Assessment: Purpose, Process, and Use

1
AssessmentPurpose, Process, and Use

• OCR Grade 3

2
Introduction to the Assessment Training
3

• Without data, all anyone has is an opinion.
• W. Edwards Deming

4

• Ideally, assessment and instruction are linked
  inextricably within any curriculum. The key to
  using assessment effectively and efficiently in a
  program of instruction is to recognize above all
  that different types of assessment tools must be
  used for different purposes.
• From Reading/Language Arts Framework for
  California Public Schools

5
Six Key Elements
6
Six Key Elements

• All classrooms deliver a coherent academic
  program. This includes specific content and an
  instructional system that is well supported with
  high quality materials and training.

1.
7
Six Key Elements

• Everyone at the school uses a frequent
  assessment system directly connected to the
  content of the academic program. This system is
  designed to be used to improve instruction.

2.
8
Six Key Elements

• All persons work in collegial, collaborative
  school and grade level teams that focus on
  developing successful, program-specific
  strategies to improve achievement for all
  students.

3.
9
Six Key Elements

• The school engages in content-specific,
  site-based professional development with coaching
  and technical support. Activities are developed
  using the data generated by the ongoing,
  program-specific assessment system and are
  focused on improving instruction for all students.

4.
10
Six Key Elements

• The schools active and knowledgeable leadership
  takes actions focused on developing and
  strengthening the academic performance of ALL
  students in the agreed academic area.

5.
11
Six Key Elements

• The district provides coherent, coordinated
  support and leadership that technically assists
  the school to focus work and sustain specific
  improvements in achievement over time.

6.
12
Three Types of Assessments

• Screening/Entry Level
• Monitoring
• Outcome/Summative

13
Teacher and Student Materials
14
The Assessment Program
15
Skills Assessment
16
Overview ofSkills Assessments
17
Answer Keyand Directions
18
Content and Rationale Comprehension
19
Content and Rationale Checking Skills
20
Content and Rationale Spelling
21
Learning from Errors
22
Answers Unit 1 Spelling
Assessing

• k, __ck
• 2. _y, igh, i_e
• 3. e_e, ie, _y
• 4. short e (ea)
• 5. plural endings, changing y to i

23
Answers Unit 1 Spelling
Assessing

• long o spelled oa and ow
• 7. c, k
• 8. long a spelled a and ai
• 9. doubling final consonant after short vowel
  when adding inflectional ending
• 10. _dge, j

24
Content and Rationale Vocabulary
25
Content and Rationale Fluency
26
General Directions
27
Marking Fluency Passages
28
The Key to Reading Success
The third grade program supports fluency in
fourth grade by ensuring students have
automaticity with multisyllabic words.
29
Fluency Norms
30
How Many Minutes?
How many minutes does each student read aloud
every day in your classroom?
It is recommended that every child read aloud in
class 20-30 minutes every day.
31
Content and Rationale Writing
32
General Directions for Writing
33
Narrative Writing Prompt Student Page
34
Writing Prompt
35
Four-Point Rubric

• conventions
• genre
• writing traits

36
Classroom Writing Assessment Report
37
Classroom Assessment Report
38
Looking at the Data
39
Look at Vertical Data
40
Look at Horizontal Data
41
Analyzing Assessment Data
42
Look at the Vertical Data

• Look vertically at the class scores for that
  monitored skill.
• Note percentage of students scoring at or above
  benchmark in that column.
• Reflect on ways to improve instruction if more
  than 10 of students score below benchmark.

43
Look at the Horizontal Data

• Student Groups
• Preteaching
• Support
• Intervention
• Accelerated/challenge

44
Independent Work Time
45
Identifying Students for Intervention
46
Analyzing Assessments Horizontally
47

Its All About the Teaching

• We must provide high-quality teaching with
  fidelity to the core to ensure student success in
  every classroom.

48
Reflecting on Instruction

• Has Direct Instruction been used?
• Has the lesson been properly scaffolded?
• Has the material been judiciously reviewed?
• Has student engagement been monitored?

49
Next Steps

• Formulate a plan to address instructional
  challenges to improve student achievement
• Tackle one skill area or concept at a time
• Should help from a coach, mentor teacher, or
  grade-level team member be solicited?
• Would it be helpful to have the coach or
  principal provide an inservice or lead a lesson
  study?

50
Five-Step Process

• Teachers administer the assessments and collect,
  record, and chart the vertical and horizontal
  data
• School meets as a whole faculty to establish the
  process of using data to improve instruction
• Team meetings are held to examine data and to
  agree on instructional improvements
• Whole school meets to share action plans across
  grade levels and to develop a site-based staff
  development plan
• The school continues to conduct ongoing team
  meetings/ lesson studies to support improved
  instruction based on a written action plan

51
End-of-Year Assessments