Assessment: Purpose, Process, and Use

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AssessmentPurpose, Process, and Use

• HMR Kindergarten

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Introduction to the Assessment Training
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• Without data, all anyone has is an opinion.
• W. Edwards Deming

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• 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

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Six Key Elements
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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.
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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.
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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.
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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.
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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.
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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.
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Three Types of Assessments

• Screening/Entry Level
• Monitoring
• Outcome/Summative

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The Assessment Program
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Using the Kindergarten Monitoring Logs
Resource Booklet Kindergarten Monitoring Log
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Gathering Data

• Heart Data
• Spot Check Data
• Focused Observation

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Heart Data

• Subjective
• Based on assumptions

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Spot Check Data

• One day in time
• Skill focused
• Unplanned random students

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Focused Observation Data

• Targeted skill
• Identified students (2-3 per day)
• Ongoing and objective
• Unobtrusive Part of daily instruction does not
  require 1-on-1 time

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Focused Observation

• Interactive
• Multiple opportunities
• Data recorded to help monitor progress

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Characteristic Features
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Organization of Monitoring Logs

• By book, lesson name, or skill, page and lesson
  numbers
• Lessons presented sequentially
• Standards listed for each skill
• Standards referenced at the front of the teacher
  booklet
• Key for teacher notations (for documenting
  progress) is at the bottom of each page

Resource Booklet Completed Kindergarten
Monitoring Log
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Monitoring Log Notations

• () automaticity consistently responding with
  no hesitation
• (3) accuracy correct but slow
• () needs practice some errors
• (o) needs additional instruction consistently
  hesitates or responds after others reteach the
  lesson

Resource Booklet Completed Kindergarten
Monitoring Log
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Steps for Gathering DataBefore - During -
After
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Discussion
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Kindergarten Skills Assessments
Resource Booklet Mid-Program Record Sheet 3
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Teacher and Student Materials
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AssessmentMaterials List
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Naming Upper/Lower Case
Resource Booklet Teachers Administration Guide
and Mid-Program Student Record Sheet 1
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Kindergarten is the Key to Reading Success
The kindergarten program supports the development
of fluency in first grade by ensuring students
have

• Phonological Awareness
• Automaticity of Letter Recognition
• Automaticity of Sounds to Letters
• Automaticity of High Frequency Words

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Oral Fluency Reading Norms
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Teachers Administration GuideSubtests C, D,
and E
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Mid-Program Student Record Sheet 2
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Teachers Administration GuideSubtests F, G and H
Resource Booklet pp.12-14
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Mid-Program Student Record Sheet 3
Resource Booklet p. 11
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Kindergarten Classroom Summary
Resource Booklet Kindergarten Classroom Summary
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Kindergarten School Summary
Resource Booklet Kindergarten School Summary
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• Instruction in phonological awareness during
  kindergarten can have a positive effect on
  reading growth in first grade. Thus, it will be
  useful to identify high-risk children at some
  time during the kindergarten year so that
  preventive work may begin as early as possible.
• Torgersen (1998)
• Catch Them Before They Fall

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Curriculum-Embedded Assessment

• A curriculum-embedded assessment system is
  essential to determining effectiveness of
  instruction and student progress. To impact
  student achievement, data analysis must be
  examined both vertically and horizontally.

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Vertical Analysis
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Horizontal Analysis
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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.

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Next Steps

• Formulate a plan
• Tackle one skill at a time
• Determine if more support is needed

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Analyzing Assessment Data
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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?

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Look at the Horizontal Data

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

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Universal Access
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Identifying Students for Intervention
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Analyzing Assessments Horizontally
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Its All About the Teaching

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

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End-of-Year Assessment
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End-of-YearMaterials List
Resource Booklet p. 17
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Kindergarten StandardsAssessed at the End of
the Year