a & s march 9, 2010. secondary isolated to one district elementary all schools received both...
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A & S
March 9, 2010MARCH 9, 2010
FCAT PACKAGING
Secondary Isolated to one district
Elementary All schools received both
calibration and non-calibration tests forms
Non-calibration forms required rulers
Therefore, calibration schools needed rulers
FDOE solution: Provide calibration schools with rulers
SCHOOL DISTRICT OF PALM BEACH COUNTY
Toward a Balanced Assessment
System
March 9, 2010
Summative & Formative Assessment
AssessmentOF Learning(Summative)
AssessmentFOR Learning
(Formative)
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
Summative & Formative Assessment
AssessmentOF Learning(Summative)
AssessmentFOR Learning
(Formative)
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
Summative & Formative Assessment
AssessmentOF Learning(Summative)
AssessmentFOR Learning
(Formative)
Reason for Assessing
REPORT ACHIEVEMENT
STATUS
PROMOTE MORE LEARNING
To Inform OTHERS ABOUT STUDENTS
STUDENTS ABOUT THEMSELVES
Focus of the Assessment
ACHIEVEMENT STANDARDS
ACHIEVEMENT TARGETS THAT
UNDERPIN STANDARDS
Driving Force ACCOUNTABILITY IMPROVEMENT
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
RESEARCH-BASED BEST PRACTICES
RESEARCH
ACCREDITATION
RULES AND REGULATIONS
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
NATIONAL RESEARCH-BASEDBEST PRACTICES
CURRICULUM/ACADEMIC GOALS
STAFF SELECTION/CAPACITY BUILDING
PROGRAMS/PRACTICES/ARRANGEMENTS
MONITORINGRECOGNITION/INTERVENTION
© National Center for Educational Accountability
Jean Rutherford, Ed. D.
Director of Educational Initiatives, NCEAJune 24, 2004
The Practices of High-Performing School Districts
State: Assessment
Teacher: Daily
Monitoring
NCEA Practices of High-Performing School Districts
Poor Practice
State: Assessment
District: Benchmark
Assessments
School: Unit Tests
Teacher: Daily
Monitoring
State: Assessment
Teacher: Daily
Monitoring
NCEA Practices of High-Performing School Districts
Poor Practice > Achievement < Gaps
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
META ANALYSESRESEARCH
2
4
8
10
11
12
15
31
0 5 10 15 20 25 30 35
Cooperation
Leadership
School Climate
Parental Involvement
Pressure to Achieve
Monitoring
Time
Opportunity to Learn
* The average gain in percentile points of the average student in the experimental group compared to the average student in the control group.
Marzano, R., 2000; Borman, G.D.; Hewes, G.M. et al., 2000
Research-BasedGuaranteed and Viable Curriculum: Opportunity to Learn
Percentile Gain*
Opportunity to Learn affects student achievement
more than double any other school factors.
OPPORTUNITY TO LEARN
Articulates a rigorous curriculum (clear target) State Standards; FCAT Item Specs Scope and Sequence
Monitors extent teachers cover the curriculum Learning Team Meetings Collaborative Planning
Has assessments based on the curriculum Diagnostic Tests Benchmark Assessments
What to teach?
Is it being taught?
Are students learning?
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
NATIONAL AND INTERNATIONAL
RESEARCH FOCUSED ON FORMATIVE ASSESSMENT
RESEARCH In classrooms where teachers used formative assessment Rate of learning is double that found in other classrooms
Impact larger than most other educational interventions.
Particularly effective for students who have not done well in school (OECD, 2005)
Black and Wiliam (2004 & 2008)
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
LOCALBEST PRACTICES AND
RESEARCH FOCUSED ON FORMATIVE ASSESSMENT
FCAT Tests
Diagnostics
Common Assessments
Daily skills assessments, student work, observation
State: Assessment
District: Benchmark
Assessments
School: Unit Tests
Teacher: Daily
Monitoring
State: Assessment
Teacher: Daily
Monitoring
NCEA Practices of High-Performing School Districts
FY09
FORMATIVE ASSESSMENTS ADMINISTERED IN FY09
Over 70% of the schools voluntary used the common assessments
RESEARCH
Students with the highest usage of the Assessment Center Elementary schools:
gains in reading and math statistically higher than SDPBC mean.
High schools: gains in reading statistically higher than SDPBC mean.
SDPBC,DREA, 2009
NUMBER OF FORMATIVE ASSESSMENTS ADMINISTERED IN FY09
School X
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
RULES AND REGULATIONS
FLORIDA
DIFFERENTIATED ACCOUNTABILITY
FLORIDA’S CONTINUOUS IMPROVEMENT MODEL
School administers screening, diagnostics, and provides remediation, acceleration, and enrichment.
DIFFERENTIATED ACCOUNTABILITY
FLORIDA’S CONTINUOUS IMPROVEMENT MODEL
District ensures real-time access to student achievement .
District prescribes formative (Benchmark mini-assessments) and summative (Benchmark baseline and mid-year) assessments in reading, mathematics, and science for Level 1-3 students.
DIFFERENTIATED ACCOUNTABILITY
FLORIDA’S CONTINUOUS IMPROVEMENT MODEL
Data chats are conducted between district administration and school administration; school administration and teachers; and teachers and students following baseline, mini-, and mid-year assessments.
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS
COUNCIL ON ACCREDITATION AND
SCHOOL IMPROVEMENT (SACS CASI)
SACS CASISTANDARD 4: QUALITY SCHOOL INDICATORS
4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning
4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes
IN SUMMARY
Formative assessment is a national research-based best practice
Local research supports the national research
External agencies require formative assessments
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
INVITATION TO NEGOTIATE
INVITATION TO NEGOTIATE
Responses received Vendor selected Negotiations not yet begun
ITN SELECTION COMMITTEE Marc Baron – Chief of Performance
Accountability Bill Thompson – Director, Assessment Liz Perlman – Elementary District Director,
Curriculum Development & School Improvement
Hernando Celada – Director, Infrastructure and System Support
Debbie Battles – Principal, North Grade Elementary School
Sandy Jinks – Principal Palm Springs Middle School
Carla Kendall – Manager, Online Assessment Mark Howard – Manager, Educational
Technology Heidi Galloway -- Analyst, Diversity and
Business Practices
INVITATION TO NEGOTIATE
Currently negotiating
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
INITIAL FEEDBACK RECEIVED
INITIAL FEEDBACK RECEIVED
Diagnostic Test Too little time between
administrations Some items too difficult Some misalignment of items and
benchmarks Tests/items repeated each year Disagreement about correctness
of answers Fall Science more difficult than
Winter Science
INITIAL FEEDBACK RECEIVED
Embedded Assessments Print (PDF) format not consistent
with online Science text too complex (Lexile) Printing scanner sheets
burdensome Problems with teacher logins Rosters don’t match classes Assessments not aligned to
instruction Window too early, late, short
INITIAL FEEDBACK RECEIVED
Embedded Assessments Too many tests Not enough time to prepare for test administration
Occasional errors in scoring Unclear about relationship to grading
Online technical difficulties Test creation issues Scanner operation issues
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
STAKEHOLDER FEEDBACK RECEIVED
FEBRUARY 26, 2010
SUGGESTED SOLUTIONS FOR FORMATIVE TESTS
Fix technology
Provide new tests /multiple forms Offer a variety of tests (benchmark and multiple benchmark) Plan tests for entire year Align tests with the Scope and
Sequence Provide Diagnostic Assessments for all
schools and students
SUGGESTED SOLUTIONS FOR FORMATIVE TESTS
Provide schools more flexibility in scheduling tests
Align schedule with school and student needs
REMEMBER
Research-based best practices
Research Differentiated Accountability
SACS/CASI Accreditation Local Feedback
ESTABLISHING COMMON BACKGROUND KNOWLEDGE
ROLLOUT OF FCAT II
NEXT GENERATIONSUNSHINE STATE
STANDARDS
FCAT II SUBJECT AREA PLANS FOR NGSSS: FY2010 – FY2014
2009-10 2010-11 2011-12 2012-13 2013-14
Mathematics
Mathematics
Reading Reading
Science Science Science
Writing Writing Writing
Algebra I
Algebra I
Algebra I
Geometry
Geometry
Geometry
Biology Biology Biology
US History
US History
US History
Key: FT = Field Test SS = Standard SettingB = Baseline
FCAT Tests
Diagnostics & EOCs
Mini Assessments
Daily skills assessments, student work, observation
State: Assessment
District: Benchmark
Assessments
School: Unit Tests
Teacher: Daily Monitoring
State: Assessment
Teacher: Daily Monitoring
NCEA Practices of High-Performing School Districts
FY11
FCAT Tests
Diagnostics & EOCs
Mini Assessments
Daily skills assessments, student work, observation
State: Assessment
District: Benchmark
Assessments
School: Unit Tests
Teacher: Daily Monitoring
State: Assessment
Teacher: Daily Monitoring
NCEA Practices of High-Performing School Districts
Provide Diagnostics
& EOCs
Provide Mini Assts
Provide item bank
for teachers
ITN
Provide NGSSS teacher item bank
27,000 items
INVITATION TO NEGOTIATE
Provide NGSSS teacher item bank
27,000 items
INVITATION TO NEGOTIATE
Provide NGSSS mini assessments
13,500 items
Provide NGSSS mini assessments
13,500 items
Provide NGSSS teacher item bank
27,000 items
INVITATION TO NEGOTIATE
Provide Assessment Centertest delivery/collection (via computer, scanning, and
clickers), scoring, reporting, links to instructional materials, and parent access
Provide NGSSSmini assessments
13,500 items
INVITATION TO NEGOTIATE
Provide Assessment Centertest delivery/collection (via computer, scanning, and
clickers), scoring, reporting, links to instructional materials, and parent access
Provide resources for PD and community outreach
Data transfers
Provide NGSSS teacher item bank
27,000 items
Provide NGSSS mini assessments
13,500 items
INVITATION TO NEGOTIATE
Provide Assessment Centertest delivery/collection (via computer, scanning, and
clickers), scoring, reporting, links to instructional materials, and parent access
Provide resources for PD and community outreach
Provide NGSSS Diagnostics &
EOCs180 tests
Data transfers
Provide NGSSS teacher item bank
27,000 items
Provide NGSSS mini assessments
13,500 items
INVITATION TO NEGOTIATE
Provide Assessment Centertest delivery/collection (via computer, scanning, and
clickers), scoring, reporting, links to instructional materials, and parent access
Provide resources for PD and community outreach
Provide program management for service, support and PD
Data transfers
Provide NGSSS Diagnostics &
EOCs180 tests
Provide NGSSS teacher item bank
27,000 items
COMPARATIVE RESOURCES FOR DEPLOYMENT
Provide NGSSS mini
assessments13,500 items
Provide NGSSS
teacher item bank
27,000 items
INVITATION TO NEGOTIATE
Provide NGSSS
Diagnostics & EOCs
180 tests
COMPARATIVE COSTS:
SDPBC Provides CORE K-12
Teacher item bank
$3,800*/school
Minis $9.28/student
Diagnostics** $6.30/student
* Progress testing- aka FCAT Test Maker **includes 1-time printing fees
COMPARATIVE COSTS:
SDPBC Provides CORE K-12
Teacher item bank
$3,800*/school $774/school
Minis $9.28/student $.93/student
Diagnostics** $6.30/student $2.87/student
* Progress testing- aka FCAT Test Maker **includes 1-time printing fees
INVITATION TO NEGOTIATE
4. Provide Assessment Centertest delivery, collection (via computer, scanning, and
clickers), scoring, reporting, links to instructional materials, and parent access
Central Data Server
ASSESSMENT PLATFORM
Test Item data bank
TestItem
Authoring Tool
Test Assembly
ToolINTERNET
Test Administration130k students take
tests created by teachers or
administrators via computer, scanners,
clickers
Test Developme
nt
Test Delivery
Access to Results
Test Scoring and Reporting
Immediate access to student reports
by teachers, administrators,
and parents
Instruction Implications
Links to resources for
students, teachers,
administrators, and parents
Data transfers and security protocolsInstructional Decision Making
COMPARATIVE COSTS:
SDPBC Provides CORE K-12
Teacher item bank
$3,800*/school $774/school
Minis $9.28/student $.93/student
Diagnostics**
$6.30/student $2.87/student
Assessment platform
$12.22/student (2 yr. build) $9.51/student
(per year)
* Progress testing- aka FCAT Test Maker **includes 1-time printing fees
COMPARATIVE COSTS:
SDPBC Provides CORE K-12
Teacher item bank
$3,800*/school $774/school
Minis $9.28/student $.93/student
Diagnostics**
$6.30/student $2.87/student
Assessment platform
$12.22/student (2 yr. build) $9.51/student
(per year)
$5.30/student
* Progress testing- aka FCAT Test Maker **includes 1-time printing fees
IN SUMMARY
Formative assessment is a national research-based best practice
Local research supports the national research
External agencies require formative assessments
CORE K12 won ITN
FY11 DEPLOYMENT: CURRENT THINKING Planning and alignment Multiple tests School schedule based on needs of
school/student Enable district and differentiated
accountability schools to meet differentiated accountability assessment requirements
Provide non-differentiated accountability schools access to the CORE K12
Diagnostics for all schools and students
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