Manhasset Public Schools. Elementary Assessments: An Overview. November 8, 2018

Transcription

1 Manhasset Public Schools Elementary Assessments: An Overview November 8, 2018

2 Purpose of Today s Presentation: Demystify assessments!! Identify the types of assessments our students encounter K-6 Clarify the purpose of various assessments Describe how we use assessment results Share the district s internal examination around our accelerated and enrichment programs, the student identification process, unintended consequences, and inherent challenges in the process Q & A

3 What is Assessment? Assessment is the process of gathering, analyzing and reflecting on evidence to make informed and consistent judgments to improve student learning, adjust instruction, and support academic decision making.

4 Purpose of Assessment in Classrooms

5 Purpose of Assessment for Schools Program Compliance and Alignment Inform Future Curriculum & Programmatic Decisions Identify Students for Placement in Various Programs Determine Skill & Performance Level

6 Types of Assessments Diagnostic Assesses a student s strengths, areas for growth, and their knowledge and skills prior to instruction.

7 Diagnostic Assessments Purpose: To assess a student s strengths and areas for growth in their knowledge and skills Typically prior to instruction to gauge individual and group understanding of the material about to be taught To adjust instruction and influence future planning Examples: Teacher-created quizzes, pre-tests, program embedded pre-tests, narrative responses, KWL Charts Results are not used for grading purposes

8 Types of Assessments Diagnostic Assesses a student s strengths, areas for growth, and their knowledge and skills prior to instruction. Formative Assesses a student s performance during instruction, and usually occurs regularly throughout the instruction process.

9 Formative Assessments Purpose: Occurs throughout the instructional process (during the lesson) To assess a student s performance during instruction To make real-time instructional decisions; to adjust instruction on the spot Examples: Teacher asks in-class questions and students indicate their responses with: hands, fingers, e-responses, clickers, phone apps, paper/pencil, exit slips, etc. Results are not used for grading decisions

10 Types of Assessments Diagnostic Assesses a student s strengths, areas for growth, and their knowledge and skills prior to instruction. Formative Assesses a student s performance during instruction, and usually occurs regularly throughout the instruction process. Summative/ Performance Measures a student s achievement at the end of instruction.

11 Summative Assessments Purpose: To measure a student s achievement at the end of an instructional unit, project, text, term, semester, etc. Examples: Quizzes, tests, mid-term exams, final exams, performance assessments Results are used for report card grades, to determine end-of-year averages, and as one measure among others to determine placement in accelerated or enrichment classes (mathematics, humanities, science)

12 Performance Assessments (Summative as well) Purpose: To assess students' ability to apply the skills and knowledge learned from a unit of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process. Examples: Presentations, portfolios, performances, projects, exhibits, fairs, debates, on-demand writing Results can be used for quiz and test grades, eventually report card grades, often a rubric with detailed criteria are used for grading purposes

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14 Diagnostic Assesses a student s strengths, areas for growth, and their knowledge and skills prior to instruction. Criterion- Referenced Measures a student s performance against a goal, specific objective, or standard. Types of Assessments Formative Assesses a student s performance during instruction, and usually occurs regularly throughout the instruction process. Summative/ Performance Measures a student s achievement at the end of instruction.

15 Criterion-Referenced Assessments Purpose: To measure a student s performance against a goal, specific objective, or a standard (a fixed set of criteria) Examples: the NYS Assessments in English Language Arts, Mathematics, and Science, in HS the ACT Results are used: to determine if students meet the NYS Standards; to identify students for AIS/RtI support services; as one measure among others to identify students for accelerated or enrichment class placement (mathematics, humanities, science); to determine the extent to which curricular programs address the Standards

16 JANE S SCORE 605

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18 Diagnostic Assesses a student s strengths, areas for growth, and their knowledge and skills prior to instruction. Criterion- Referenced Measures a student s performance against a goal, specific objective, or standard. Types of Assessments Formative Assesses a student s performance during instruction, and usually occurs regularly throughout the instruction process. Norm- Referenced Compares a student s performance against a national or other norm group. Summative/ Performance Measures a student s achievement at the end of instruction.

19 Norm-Referenced Assessments Purpose: To compare a student s performance against a national or other norm group Examples: InView, CogAT, SAT, IQ tests, etc. The CogAT is administered the in grades 4, 5, 6 Results are used: to measure academic aptitude a student s cognitive abilities. Manhasset uses it as one measure among others to identify students for accelerated or enrichment class placement (mathematics, humanities, science)

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21 Diagnostic Assesses a student s strengths, areas for growth, and their knowledge and skills prior to instruction. Criterion- Referenced Measures a student s performance against a goal, specific objective, or standard. Types of Assessments Formative Assesses a student s performance during instruction, and usually occurs regularly throughout the instruction process. Norm- Referenced Compares a student s performance against a national or other norm group. Summative/ Performance Measures a student s achievement at the end of instruction. Interim/ Benchmark Evaluates student performance at periodic intervals; can predict student performance on end-of-year summative tests.

22 Interim, Benchmark, or Screening Assessments Purpose: To evaluate a student s performance at periodic intervals, generally several times per year Examples: DIBELS, NWEA/MAP, AIMSweb, STAR 360, etc. Results are used: to measure student growth and progress over time (in math and reading) to identify specific strengths and areas for growth to help teachers differentiate, group, and adjust classroom instruction to help predict future performance on NYS Assessments to screen new students to determine instructional levels NWEA/MAP results are not used for grades or placement in accelerated or enrichment programs

23 Also a Norm-Referenced Assessment

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25 When will our students experience these assessments K-6? Pre-tests Assessment Formative Grade(s) Varies Summative K-6 Criterion 3-6 Norm-Referenced 4-6 Interim/Benchmark K-6

26 1.7% 13.1% 85.2%

27 Administrative Work Group: Examining the Accelerated and Enrichment Programs A healthy organization examines and assesses their current practices. Our administrative team has begun a researchbased examination of our elementary acceleration and enrichment programs, and the student identification process in an attempt to: Examine our current model Identify unintended consequences Research best practices Assess differentiation of instruction in classrooms Examine the impact of future changes if any Seek teacher and parent input and feedback

28 What Matters Most

29 Thank You

30 Q & A