Assessment: Purpose, Process, and Use

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AssessmentPurpose, Process, and Use

• HMR Kindergarten, Grade 1, and Grade3

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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
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Teacher and Student Materials
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The Assessment Program
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Skills Assessments
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The LastSkills Assessment
The last Theme Skills Assessment completed for
Grade 1 is also considered appropriate for
measuring some key content standards.
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Overview ofSkills Assessments
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Answer Keyand Directions
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Content and Rationale Spelling
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Learning from Errors
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Answers Themes 1 2 Spelling
Assessing
short o and a, and /d/ and /t/ short o and u,
vowels in words short e and i, vowels in
words short e and u, vowels in words short o and
u, vowels in words
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Answers Themes 1 2 Spelling
Assessing
short i and o, vowels in words short a and i, and
/n/ and /m/ short a and i, vowels in words short
o and e, vowels in words short u and e, and /m/
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Themes 7 8 Spelling
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Answers Themes 7 8 Spelling
Assessing
long o spelled oa, ow (spelling word p. T26) hard
and soft c, u_e oo ow igh
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Answers Themes 7 8 Spelling
Assessing
doubling consonant when adding inflectional
ending to short vowel word homophones oo adding
inflectional endings to long vowel word and ee ou
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Content and Rationale Word Reading,
Comprehension
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Content and Rationale Writing
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Classroom Writing Assessment Report
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Content and Rationale Fluency
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Marking Fluency Passages
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Themes 7 8Fluency Passages
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The Key to Reading Success
The first grade program supports fluency in
second grade by ensuring students have

• Automaticity of Sounds to Letters
• Automaticity of High Frequency Words
• Automaticity in Decoding/Blending

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Oral Reading Fluency Norms
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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.
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Looking at the Data
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Look at Vertical Data
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Look at Horizontal 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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Teacher and Student Materials
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Overview ofSkills Assessments
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Answer Keyand Directions
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Content and Rationale Comprehension
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Content and Rationale Checking Skills
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Content and Rationale Spelling
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Learning from Errors
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Answers Theme 1 Spelling
Assessing

• short a, ai, __ay
• 2. -er ending, frequently misspelled words
• 3. short i, i__e
• 4. long o (ow), o__e
• 5. short u, u__e

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Answers Theme 1 Spelling
Assessing

• __le
• 7. inflectional CVCe endings
• 8. o__e, oa, homophones
• 9. frequently misspelled words
• 10. short e

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Content and Rationale Vocabulary
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Content and Rationale Fluency
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General Directions
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Marking Fluency Passages
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Theme 1 Fluency Passages
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The Key to Reading Success
The third grade program supports fluency in
fourth grade by ensuring students have
automaticity with multisyllabic words.
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Fluency Norms
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Content and Rationale Writing
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General Directions for Writing
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Narrative Writing Prompt Student Page
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Writing Prompt
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Four-Point Rubric

• conventions
• genre
• writing traits

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Classroom Writing Assessment Report
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Classroom Assessment Report
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Looking at the Data
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Look at Vertical Data
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Look at Horizontal Data
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Reading First Program
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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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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?

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Five-Step Process

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