Formative & Summative Assessments Newport Schools ~ March 2011.
Summative & Formative Data Outcomes Understand Summative and Formative Assessments. Understand...
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Summative & Formative DataSummative & Formative Data
OutcomesOutcomes Understand Summative and Understand Summative and
Formative Assessments.Formative Assessments. Review FCAT Reading Parent Report Review FCAT Reading Parent Report
and Norm Referenced Test Data.and Norm Referenced Test Data. Apply Formative Data collection for Apply Formative Data collection for
intrinsic motivation.intrinsic motivation. Apply Sampling and Item Analysis to Apply Sampling and Item Analysis to
6 Point Writing assessment.6 Point Writing assessment.
Why, why, Why, why, why???why???
Root Causes and the Root Causes and the Jefferson MemorialJefferson Memorial
How can we improve the How can we improve the failed strategies?failed strategies?
FearFear BlameBlame RankingRanking IncentivesIncentives““These 4 are based upon belief you These 4 are based upon belief you
and I are the problem.” Lee Jenkins, and I are the problem.” Lee Jenkins, Ph.D.Ph.D.
“NO!”
Dr. Deming taught Dr. Deming taught us thatus that
96% of the 96% of the problems come problems come from the system.from the system.
4% of the 4% of the problems come problems come from the people.from the people.
MOTIVATIONMOTIVATION
People are born People are born motivated.motivated.
Adults De-Adults De-motivate.motivate.
Most people, Most people, once once discouraged, discouraged, stay that way.stay that way.
Senioritis?Senioritis?
5 incentives a 5 incentives a day.day.
180 days a year.180 days a year. 13 years of 13 years of
incentives.incentives. Equals 11,700 Equals 11,700
incentives.incentives.
This does not This does not work!work!
My History of English Learning
Feelings
How do you feel about English?
Love it
Like it
Okay
Dislike it
Hate it
Grade Level 1st 2nd 3rd 4th 5th 6th 7th 8th 9th
Why Do I Feel The Way I Do?1st Grade
_________________________________________________________________________________2nd Grade
________________________________________________________________________________3rd Grade
_________________________________________________________________________________4th Grade
_________________________________________________________________________________
Monthly Enthusiasm Record
Feelings
How are you feeling this month about Language Arts?
Love it
Like it
Okay
Dislike it
Hate it
Months Sept. Oct. Nov. Dec. Jan. Feb. March April May
Questions to Ponder1.What went well in our classroom? ______________________________________________________________________2.What can we do to improve things?________________________________________________________________
Types of DataTypes of Data
Results (Summative)
Data used to make decisions about student achievement at the end of a period of instruction.
Process (Formative)
Data gathered at regular intervals during the instructional period; used to provide feedback about student progress and to provide direction for instructional interventions.
A Closer Look at Results A Closer Look at Results DataData
Examples:
A Closer Look at A Closer Look at Formative DataFormative Data
Quizzes
Chapter Tests
DIBELS
District Math Assessments
FCAT Writes + Parent FCAT Writes + Parent ReportReport
Step 3:Step 3: Have students Have students select a prompt type.select a prompt type.
Select from seven
prompt types.
Step 7:Step 7: Have students review Have students review their their analytic feedbackanalytic feedback..
Analytic Feedback
Student Data CollectionStudent Data Collection
Students copy Students copy from teacher from teacher rubric and transfer rubric and transfer data to the scoring data to the scoring sheet (next slide).sheet (next slide).
Data Collection ToolData Collection Tool
Students track Students track progress of their progress of their writing throughout writing throughout the school year.the school year.
Holt Model essaysHolt Model essays can be viewed and can be viewed and printed out at:printed out at:http://my.hrw.com/support/hos/hostmodels4.hthttp://my.hrw.com/support/hos/hostmodels4.htmlmlNote that the interactive annotations are lost Note that the interactive annotations are lost when the models are printed.when the models are printed.Holistic rubricsHolistic rubrics can be accessed at: can be accessed at:http://my.hrw.com/support/hos/http://my.hrw.com/support/hos/hostfeedback4.html#1hostfeedback4.html#1Analytic rubricsAnalytic rubrics can be accessed by clicking can be accessed by clicking
the document link below:the document link below:Analytic RubricsAnalytic Rubrics
For school tutorial, contact For school tutorial, contact [email protected]. [email protected].
FCAT Sample Test Books and Answer Keys FCAT Sample Test Books and Answer Keys (2005-06)(2005-06)http://www.firn.edu/doe/sas/fcat/fcatitem.htmhttp://www.firn.edu/doe/sas/fcat/fcatitem.htm
OTHER ESSAY SCORING OTHER ESSAY SCORING TOOLSTOOLS
CRITERION – See Caloosa CRITERION – See Caloosa Middle School or Sanibel MS Middle School or Sanibel MS teachers for more information. teachers for more information. (School based) (School based)
Coming soon… Coming soon… SKILLWRITERSKILLWRITER
from Glencoe and Bookette to from Glencoe and Bookette to middle schools.middle schools.
Item AnalysisUse to:
Determine mastered content.
Determine most common mistakes.ITEM DATA RECORDING SHEET
FOR ANALYSIS OF CLASSROOM TESTS
Subject : _____________________
Record Answers (Letter) Chosen for Multiple Choice Items Record Points Earned for Constructed Response Items
Student
# 1
# 2
# 3
# 4
# 5
# 6
# 7
# 8
# 9
# 10
# 11
# 12
# 13
# 14
# 15
# 16
# 17
# 18
# 19
# 20
Correct Answer
CLASSROOM TEST ANALYSISBENCHMARKBENCHMARK
ASSESSEDASSESSEDITEMITEM
##NUMBER NUMBER CORRECTCORRECT
NUMBERNUMBERINCORRECTINCORRECT
NUMBERNUMBERPARTIALPARTIALCREDITCREDIT
NUMBERNUMBERDISTRACTORDISTRACTORA/1A/1
NUMBERNUMBERDISTRACTORDISTRACTORB/2B/2
NUMBERNUMBERDISTRACTORDISTRACTORC/3C/3
NUMBERNUMBERDISTRACTORDISTRACTORD/4D/4
NUMBERNUMBERNONOANSWERANSWER
11
22
33
44
55
66
77
88
99
1010
Always the REFEREE; rarely Always the REFEREE; rarely time to be the COACH.time to be the COACH.
The ever-present The ever-present responsibility to responsibility to evaluate students evaluate students overwhelms the overwhelms the heart-tug to coach heart-tug to coach their students to their students to higher levels of higher levels of success.success.
What is your What is your REFEREE to REFEREE to COACH ratio?COACH ratio?
Sampling of Essays for Writing Data Sampling of Essays for Writing Data AnalysisAnalysis
Teach Rubrics; model excellence Teach Rubrics; model excellence Assign writing Assign writing Randomly select 5 essays per Randomly select 5 essays per
class; score by rubricclass; score by rubric Itemize errors from 5 selectedItemize errors from 5 selected Look at grand total of errors for 5 Look at grand total of errors for 5
selectedselected Teach based upon error analysis Teach based upon error analysis Repeat with next assignment Repeat with next assignment Grade one class set of essays Grade one class set of essays Count for grade: Count for grade: best paperbest paper or or
random selectionrandom selection
Benefits of Writing Benefits of Writing AnalysisAnalysis
Bad News: You still have to grade writing Bad News: You still have to grade writing papers.papers.
Good News: You grade only five of each Good News: You grade only five of each assigned essay with the exception of one. assigned essay with the exception of one. You get your weekends back!You get your weekends back!
Best News: Students ask how to improve Best News: Students ask how to improve their writing—not their grades. Re-teaching their writing—not their grades. Re-teaching using item analysis improves overall using item analysis improves overall writing scores.writing scores.
Scoring Rubric for Paragraphs and Scoring Rubric for Paragraphs and EssaysEssays
Item Analysis Total Average
Development 4 4 5 5 18 4.5
Main Ideas 3 4 5 5 17 4.25
Examples 3 3 4 4 14 3.5
Logic 4 5 6 5 20 5
Word Choice 2 4 3 4 13 3.25
Organization 3 5 4 5 17 4.25
Transitions 2 5 2 4 13 3.25
Errors 3 4 3 4 14 3.5
6 Point Line Chart6 Point Line Chart
0
1
2
3
4
5
6
Develo
pmen
t
Main
Idea
s
Exam
plesLo
gic
Word
Cho
ice
Organ
izatio
n
Trans
itions
Errors
Series1