Comprehensive Assessment Overview DPS Principal Institute June 15, 2006
Why Assess? For Progress Monitoring Formative purposes assessment for Diagnosis Instructional Guidance Summative purposes assessment of Feedback To teachers To students
Benchmark Assessments Grades 3 015010 (end of year in grade 2) Administered three times a year: August; November December; and May Aligned to CSAP in Content and Format Reading of multiple genres with Selected and Constructed Responses Writing Multiple genres with Extended Constructed Responses to prompts Selected and Constructed Responses for editing and grammar Mathematics with Selected and Constructed Responses
DPS Benchmark Assessments Provide information on student performance compared to grade-level standards Scoring process Selected Responses are scanned Constructed Responses are teacher-scored
DPS End-of-Course Assessments High School redesigned courses: US History Biology Algebra I Geometry Middle School End of 8 th Grade Algebra
Colorado Basic Literacy Act Requires Individually Administered Reading Inventory Administered to all students in K grade 3 Determines who is at grade level at end of grade 3 Identifies Cohort students in grades 4 11 (students not meeting grade-level proficiencies )
DPS Assessments for CBLA Elementary DRA2 K 3 with Word Analysis EDL2; DRA2 4 8; Alternative Assessments QRI Optional Assessments DIBELS Secondary SRI or DRA2 4 8
Spring Administration How do these assessments interact? Kindergarten CBLA Assessment At Grade level Not at Grade level No ILP Watch List Required ILP Watch List Optional Required
Fall and Spring Administration How do these assessments interact? Grades 1 and 2 CBLA Assessment At Grade level Not at Grade level No ILP Required ILP Required Optional Required
How do these assessments interact? Fall Administration Grade 3 Benchmark Assessment & CBLA At Grade level Not at Grade level No ILP Required ILP Required Optional Required
pring Administration How do these assessments interact? Grade 3 Benchmark Assessment & CBLA: Combination = the Body of Evidence And/Or And/Or If At Grade level On Benchmark If At Grade level On CSAP If Fall CBLA meets EOY Proficiency Levels No ILP Required Optional If Not at Grade level On Benchmark If Not At Grade level On CSAP If Spring CBLA DOES NOT meets EOY Proficiency Levels ILP Required: Becomes Member of Gr. 3 Cohort Required And/Or And/Or
Fall and pring Administration How do these assessments interact? Grades 4-11 Benchmark Assessment If Benchmark At Grade level If Benchmark Not at Grade level Member of Cohort NOT Member of Cohort Member of Cohort NOT Member of Cohort Proficient CSAP Exit from Cohort No ILP Required arent Contract Optional Not Proficient CSAP CBLA & ILP Required Required CBLA Assessments Optional No ILP Required Optional CBLA & ILP Required Required CBLA Assessments Optional BUT RECOMMENDED ILP Recommended Recommended
DRA2 K 3/4 8 and the EDL2 K 6 Provides initial assessment information for a variety of reading skills and strategies Identifies students strengths and targets specific areas for instruction Provides support and direction for planning and implementing appropriate and effective reading instruction
DRA2 K 3 Kit Word Analysis Word Analysis tasks replace Observation Survey Phonological Awareness Metalanguage/Concepts of Print Letter and Word Recognition Phonics EDL2 K 6 Kit No Word Analysis Available Continue the use of IO
DRA K 3 Word Analysis Word Analysis enables teachers to: Determine students level of control of various word analysis tasks Document students progress over time Group students according to their instructional needs Plan more purposefully and effectively for instruction
DRA2 K 3 and 4 8 Assessment Features Benchmark Books Running record for miscue analysis Fluency Assessment Timed for assessing oral reading rate and accuracy Rubric for expression and phrasing Extensive Comprehension Assessment Oral responses levels A 24 Written responses levels 28 and above
Comprehension Questions Assess Students in a Variety of Ways At most levels, students are asked to: Give an Oral Retell or Written Summary (determined by reading level) Locate and use information found explicitly in text Make connections to reading Respond to questions implied in text Identify the most important theme or message in the text Justify responses with information from text Use Text Features to construct meaning Make Predictions and ask relevant Questions
Pros and Cons Pros Administration Time is similar to current assessments Provides Extensive, Detailed Instructional Information Teachers report more purposeful grouping and specific instructional decisions Teachers report higher levels of professional conversations about reading instruction Cons Time intensive for scoring written responses Initial organization and consistency in scoring may be difficult Learning to use the instructional information effectively can be challenging However Almost all teachers involved in the pilot projects reported that the difficulties were worth the effort
Scholastic Reading Inventory (SRI) Task 1 So where am I going? Goal: To develop a clear vision of the learning being assessed. Task: Individually, use the CDE assessment framework and the sample SRI items to identify the knowledge and skills being measured on the SRI. With a partner, discuss your findings.
SRI Administered pencil/paper and interactive (computer-based) Based on the Lexile Reading Framework Lexile is a unit for measuring text difficulty Assesses students comprehension levels Matches them with appropriate texts Framework levels fiction and nonfiction for beginning up to graduate level readers
SRI Task 2 So where am I now? Goal: To reflect on the ways we can use the SRI assessment to help students learn more! Task: Think-Pair-Share Use the Overview from Stiggins chart and the SRI Report to discuss the feedback it gives to teachers and students.
Overview - from Rick Stiggins, Professional Learning Communities Institute 2005 2006 Assessment OF Learning Assessment FOR Learning Reason Check status Improve learning To Inform Others about students Students about themselves Focus Standards Enabling targets
The Essential Question How can we use assessment to help our students believe they can learn so they ll try?