Recommendations to Reach Proficient from Three Commercial Interim - - PowerPoint PPT Presentation

Growth Indicators and Instructional Pathway Recommendations to Reach Proficient from Three Commercial Interim Assessment Providers

Discussant: Caroline Wylie, ETS

7/6/2018

2

Large-scale ACCOUNTABILITY Assessments

(School, District, State, National, International)

GRADING Classroom Summative Assessments, Report Card Grades INTERIM/ BENCHMARK Assessments Classroom FORMATIVE ASSESSMENT Strategies

More Summative Purpose More Formative Purpose More Large Scale More Classroom Focused

Intended purpose of assessment information Focus of assessment information

Brookhart, S. (2013). Comprehensive assessment systems in service of learning: Getting the balance right. In R. W. Lissitz (Ed.), Informing the practice of teaching using formative and interim assessment: A systems approach (pp. 165-184). Charlotte, North Carolina: Information Age Publishing, Inc.

Tension 1: Demand for Information

3

Our teachers are suffering from DRIP syndrome Data Rich but Information Poor

Tension 2: How much do we talk about errors

4

I don’t understand why the error bar is even

• there. What is the purpose? It makes me think

that if maybe my child had sat somewhere different, with different questions, he could have done better. That’s not very helpful, because then I could say, “well, why don't you tell me where the good test is and my child can sit in that one versus sitting where the bad tests are for him.

Tension 3

5

Prescription vs calibration

Tension 4: What is the theory of instruction?

6

Data Push vs. Decision Pull

7

8

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

9

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

• 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

10

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

• 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

• 3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

11

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

• 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

• 3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

• 4. Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience.

12

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

• 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

• 3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

• 4. Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience.

• 5. With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

13

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

• 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

• 3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

• 4. Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience.

• 5. With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• 6. With some guidance and support from adults, use technology, including the

Internet, to produce and publish …

14

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

• 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

• 3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

• 4. Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience.

• 5. With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• 6. With some guidance and support from adults, use technology, including the

Internet, to produce and publish …

• 7. Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic.

15

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

• 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

• 3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

• 4. Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience.

• 5. With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• 6. With some guidance and support from adults, use technology, including the

Internet, to produce and publish …

• 7. Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic.

• 8. Recall relevant information from experiences or gather relevant information

from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

16

CCSS.ELA.Literacy.W5

• 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

• 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

• 3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

• 4. Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience.

• 5. With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• 6. With some guidance and support from adults, use technology, including the

Internet, to produce and publish …

• 7. Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic.

• 8. Recall relevant information from experiences or gather relevant information

from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

• 9. Draw evidence from literary or informational texts to support analysis,

Using the “right sized” problems

A mathematics task for 2nd graders: Camillo went apple picking. He gathered __ apples and put them in __ baskets. Each basket had the same amount of apples. How many apples were in each basket? Fill in the blanks with one of the number pairs to create a problem the right size for you: [28, 4] or [292, 4], or [568, 4]

17

18

Systemic Validity

induce curricular and instructional changes in educational systems (and learning strategy changes in students) that foster the development of the cognitive traits that the tests are designed to measure (Frederiksen and Collins, 1989)

19

20