Equalizing the Playing Field:

Equalizing the Playing Field: Formative and Summative Assessments That Address the Needs of ALL Learners

Specialized Educators Community of Practice - June 2014

ObjectiveParticipants will demonstrate an understanding of the essential elements of formative and summative assessments and their implications for students with disabilities.

Formative Assessment

Take a moment to reflect:

What formative assessments do you currently use?

Formative/Summative AssessmentFormative

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

http://schoolleader.typepad.com/school-leader/2012/01/popham-on-formative-vs-summative-assessment.html

Planning for Ongoing Assessment

Four Key Steps1. Identify and Share Learning Goals2. Gather Evidence of Understanding3. Adjust Instruction4. 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 Steps1. Identify and Share Learning Goals2. Gather Evidence of Understanding3. Adjust Instruction4. 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 Steps1. Identify and Share Learning Goals2. Gather Evidence of Understanding3. Adjust Instruction4. Give Feedback to Students

Source: Betty Hollas, 2010 NMSA Conference

Strategy Alert: Re-teach; Engage;

Questioning; Tiered

Instruction

Planning for Ongoing Assessment

Four Key Steps1. Identify and Share Learning Goals2. Gather Evidence of Understanding3. Adjust Instruction4. 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 #

take responsibility for their own learning.

increase their motivation to do better the next time.

engage in self monitoring and communicating their own learning.

are informed of their learning needs and achievements.

Teachers:

MSDE: Division for Leadership DevelopmentMaryland Principals’ Academy Follow-Up PA #

encourage students to monitor and communicate their own learning.

promote hope and increase student motivation.

monitor patterns of student need.

make on-time instructional decisions.

determine individual student progress.

Process

ProductContent

Curriculum

InstructionAssessm

ent

Universal Design for Learning

S.I.

Differentiated Instruction

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 THOUGHTThe 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

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 AccommodationPresentation Assistive Technology

Braille Edition (Hard Copy – ELA/Literacy & Math; Refreshable – ELA/Literacy

Closed-Captioning of VideoDescriptive Video

Familiar Test AdministratorPaper-Pencil Edition of the ELA/Literacy and Math

Assessments

Tactile GraphicsVideo 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 GroupSpecial 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

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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Overview Training on NCSC Mathematics Materials

• When: Monday, June 9, 2014 from 9:00 a.m. to 4:00 p.m.

• Who: Alt-MSA Facilitators and Mathematics Content Specialists from the Community of Practice (CoP) Teams

• What: Overview of NCSC Curriculum and Instructional Materials (focus on mathematics only)– Understanding the Schema and Core Content Connectors– Content Modules for Mathematics– Curriculum Resource Guides– Instructional Resource Guide– Universal Design Unit Lessons– MASSI: Math Activities with Scripted Systematic Instruction

Let’s Review the Alt-MSA and NCSC Comparison Crosswalk Document!

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

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 [email protected]