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The Evolution of Assessment: How We Can Use Technology to Fulfill the Promise of RtI

Christopher Camcho, Ph.D.Laura Kramer, Ph.D.

Mississippi Department of Education

Where Are We Now?

3

NAEP - Periodic Assessment of Progress

National Assessment of Educational Progress

• Administered periodically to children in grades 4, 8, and 12.

• Examines students’ progress in reading, math, and other areas.

• Provides a yardstick for measuring impact of educational policy.

Nationwide Achievement Gap

Grade 4 Reading

White-Black Achievement Gap

White-Hispanic Achievement Gap

0%

15%

30%

45%

60%

50%54%

22%

Percentage of 4th Graders Below Basic

white black hispanic

+28+32

Grade 4 Math

0%

10%

20%

30%

40%

30%

36%

9%

Percentage of 4th Graders Below Basic

white black hispanic

White-Black Achievement Gap

White-Hispanic Achievement Gap

+21+27


By Family Income

4th Grade Reading Scores 4th Grade Math Scores

Not Eligible for Free/Reduced Lunch

Eligible for Free/Reduced Lunch


Where Have We Been?

IQ-Achievement Discrepancy Model

• A model for identifying children with “unexpected low achievement,” i.e., learning disabled


IQ

Ach



• Consists of administering a battery of IQ and Achievement tests


IQ Score

AchievementScore



• Consists of administering a battery of IQ and Achievement tests

• Learning disabled children are qualitatively different from general education children


general education

SpEd

Unresolved Issues

• Model does not tell use what to do next.

• Model does not work reliably with young children.

• Model does not identify specific student needs.

• Model does not identify a role for teachers.

What It Does NOT Tell Us!

Where Are We Going?

Research tells us:

• Early identification is effective

• Intensive intervention is effective

• Ongoing assessment and intervention is effective

Early Identification, Early Intervention

Assess

Instruct Inform

Response to Intervention:

• Is a prevention model

• Utilizes multiple tiers of service with increasingly intensive interventions

• Is applied to all children in the classroom

What is Response to Intervention?

inte

nsity

of i

nter

vent

ion

“An ounce of prevention is worth a pound of cure”

• Education is not “one size fits all”

Assumptions of Response to Intervention



• All students deserve a high quality education





• All students can learn






• Students learn at different rates






• Students learn at different rates

• Schools should not “wait for failure” to act


RTI Requires Assessments to:

• Identify where students’ skill levels fall within the curriculum

New Approach, New Assessments



• Identify what a student can do with and without assistance




• Identify what a student can do with and without assistance

• Measures short and long-term goals


How Do We Get There?

Principles of Dynamic Assessment

Provides scaffolded feedback throughout


Functions as bi-directional process


Gain insights into the child’s content understanding


Provides evidence to support instructional adjustment


Informs the teacher AND benefits the child


Seeks to identify the zone of proximal development

What the Child Can Do Independently

What the Child Can Do with Scaffolding

Zone of Proximal Development

Task Difficulty

What the Child Can Do Independently

What the Child Can Do with Scaffolding

Zone of Proximal

Development

Zone of Proximal Development

Task Difficulty

Adoption of a Response to Intervention Model and Dynamic Assessment Means:

•New Responsibilities for All

•New Methods of Support for All

A New Approach To Education

How Do We Support This Evolution?

Benefits of Computer-Delivered Assessments

• Engaging and child-friendly

Using Technology to Support Assessment



• Objective protocols and data





• Quick and easy to administer






• Instant scoring, reporting, and analysis






• Instant scoring, reporting, and analysis

• Instantly link assessment to instruction


Children’s Progress Academic Assessment

Dynamic Assessment for Early Childhood

• Computer-delivered assessment and teaching tool

• Early Literacy and Mathematics

• Kindergarten through 3rd Grade

• Screening and Progress Monitoring

The Formative Assessment Cycle

Assess

1

Report

2

Teach

3

Assessment for Learning

Scaffolding in Action

Initial Presentation

69%

correct

incorrect

31%

Scaffolding

Scaffolding in Action

Initial Presentation Scaffolding

31%

52%

17%

correct on first try

correct with a hint

incorrect, even with hint

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hinthint

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Adaptive Structure

Phonemic Awareness

More challenging

Less challenging

Vowel Sound

RhymingBlending

Syllable Counting

Phonemic Addition

Final Sound

Adaptive Structure

Phonemic Awareness

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Vowel Sound

RhymingBlending

Syllable Counting

Phonemic Addition

Final Sound

incorrect

correct

correct w/ hint

More challenging

Less challenging

Over 19,000 unique paths

Phonemic Awareness

hinthint

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hint

hint

hinthint

Vowel Sound

RhymingBlending

Syllable Counting

Phonemic Addition

Final Sound

incorrect

correct

correct w/ hint

More challenging

Less challenging

The Formative Assessment Cycle

Assess

1

Report

2

Teach

3

Assessment for Learning

How Do We Support Large Scale Evolution?

Mississippi House Bill 1058

• Requires implementation of early literacy and numeracy screening instruments.

• Used for children in kindergarten through grade 3.

• To be used statewide in all districts.

Statewide Implementation


• Implemented in a three-phase rollout- Year 1: three month pilot release with 20% of

the schools

- Year 2: widely distributed release with 60% of schools

- Year 3: 2010-11 school year; release with 100% of schools

• Phased rollout allowed to develop procedures for proper pedagogical implementation

Statewide Implementation

• Gives teachers timely information

• Differentiates instruction by matching instruction to students’ need

• Analyzes students’ progress to determine effectiveness of services

Actionable Information

• Teachers Welcome the Assessment

- Almost universal positive feedback

Reactions From the Field

• Teachers Welcome the Assessment

- Almost universal positive feedback

Reactions From the Field

• Children LOVE the Assessment

- Ever see a child SAD at the conclusion of a test?

Evolution of Assessment

• Incorporate latest research into design of assessment program

• Develop supportive infrastructure for educators

• Refine approach during and after implementation

Thank You!


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