Presented by Ronald H. May, Ph.D. Assessment, Research, and Technology Division of Assessments and Accountability August 2009.

Presented byRonald H. May, Ph.D.

Assessment, Research, and TechnologyDivision of Assessments and

Accountability

August 2009

What is EAGLE? Designed to be used as an online,

classroom assessment tool Available at any time to students,

teachers, and administrators (password protected)

Teachers can create their own tests or quizzes AND have access to premade unit tests

Items in the EAGLE item bank are written specifically to the GLEs

Formative and Summative

Summative Assessment(assessment of

learning)

includes but is not limited to interim tests, unit tests,

and end-of-course tests, etc., that

have usually been given after classroom instruction

Formative Assessment (assessment for learning)

is a process used by teachers and students during instruction that provides feedback to

adjust ongoing teaching and

learning for the purpose of improving

students’ achievement of intended instructional outcomes.*

*Formative Assessment for Students and Teachers (FAST) SCASS meeting in Austin, Texas, Oct 2006. http://www.ccsso.org/projects/scass/projects/formative_assessment_for_students_and_teachers/11541.cfm

Characteristics of Formative Assessment* Learning Progressions – show the path

of learning along which students are expected to progress

Learning Goals and Criteria for Success – clearly identify and communicate learning goals and expectations to students. Work with students to establish clear learning goals (“I am learning to . . . ).

Descriptive Feedback – provide evidence-based feedback that is linked to intended instructional outcomes and criteria for success

Characteristics of Formative Assessment*

Self- and Peer-Assessment – to engage students in taking an active role to monitor, plan, and evaluate their own progress

Collaboration – to establish a classroom culture in which teachers and students become partners in the learning process

*From ”Attributes of Effective Formative Assessment” – a work product coordinated by Sarah McManus, NC Department of Public Instruction, for the Formative Assessment for Students and Teachers (FAST) Collaborative. http://www.ccsso.org/projects/scass/projects/formative_assessment_for_students_and_teachers/11541.cfm

(Continued)

How EAGLE can be used as a toolto support Formative Assessment (cont.)The Student Report by Test depicts a graphic representation of how far the

student has progressed on the GLEs for each test completed and whether they have reached the goal set by the teacher.

The Student Report by Test shows: where the student should be (teacher’s goal) where the student is currently on the path to the goal, and which GLEs the student needs to work on most in order to move closer

towards that goal

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Seven Strategies of Formative Assessment

Where am I going?

Strategy #1:Provide students a clear and

understandable vision of each learning target.

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How to create student-friendly learning targets

GLE 27—Identify and plot points on a coordinate grid in the first quadrant.

GLE Student-friendly version: Plot and name points on a coordinate grid. (Student friendly GLEs are available in EAGLE.)

Word(s) to be defined: ‘coordinate grid’

Definition(s):A coordinate grid has two perpendicular lines, or axes, labeled like number lines. The horizontal line is called the x-axis. The vertical line is called the y-axis. The point where the lines cross is called the origin. (Show the students a picture with the x- and y-axes and origin labeled.)

Student-friendly learning target: Have students use “I am learning to …” statements: “I am learning to plot and name points on an x, y grid.”

Example: Grade 5 Math GLE 27

Seven Strategies of Formative Assessment

Where am I going?

Strategy #2:Use examples of strong and weak

work.

Use Items and Scoring Rubrics to Show Examples of Strong and Weak Work.

Scoring Rubric Used to Score Item student’s answer to the item

Seven Strategies of Formative Assessment

Where am I now?

Strategy #3:Offer descriptive feedback on a regular

basis.

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Effective Feedback During Instruction

Feedback is most effective in improving achievement if it is delivered while there is still time to act on it, which means before the graded event.

Formative assessment should be used to move students’ learning along a forward path rather than merely score how much learning has occurred so far. Thus, assessment has to occur in the middle of instruction, not just at the end points (Shepard, 2001, p. 1086 in Chappuis).

When students take a quiz, the score does not have to be used for grading purposes; rather it can serve you and your students as information about what they understand and what they need to improve.

Seven Strategies of Formative Assessment

Where am I now?

Strategy #4:Teach students to self-assess and

set goals.

Self Assessment for Students Ask students to self diagnose before tailoring

your comments Use Student Reports and have students

prepare their own chart showing the learning targets they already know and the ones they need to learn.

Have students analyze their own learning during their quiz responses by clicking on “I had to Guess” or “I know the answer.”

Ask students to complete the EAGLE the self-assessment report.

Seven Strategies of Formative Assessment

How can I close the gap?

Strategy #5:Design lessons to focus on one learning

target or aspect of quality at a time.

Strategy #6:Teach students focused revision.

Focused Learning and Focused Revision For a Comprehensive Curriculum unit, make a list of

major conceptual understandings and a list of common misconceptions for class discussion.

Some multiple choice items can be used in formative assessment contexts if they contain wrong answers that represent faulty reasoning, misconceptions, or partial understanding. Help students to understand how these can be used for assessment.

Use item analysis to determine how many students are distracted by a wrong answer and help them to understand why.

Develop an item in front of your class modeled on a rubric and perhaps even a multiple-choice item showing correct answer and faulty reasoning answers.

Seven Strategies of Formative Assessment

How can I close the gap?

Strategy #7:Engage students in SELF-REFLECTION,

and allow them to keep track of and share their learning.

Teach Students to Reflect on their Achievement

What did I learn? What learning targets have I mastered? What are my strengths in this subject? What do I still need more practice on? Which learning targets have I not yet

mastered? What do I still have questions about?

www.LouisianaEagle.org

orwww.LouisianaSchools.net

Principals’ User Administrator List (Teachers with User IDs & PWs

EAGLE Sign-on Page

Enter Guest/Training Site

Request a

Guest User ID & PW

Training SiteSign on as a Teacher

Training

Enter Guest

User ID (Teacher) and PW

Teacher Home Page

Help Screen

View Classroom Roster

School Roster

Create A TestSelection Method,GLEs, and Items

Item Card

Schedule A Test

Choose a Premade Test

EAGLE Item Development Schedule

Release Date

MATH ELA SCI SS

May 2007 4, 9 4

May 2008 8, 10–12 8–12

May 2009 3, 5, 6, 7 3, 5, 6, 7

May 2010 HS subjects

HS subjects

May 2011 1, 2 1, 2 4, 8 4, 8

May 2012 3, 5, 6, 7 3, 5, 6, 7

TOTAL 1–12 1–12 3–8, HS 3–8, HS

EAGLE Hand-scoring Tutorial

Designed to train teachers how to score constructed response items

Includes sample items and rubrics Shows examples of all constructed

response item types: SA, ER, and WP Guides teachers through the scoring

process Provides instructional feedback when

an item is scored incorrectly

EAGLE Hand Scoring

Hand Scoring Tutorial

Sign on as a StudentCreated via Training

Teacher

Message Center

My Schedule

Take a Test

Student Test Question

Grade 4 Math Interactive Item

Mean, Median, or Mode: GLE 35

Review or Finish Test

Check Scores/Reports

Self-Assessment Student Worksheet Report

Student Report by Test

EAGLE Classroom Reports

Instructional Needs byGrade-Level Expectation

Report by GLE Showing Individual Students’

Performance

Analysis of Test Questions Report

Instructional Resources

EAGLE Draft Release Schedule May 2007 – Grades 4 and 9 Math

Grade 4 ELA May 2008 – Grades 8, 10, 11/12

MathGrades 8, 9, 10, 11/12

ELA May 2009 – Grades 3, 5, 6, 7 Math

Grades 3, 5, 6, 7 ELA

Draft Schedule (Continued)

May 2010 Physical Science, Biology,

Chemistry, Earth Science, Physics, Environment Science, World Geography, Free Enterprise, Civics, U.s. History, World History

Draft Schedule (Continued)

May 2011 Mathematics, grades 1 and 2 ELA, Grades 1 and 2 Science, grades 4 and 8 Social Studies, grades 4 and 8

Draft Schedule (Continued)

May 2012 Science, grades 3, 5, 6, 7 Social Studies, grades 3, 5, 6, 7

EAGLE Item Bank Statistics

1,433 Math items1,617 ELA items

Grade 4 Grade 8 Grade 9Math: 376 Math: 287 Math: 345ELA: 427 ELA: 266 ELA: 327

Grade 10 Grades 11/12Math: 241 Math: 184ELA: 306 ELA: 291

Grades 3, 5, 6, and 7ELA and Math

(over 5000 new items)

Support Services

EAGLE Training Site User Guide Software Tutorial Hand-scoring Tutorial Help Desks:

toll free: 1-866-552-5583 e-mail: [email protected])