BUILDING QUALITY LEARNING USING PERIODIC ASSESSMENTS

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BUILDING QUALITY LEARNING USING PERIODIC
ASSESSMENTS

• Session Outcomes
• Use diagnostic Periodic Assessments as
• instructional tools for quality enhancement in
  practices of
• --planning standards-based instruction
• --assessing, accessing data and communicating
  learning progress
• --determining future teaching practices

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CRITERIA FOR EVALUATING PROFESSIONAL DEVELOPMENT
SESSION OUTCOMES
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Why Periodic Assessment?
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Why Periodic Assessment?
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PERIODIC ASSESSMENT PROGRAM COMPONENTS

• Program Overview
• Continuous Improvement Phases
• Customer Service
• Process for Scanning, Scoring Reporting

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Demonstration District
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Phases of Formative/Diagnostic Periodic
Assessment Process
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Schedule of Periodic Assessment and Follow-Up
Sessions for Analysis and Use of Data

• Office of Instruction establishes calendars
  annually
• Alternative calendar, Continuation, Options
  schools and Special Education Centers may create
  special calendars
• Calendars available online on InsideLAUSD

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Planning Phase

• Identify priority standard using the Districts
  Instructional Guides, State Curriculum Frameworks
  and Standards Comparability Charts to plan what
  students should know and be able to do and how
  learning can be expedited using research-based
  practices that are culturally relevant and
  responsive
• Schedule collaborative time for teachers to use
  the data from each Periodic Assessment for
  determining future instruction/intervention

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Correlations Between Students Performance on
District Periodic Assessments (PAs) and the
California Standards Tests (CSTs)

• Analyses by the Districts Program Evaluation and
  Research Branch showed strong correlations
  between student PA performance and CST
  performance.

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The District Uses Two Types of Assessment
Measures

• Assessment FOR Learning,
• LAUSD Periodic Assessments
• Ongoing administration
• Descriptive feedback
• Measures progress
• Informs teacher practice and professional
  development
• Another example Standards-aligned teacher-made
  assessments

• Assessment OF Learning,
• California Standards Tests
• End of year or course
• Judgmental feedback
• Audits achievement
• Report on Program and final accountability
• Another example the California High School Exit
  Exam (CAHSEE)

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What are the purposes and value of the
Comparability Charts?

• (1) Provide a graphic display of the relationship
  between Periodic Assessments and the California
  Standards Tests
• (2) Confirm and validate the importance of
  learning going on in District classrooms
• (3) Delineate the instructional sequence as
  outlined in the District Instructional Guides

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The Comparability Charts
CST Blueprint for subject and grade
Standards for each periodic assessment
Shading according to standard sets
Unshaded standards are not separately assessed on
CST
Number of questions by content strand
Shading corresponds to CST Blueprint
Number of questions by standard
Number of questions by standard
Non-assessed or embedded standards are omitted
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Sample Activity for Using Comparability Charts

• Step 1. In your small group (at your table),
  select one chart to examine and
• discuss. (Ideally it will be a chart
  that relates to your current instruction)
• Step 2. Solicit someone to take notes as the
  group identifies which standards
• are emphasized in the end-of-year
  CST?
• Step 3. Use the chart to determine how those
  standards are sequenced and measured on the
  Periodic Assessments
• Step 4. Choose a quarter using the Instructional
  Guide for the subject and chart how much time
  will be devoted to each of the concepts in which
  the standards are embedded.
• Step 5. Think about what students should be able
  to do as a result of time spent on each of the
  concepts / standards. (Refer to CST released
  items and sample Periodic Assessment items so
  that teachers can begin to think about how these
  concepts/standard might be assessed)
• Step 6. Participate in follow-up meetings with
  other grade levels/subject teachers and/or by
  grade level/department sessions at your school
  site that follow receipt of Periodic Assessment
  results to use the data to
• Plan future instruction based upon student
  strengths and needs.
• Identify lessons that were particularly effective
  for developing understanding in students. Think
  about the instructional strategies that might
  have contributed to a particular lessons success.

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Planning Phase

• c. Review and experience sample
• Periodic Assessments by having
• teachers take assessments
• collaboratively in order to map the
• concepts/skills students are
• expected to demonstrate
• d. Plan use of text-support materials
• and resources.

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Analysis of Periodic Assessment Activity
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Doing Phase

• Present content to students, implementing
  effective instructional strategies and
  appropriate materials

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Doing Phase
b. Administer school/classroom measures of
learning and the Districts Periodic Assessments
to preserve equity and consistency of
expectations as scheduled in the Districts
calendars of common measures c. Score student
work on Periodic Assessment multiple choice
(centrally score electronically) and
performance/constructed response/writing sample
(teacher-scored) evaluate data reports and
provide timely feedback to students.
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Accessing Data and Reports
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Studying Phase

• Use data to prescribe areas for improvement and
  to inform instruction engage students in
  reflection, intervention, transition, and
  extension

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Item Response Report (Sorted by Question) (Grade
4 Physical Science)
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Answer Choice Rationale
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Sample Data Analysis Protocol Worksheet
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Data Analysis Protocol Worksheet
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Item Response Report (Sorted by Standards)
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(No Transcript)
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Performance Band Report

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Performance Band Report (Color Graph)
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Research-Based Practices to Support Instruction
Using Periodic Assessments as a Tools for
Building Quality Learning
c. Develop systematic means of harvesting
effective practices for wider dissemination and
replication and allocate resources accordingly.

• Selected Research Reading
• Marzano, R., (2003), What Works in Schools
  Translating Research Into Action, ASCD
• Symonds, K., (2003), After the Test How Schools
  Are Using Data to Close the Achievement Gap, Bay
  Area School Reform Collaborative, San Francisco,
  CA

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Periodic Assessment ListServ (PALS)
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• Professional Development
• Evaluation
• And
• Feedback

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Professional Development Feedback Form
Individual feedback will be used to make
refinements and improvements to future
professional development
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Collaborative Professional Development
Plus () / Delta (?) Feedback