Assessment: Purpose, Process, and Use

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AssessmentPurpose, Process, and Use

• HMR Grade 2

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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 Assessment
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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

• base words and -ing endings
• 2. long a spellings
• 3. nd, lk, sp, nt
• 4. ou, ow
• 5. short a, i, e, o

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Answers Theme 1 Spelling
Assessing

• long i spellings
• 7. ng, nk, ft
• 8. short a, I, u, and e
• 9. homophones
• 10. long i spellings

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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 second grade program supports fluency in
third grade by ensuring students have
automaticity with multisyllabic words.
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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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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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Theme 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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Analyzing Assessment Data
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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-Year Assessments
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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