Examining Teacher Choices In A Multiple Formative Assessment Environment: What Will They Use To Info

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Examining Teacher Choices In A Multiple Formative
Assessment Environment What Will They Use To
Inform Instruction?

• Jane Delgado
• Research Scientist
• K-12 Research Team
• Research and Analysis
• jdelgado_at_collegeboard.org

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Formative Assessment Conceptualizations and Key
Elements

• Feedback is critical, but may vary in
  effectiveness. Where the learner should be.
  Where the learner is now. How the learner should
  get there from here. (Wiliam, D.)
• Thought-revealing discourse, analyses of
  student work
• teacher teacher (teacher learning communities)
• teacher student (engaging instruction)
• student student (collaborative strategies)
• Student self-reflection (building meta-cognition)
• Part of an instructional program (e.g.
  SpringBoard)

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SpringBoard

• Rigorous content, articulated from sixth grade
  through twelfth grade in both English language
  arts and mathematics.
• Model instructional units and lessons engaging
  and interactive, introducing knowledge and skills
  in manageable steps.
• Aligned to the College Board Standards for
  College Success the knowledge, skills and
  abilities necessary for success in college and
  AP.
• Multiple opportunities to apply research-based
  strategies in reading, writing, oral proficiency,
  collaboration and problem-solving.
• Teacher professional development institutes and
  workshops that are designed to exemplify the
  strategic learning framework.
• 24-hour access to materials, exemplary student
  work, coaching and mentoring online.
• Balanced multiple assessment environment.

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Strategic Learning Model SpringBoard
Adapted from Anna Uhl Chamot and Michael
OMalley, The CALLA Handbook How to Implement
the Cognitive Academic Language Learning
Approach, 1994.
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SpringBoard Balanced Multiple Assessment
Environment

• Instructional Discourse Interactive lessons
  offer opportunities to review student work,
  monitor student talk, and observe cognitive
  organization
• Embedded Standardized formative performance
  tasks with scoring rubrics are embedded in each
  lesson. Student self-reflection is structured at
  intervals.
• Student Portfolios are encouraged and structured
• Computer-based diagnostic assessments can be
  used interactively online, or can be downloaded
  and printed out. Printed tests can be hand
  scored or scanned and data entered.

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SpringBoard Assessment Structure
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Mini-Studies on Implementation

• Mini-Study 1 During the first full year of
  implementation for grades six through twelve in
  English language arts and mathematics, surveys
  were administered to a random sample of 800
  teachers in the 28 participating districts.
  Teachers responding 420 (52)
• Mini-Study 2 Follow-up implementation surveys
  were mailed to 4,024 participating teachers in 56
  participating districts at the end of the second
  year of implementation. Teachers responding to
  date 978 (24)

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Research Questions

• What formative assessments will teachers use most
  often?
• What factors are related to the teachers choice
  of assessment?
• How do teachers use the information to adjust
  instruction?
• What instructional information is used most
  successfully to boost achievement?
• What can Districts and States do to support
  successful use of assessment opportunities in
  making instructional decisions?

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Question One What assessments will teachers use
most often?
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Question Two What factors are related to the
teachers choice of assessment?

• Enthusiasm for the program
• Frequent use of the program
• Subject matter English or mathematics
• School type Middle school or high school
• Time to plan with other teachers
• The program is a key component of the district
  curriculum
• Support from the other teachers at the school
• Support from the school administration
• Access to computers

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Factor Enthusiasm for the program
plt.05, p lt.01, ns not significant
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Factor Frequent use of the program
plt.05, p lt.01, ns not significant
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Factor Subject matter - English or mathematics
plt.05, p lt.01, ns not significant
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Factor School type Middle school or high
school
plt.05, p lt.01, ns not significant
15
Factor Time to plan with other teachers
plt.05, p lt.01, ns not significant
16
Factor Support from other teachers
plt.05, p lt.01, ns not significant
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Factor Support from the administration
plt.05, p lt.01, ns not significant
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Factor The program is a key component of the
district curriculum
plt.05, p lt.01, ns not significant
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Factor Teacher access to computers
plt.05, p lt.01, ns not significant
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Factor Student access to computers
plt.05, p lt.01, ns not significant
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Key Predictors, Regression Models

• Embedded Assessments R2 .115
• Frequent use of printed materials, middle school
  teachers, time to plan with other teachers
• Sequenced Diagnostic Assessments R2 .113
• Frequent use of printed materials, student access
  to computers, support from other teachers at my
  school, SpringBoard is a key component at my
  district
• Pre-defined Diagnostic Assessments R2 .022
• Student access to computers
• Customized Diagnostic Assessments R2 .037
• Student access to computers, mathematics
  teachers, frequent use of printed materials
• Student Portfolio Assessments R2 .263
• Frequent use of printed materials, English
  teachers, middle school teachers, support from
  the administration

Stepwise variable inclusion
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Preliminary Conclusions and Theories to Explore
Further

• Ease of use matters, especially in the beginning
  of a program.
• Teachers want assessments that are aligned to the
  curriculum, not just to standards.
• Teachers want control over access to the results.
• English teachers and mathematics teachers are not
  the same.
• Administrative support helps, but maybe not as
  much as assuring teachers that the program is KEY
  in your district.
• For computer-based assessments, student access to
  computers is still an issue.
• Use of assessments will grow through District
  mandate or as teachers become more familiar with
  the process and get trained in the use of
  assessments.