assessment literacy tuesday, august 20, 2013 jennifer putman, liaison
TRANSCRIPT
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
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
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
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
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