Assessment Literacy Tuesday, August 20, 2013 Jennifer Putman, Liaison.

Assessment LiteracyTuesday, August 20, 2013Jennifer Putman, Liaison

Comprehensive Assessment and Data System in GCISD

Summative Assessment—1 time per year

Data about Learner—2-4 times per year

(purchased assessments)

District Common Assessments—End of Unit and/or grading period (District Created)

Curriculum Based Assessments—1-4 times per month (Teacher/Team created)

Formative Classroom Assessments (AFL Strategies) Daily

Benchmarks &Cornerstone Tasks

MAP, TELPAS,CogAT, DRA2,progress monitoring

STAAR, End of Unit, Sem. Exams, ACT/SAT

Assessments for Learning

Performance Indexes that determine Accountability:

1. % of students passing state assessment2. % of students who met progress or

exceeded progress (STAAR Level II and III)3. % of students in performance gap groups

passing state assessment4. Graduation rate/DAP Rate (not applicable to

us)

Accountability

What do students learn in the previous two grades to prepare them?

How will students use the learning next year?

Readiness Standards Supporting Standards Process Standards

TEKS Literacy

Essential for success in current grade level Prepares students for success in next grade

level Require in-depth instruction Addresses broad and deep ideas

Readiness Standards

Introduced OR reinforced in the current grade level

May be emphasized in the previous grade level OR the next grade level

Prepares students for success in the next grade level

Addresses narrow ideas

Supporting Standards

Readiness vs. Supporting

The “process” of how students gain and demonstrate knowledge

Represents strategies students use to access learning

Represents the way a student communicates learning

Process Standards

Levels of ConcernChallenging (red) = < 70%Moderate (orange) = 70 – 79%Low-Risk (yellow) = 80 – 100%

Heat Maps

1. Analyze data – what percentage change do you notice for each standard? (+ or - )

2. Find areas of strength – what are we doing that works? Keep doing it! Which kids still need support?

3. Find areas of concern – what do we need to do and learn before we teach this again? Which kids still need support?

4. Determine focus standards (3 lowest standards)5. Create and implement CBAs6. Follow up with Data Teams Process in PLCs

Data Teams Process

Determining our Focus Standards

• Vertical Teams: 30 minutes

Reading – Library Math – Jami’s room Science – Art room

Grade Level Teams –discuss and chart 3 focus standards for the year

Be ready to share!

Determining our Focus Standards

Quality AssessmentsFriday, August 23, 2013

www.DMAC-solutions.net Accessing questions based on standard Creating tests

DMAC

Grades 3 – 5: in team leader’s room, use DMAC and 3 focus standards (Tuesday) to create a CBA

Grades K – 2: in library with Jennifer and Jami for types of assessments and how to create quality assessments using focus standards (Tuesday)

Developing Quality Assessments

Selected Response – multiple choice, true/false, matching, fill-in the blank with answer choices provided

Constructed Response (Open Ended Response) – open ended questions, fill in the blank with no answer choices provided, students are asked to reason or justify thinking

Types of Assessment Responses

IDP – The Intentional Design Process

The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:

(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

TEKS 1.2B – Number and Operations

What number does this picture represent?

(selected response question)

A) 12B) 39C) 40D) 38

True or False?(Selected Response)

=

Lisa built the number 42 using the blocks below. Is she correct? How do you know?

Rubrics for constructed response Can be scored quickly and results used right

away 4-7 questions total

Curriculum Based Assessments

Use focus standards (choose 1) Use the IDP-short cut to IDP with your team Create a curriculum based assessment with

3 questions (selected response and constructed response)

Curriculum Based Assessment K-2

We can not accomplish all that we need to do without

working together.- Bill Richardson

Reflection