Assessment: Purpose, Process, and Use

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AssessmentPurpose, Process, and Use

• HMR Grade 1

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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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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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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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Looking at the Data
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Look at Vertical Data
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Look at Horizontal Data
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Analyzing Assessment Data
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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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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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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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End-of-YearAssessment
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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

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