grade 6 science and achieved above

proficiency. Shannon doesn’t really

like science. She took ILEARN Grade

6 science and achieved approaching

proficiency.

The 7th grade teacher plans to put

Lela in an advanced group and

Shannon in a remedial group for first

semester. Is this a good use of the

data?

Possible Response

Remember to think about the timing of

assessments - how old is the data?

Students typically should be grouped

fluidly (not a single group for an entire

semester) based on very recent data.

@EducateIN

What’s Your Scenario?

@EducateIN

THE END!Now it’s time to apply to your classrooms, schools, and corporations!

Structure BookmarksFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFigure