Smarter Assessment Interim and Summative Connection? - - PowerPoint PPT Presentation

Smarter Assessment

Interim and Summative Connection?

Katia.foret@doe.k12.de.us

NCSA - June 26, 2019 1

A Balanced Assessment System

NCSA - June 26, 2019 2

The Role of Interim Assessments in a Comprehensive Assessment System

By Marianne Perie, Scott Marion, Brian Gong (National Center for the Improvement of Educational Assessment) and Judy Wurtzel (The Aspen Institute))

Interim assessment: Falls between formative and summative assessment - (1) evaluate students’ knowledge and skills relative to a specific set of academic goals, typically within a limited time frame, and (2) are designed to inform decisions at both the classroom and beyond the classroom level, such as the school or district level.

NCSA - June 26, 2019 3

Smarter Interims Overview

• Same as summative
• all items were developed together
• assess Common Core State Standards
• use Universal Design principles
• same accessibility resources
• provide evidence to support claims in mathematics

and English language arts/literacy

• Different from summative
• Not secure, but not public
• Summative and Interim are assessed online

NCSA - June 26, 2019 4

Two Types of Interims

NCSA - June 26, 2019 5

Purpose of Assessment

• 1. What do we want to learn from this assessment?
• 2. Who will use the information gathered from this

assessment?

• 3. What action steps will be taken as a result of this

assessment?

• 4. What professional development or support structures

should be in place to ensure the action steps are taken and are successful?

• 5. How will student learning improve as a result of using

this interim assessment system and will it improve more than if the assessment system was not used?

NCSA - June 26, 2019 6

Delaware Smarter In Interims Snapshot

IAB Assessments ELA Math Total AY 2015-16 779 882 1661 2016-17 29192 25035 54227 2017-18 47806 61226 109032 2018-19* 61273 70743 132016 ICA Assessments ELA Math Total AY 2015-16 203 133 336 2016-17 2007 2001 4008 2017-18 3057 3810 6867 2018-19* 2613 2964 5577 Total Smarter Interims Completed 2015-16 vs 2018-19

* Period August 26, 2018-May 31, 2019

NCSA - June 26, 2019 7

Smarter Mathematics In Interim – Summative by Dis istricts

Great Oaks LAAS Laurel Milford Red Clay Capital Smyrna Cape Caesar Rodney Indian River

2018 416 437 1256 1987 7915 2944 2706 2572 3799 5063 2017 326 389 1167 1969 8085 2879 2629 2505 3735 4837

NCSA - June 26, 2019 8

Smarter Mathematics In Interim – Summative by Schools

Smarter Math by Schools School Year Total Student Counts by School Total Interim Counts Completed % Students who completed interim at least once Summative Proficiency Average (Meet and Above) Marbrook ES - 256 2018 211 537 >95% 46% 2017 215 425 93% 39% Baltz (Austin D.) ES - 252 2018 253 489 95% 27% 2017 267 464 93% 22% Clayton ES - 680 2018 210 321 48% 60% 2017 182 203 44% 58% Linden Hill Elementary School - 250 2018 285 767 >95% 68% 2017 297 656 >95% 61% Mispillion Elementary - 673 2018 322 839 73% 57% 2017 327 249 29% 57% Love Creek Elementary School - 718 2018 331 1259 >95% 65% 2017 N/A N/A N/A N/A

• W. Reily Brown Elementary School - 622

2018 287 40 8% 49% 2017 251 187 57% 51% Allen Frear Elementary School - 610 2018 456 228 30% 67% 2017 442 621 69% 72% *North Star Elementary School - 270 2018 344 849 >95% 77% 2017 352 19 5% 70%

NCSA - June 26, 2019 9

Smarter Mathematics In Interim & Summative for Focus schools ls

Smarter Math by Schools School Year Total Student Counts by School Total Interim Counts Completed % Students who completed at least

• ne interim

Summative Proficiency Average (Meet and Above) Banneker (Benjamin) Elementary School - 668 2018 318 510 80% 47% 2017 327 40 <5% 55% Brandywine Springs Elementary School - 261 2018 675 1157 82% 62% 2017 667 695 49% 67% Laurel MS - 782 2018 808 2604 91% 40% 2017 709 3393 >95% 38% Warner Elementary School - 266 2018 438 658 94% 12% 2017 433 <5% 13%

NCSA - June 26, 2019 10

Smarter ELA In Interim – Summative by Dis istricts

Great Oaks LAAS Laurel Milford Red Clay Capital Smyrna Cape Caesar Rodney Indian River

2018 416 429 1252 1980 7864 2927 2712 2562 3803 5019 2017 324 390 1161 1950 8048 2859 2629 2496 3730 4784

NCSA - June 26, 2019 11

Smarter ELA In Interim – Summative by Schools

Smarter ELA by Schools School Year Total Student Counts by School Total Interim Counts Completed % Students who completed interim at least once Summative Proficiency Average (Meet and Above) *Marbrook ES 2018 208 351 78% 55% 2017 209 113 45% 47% Baltz (Austin D.) ES - 252 2018 252 127 27% 41% 2017 267 85 26% 35% Clayton ES - 680 2018 212 284 46% 63% 2017 184 270 42% 61% Laurel MS - 782 2018 804 2194 >95% 55% 2017 725 2406 81% 48% Seafordl MS - 764 2018 779 7 <5% 44% 2017 781 <5% 40% William Henry MS - 646 2018 914 593 51% 44% 2017 925 991 51% 40% *Ross (Lulu M.) Elementary School - 672 2018 376 480 74% 52% 2017 381 110 25% 48% *Mispillion Elementary - 673 2018 320 552 81% 60% 2017 330 125 32% 57%

NCSA - June 26, 2019 12

Smarter ELA In Interim – Summative by Schools

Smarter ELA by Schools School Year Total Student Counts by School Total Interim Counts Completed % Students who completed interim at least once Summative Proficiency Average (Meet and Above) Phillis Wheatley Elementary School - 779 2018 604 770 76% 50% 2017 638 <5% 50%

• W. Reily Brown Elementary School - 622

2018 288 14 5% 59% 2017 252 126 37% 62%

• F. Niel Postlethwait Middle School - 621

2018 864 1028 47% 62% 2017 800 797 62% 65% North Star Elementary School - 270 2018 343 514 79% 83% 2017 350 43 12% 79% Warner Elementary School - 266 2018 442 317 69% 24% 2017 431 <5% 21% Linden Hill Elementary School - 250 2018 274 675 >95% 67% 2017 292 130 39% 67% Moore (John Bassett) School - 686 2018 428 921 86% 52% 2017 402 455 40% 51%

NCSA - June 26, 2019 13

In Interim-Summative Cohort Study by Dis istrict and School

NCSA - June 26, 2019 14

Smarter In Interim – Summative Study

• Cohorts of students across 3 years
• Focus on Grades 3-5 districts/schools who saw improvement

(Red Clay, Laurel, Caesar Rodney, North Star Elem., Marbrook Elem.)

• Focus on Grades 6-8 for Laurel Middle School (ELA & Math)

Grade X+2 same students

• Below Proficiency (1&2)
• Meet/Above Proficiency (3&4)
• Growth in scale score from

2016

• Interims use

Grade X+1 same students

• Below Proficiency (1&2)
• Meet/Above Proficiency (3&4)
• Growth scale score from

previous year

• Interims use

Grade X students

• Below Proficiency (1&2)
• Meet/Above Proficiency (3&4)

2016 2018 2017

NCSA - June 26, 2019 15

In Interim-Summative Cohort

for North Laurel l Ele lementary ry

Content District School Cohorts Grade 2016-2018 Cohort Students from Grade 3-5 and who completed all Summative from 2016-2018 Students with scale score Growth >= 50 between 2016 and 2018 Students w/ Scale Score Growth who took at least

• ne Interim in

2016, 2017, and 2018 % Students who showed Scale Score growth and who completed at least

• ne IAB in 2016,

2017, and 2018 Students showed Proficiency Growth between 2016 and 2018

Math Laurel North Laurel ES 3 – 5 159 93 77 83% 14 ELA Laurel North Laurel ES 3 – 5 158 126 126 100% 62

Average Interims taken by Year 2016: No interims were taken for both Math and ELA 2017: No interims were taken for both Math and ELA 2018: Average number of interims taken for ELA = 6, Math = 2

NCSA - June 26, 2019 16

In Interim-Summative Cohort for Laurel Mid iddle School

Content District School Cohorts Grade 2016-2018 Cohort Students from Grade 6-8 and who completed all Summative from 2016-2018 Students with scale score Growth >= 50 between 2016 and 2018 Students w/ Scale Score Growth who took at least

• ne Interim in

2016, 2017, and 2018 % Students who showed Scale Score growth and who completed at least

• ne IAB in 2016,

2017, and 2018 Students showed Proficiency Growth between 2016 and 2018

Math Laurel Laurel MS 6 – 8 166 142 142 100% 111 ELA Laurel Laurel MS 6 – 8 164 146 146 100% 94

Average Interims taken by Year 2016: No interims were taken for both Math and ELA 2017: Average number of interims taken for ELA = 2, Math = 4 2018: Average number of interims taken for ELA = 2, Math = 4

NCSA - June 26, 2019 17

Smarter In Interim – Summative Study Laurel Middle School

Laurel MS has been a Focus school because of low performance in last three years They have shown improvement in many fronts. (i.e., Change in school culture and Content area coaching for all staff) Looking at groups of students moving( or not) from one category to another and their use of Interims Looking at the type of interims, content, and count of interims DOE Module about Target/Claims study chart was shared with ELA and Math Cadre and Coalitions for them to use data at their district or school levels Digital Library (DL) Resources (Connection Playlists to support IABs). Volunteered to create a video about use of DL resources to support instruction (future interviews of teachers and students).

NCSA - June 26, 2019 18

Dela laware DL Vid ideo

Delaware Digital Library Video from Laurel https://www.youtube.com/watch?v=9D5jdlTrx3c (3:12 minutes)

NCSA - June 26, 2019 19

Smarter In Interim – Summative Study Laurel Mid iddle le School

“…While this is our third consecutive year enjoying increases, it is

• ur largest growth to date across grades 3-8 in both tested
• subjects. First and foremost, we credit our successes to our diligent

and dedicated instructors, who worked collaboratively in School Data Teams analyzing student performance to foster a continuous improvement model throughout our schools. Paramount to this cycle of continuous improvement was the implementation of several key areas of focus, including a highly- personalized blended Rti model for all students; consistent student exposure to, and deep analysis of, the SBAC Interim Assessments (IABs and ICAs); the integration of the Smarter Digital Library Playlists into our daily instructional routine…” Dr. Ashley Giska

NCSA - June 26, 2019 20

What is the Digital Library?

• Online collection of Instructional and

Professional resources. (Over 2500 resources)

• Help educators implement the formative

assessment process to improve teaching and learning

• Collaboration features of the Library provide

educators opportunities to comment on and rate resources and share feedback and/or strategies with colleagues in forums.

NCSA - June 26, 2019 21

What is the Digital Library?

• Connection Playlists focus on content found in

the Assessment Interim Blocks (IABs) and are

• rganized by Achievement level (Below, At/Near,

Above standard)

• Connections Playlists connect Interim results to

material to support teachers and students

• So far, 123 Playlists for ELA and Math (add’l

resources in development) https://www.smarterbalanced.org/educators/th e-digital-library/#playlists

NCSA - June 26, 2019 22

• All IABs Playlists available in Digital Library
• Also Available in AIRways and linked directly to

particular IAB (under Test resources) – All in one place

Connection Playlist for IAB

NCSA - June 26, 2019 23

Instructional and Interim Assessment Resources

NCSA - June 26, 2019 24

In Interim-Summative Cohort for Red Cla lay Dis istrict

ELA Red Clay 3 - 5 1,096 798 596 75% 253

Average Interims taken by Year 2016: Average number of interims taken for ELA = 2, Math = 2 2017: Average number of interims taken for ELA = 1, Math = 2 2018: Average number of interims taken for ELA = 2, Math = 2

Content District Cohorts Grade 2016-2018 Cohort Students from Grade 3-5 and who completed all Summative from 2016-2018 Students with scale score Growth >= 50 between 2016 and 2018 Students w/ Scale Score Growth who took at least

• ne Interim in

2016, 2017, and 2018 % Students who showed Scale Score growth and who completed at least one IAB in 2016, 2017, and 2018 Students showed Proficiency Growth between 2016 and 2018

Math Red Clay 3 - 5 1,098 745 729 98% 182

NCSA - June 26, 2019 25

In Interim-Summative Cohort For Red Cla lay Dis istrict

ELA Red Clay 6 - 8 1,117 476 118 25% 206 Average Interims taken by Year 2016: Average number of interims taken for ELA = 1, Math = 1 2017: No interims were taken for both Math and ELA 2018: Average number of interims taken for ELA = 2, Math = 1

Content District Cohorts Grade 2016-2018 Cohort Students from Grade 3-5 and who completed all Summative from 2016-2018 Students with scale score Growth >= 50 between 2016 and 2018 Students w/ Scale Score Growth who took at least

• ne Interim in

2016, 2017, and 2018 % Students who showed Scale Score growth and who completed at least one IAB in 2016, 2017, and 2018 Students showed Proficiency Growth between 2016 and 2018

Math Red Clay

6 - 8 1,123 424 252 59% 190

NCSA - June 26, 2019 26

In Interim-Summative Cohort For Marbrook Ele lementary ry School

Content District School Cohorts Grade 2016-2018 Cohort Students from Grade 3-5 and who completed all Summative from 2016-2018 Students with scale score Growth >= 50 between 2016 and 2018 Students w/ Scale Score Growth who took at least

• ne Interim in

2016, 2017, and 2018 % Students who showed Scale Score growth and who completed at least

• ne IAB in 2016,

2017, and 2018 Students showed Proficiency Growth between 2016 and 2018

Math Red Clay Marbrook ES 3 – 5 60 50 50 100% 15 ELA Red Clay Marbrook ES 3 – 5 58 46 46 100% 17

Average Interims taken by Year 2016: Average number of interims taken for ELA = 2, Math = 3 2017: Average number of interims taken for ELA = 1, Math = 3 2018: Average number of interims taken for ELA = 1, Math = 3

NCSA - June 26, 2019 27

Smarter In Interim – Summative Red Cla lay Dis istrict

“There is a strong collaborative culture at these schools (Marbrook and Baltz Elementary schools) where the educators analyze student data to target learning needs. For example, last year both schools utilized short assessments, Smarter Interim Assessment Blocks, as a teaching tool” Dr. Gerri Marshall, supports schools with state testing and PLCs in Red Clay District. This large district has made a decision to use the IABs to replace some of their unit assessments as these are fully aligned to the Common Core standards. They cut down on the amount of testing and maximize instructional time. They also have focused on particular IABs and Professional Development to increase teacher and student performance.

NCSA - June 26, 2019 28