BUILDING A COMPREHENSIVE ASSESSMENT PLAN

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BUILDING A COMPREHENSIVE ASSESSMENT PLAN

• Nicki Junkins, Ed.D.
• Director, K-12 Curriculum and Program
  Accountability
• Volusia County Schools

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Components of the Plan

• Components of the district assessment plan
• District and School-Based Assessment Components
• Summative, Benchmark and Formative Assessment
  options
• Wide array of assessment types
• Support resources-exemplars and rubrics

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Assessment Options

• Summative Assessments
• Determine Grades
• Program Placement
• Reporting Purposes
• Program Review and Evaluation

4
Assessment Options

• Benchmark and Formative Assessments
• Monitor student, class, school, district progress
• Set expectations for proficiency
• Provide feedback to students
• Drive instructional practice
• Identify student needs

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District Comprehensive Assessment Plan
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Considerations

• Teacher-friendly management system
• Quality item banks, rubrics and exemplars
• Teacher and administrator training
• Philosophy associated with shift to formative
  assessment
• Assessment design
• Use of technology
• Appropriate uses of assessment
• Interpretation of the data
• Application of the data to drive instruction

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How can the Springboard Program Support the plan?

• Web-based management system
• Quality items aligned with state and college
  standards
• Variety of assessment formats
• Embedded assessments
• Sequenced diagnostic assessments
• Customized assessments
• Portfolio
• Writing Prompts
• Exemplars and rubrics

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SAMPLE ASSESSMENTS

• Embedded assessment Coming of Age
• Level 4, Unit 1-grade 9
• Assesses critical writing skills
• Used as summative assessment
• Mathematics sequenced diagnostic
  assessment-Algebra I
• Rate of Change
• Assesses algebraic thinking, geometry standards
• Used as formative assessment

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Teacher Response

• Use of embedded assessments as summative for
  grading purposes
• Use of the rubrics for scoring is helpful
• Positive reaction to authentic assessment formats
• Limited use of the writing prompts and exemplars
• Limited use of the portfolio

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Teacher Response

• Interest in the sequenced diagnostic assessments
• Desire for end of course assessment
• Need significantly more training to develop a
  comfort level with the full array of assessments
• Wide variation in the use of available
  assessments

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Issues to Resolve

• Creating buy-in for and understanding of
  formative assessment
• Balancing the need to give a grade versus the use
  of formative assessment to support learning
• Providing time and resources for ongoing staff
  development
• Ensuring quality assessments
• Balancing district requirements with school-based
  needs