Using Formative Assessments and Data

Jackie Gantzer

Director of

Assessments

EdPower

Objectives

Explain the importance of using data in the classroom.

Identify the different types of common assessments used at Tindley and why/how they are used.

Understand and apply the process of data-analysis used with common assessments.

Why is using data important?

How is it helpful?

0Case Study: Man on Fire

0Scene 10Scene 2

•What were the key moments in Creasy’s attempt to help the girl (Pita)?

•What made Creasy’s analysis effective?

Scenes 1 and 20Scene 1• Closely observes her swimming; assessing what she did well

and what she needed help with• Uses positive framing and honest praise to build trust with her

o “You’re a strong swimmer.”

0Scene 2• Involves her in the analysis process

o “You’re the fastest one in the water; you’re the slowest one off the blocks. What do you think that means?”

• Continues to use positive framing and honest praise (with a little bit of humor) to build trust

0 Scene 3

•What is Creasy’s plan?

•What details make this plan effective?

Scene 3• Imitates authentic scenario

o has her practicing on the blocks vs. watching video or talking about it• Repeats correct practice; stops incorrect practice• Measures progress

o timer• Uses motivational phrases

o “You are a prisoner; the sound sets you free.”• Involves her in the analysis

o “What did you do?” “I flinched”• Involves outside influencers and supporters

o staff• Encourages a growth mindset as opposed to a set mindset

o “There is no tough, there’s trained and there’s untrained.”

0 Scene 4• Was the end result successful? How

do we know? • Did we need to watch this clip to

determine success?

Reflection Question (Discuss for 4 minutes):What was the most critical part of Creasy’s plan? Why was it so important to Pita’s success?

Key Takeaways

• We cannot effectively and efficiently lead our students to success without knowing their strengths and weaknesses.

• Excellent teachers use this information to plan strategic, measureable practice.

• Investing students in their own success is important to keep them persevering.

NWEA and ACUITYPre- and Post-Tests and Interims

Common Assessments Used at Tindley Schools

Pre- and Post-Tests and InterimsTested Subjects: Math, Reading, and Writing

Purposes: To assess mastery over curriculum objectives To inform teachers what and who needs to be re-taught

Content Question Types

Allotted Time

Expected/ Pass Scores

Graded

Math MC (30-50) CR (2-6)

Unlimited (90min.)

30-50% (Pre)70% (Interims)

20pts. (except Pre)

Reading (F/NF/W/L)

MC (45-60)CR (4-6)

Unlimited (90-120min.)

30-50% (Pre)70% (Interims)

20pts. (except Pre)

Writing 5-paragraph essay

55 minutes 30-50 (Pre)80-90 (Post)

20pts. (except Pre)

Pre-Test: September

Interim 1: October Interim 2: December Interim 3: March

Post-Test: May

NWEA: Math and Reading

Purposes: To identify Title I services To determine nationally-normed growth over the course of a year

Content Question Types

Allotted Time Expected/ Pass Scores

Graded

Math MC Unlimited (Class Pd.)

Varies by grade level No

Reading MC Unlimited (Class Pd.)

Varies by grade level No

Pre-Test: August

Formative: January

Post-Test: May

Overview: Computer-based, adaptive assessment that gives a nationally-normed achievement level and skills-based analysis.

ACUITY: Math and Reading

Purposes: To identify Title I services To predict performance on ISTEP To guide and support instructional practices

Content Question Types

Allotted Time Expected/ Pass Scores

Graded

Math MC Unlimited (Class Pd.) 65-70% No

Reading MC Unlimited (Class Pd.) 65-70% No

Diagnostic: August

Predictive 1: September

Predictive 2: November

Predictive 3: February

Overview: Computer-based, ISTEP-aligned assessment that predicts how students will perform on ISTEP. Rigor increases as the year progresses.

Assessment ScheduleMark dates that your scholars will be assessed. Plan around these dates.

Note that on Interim days, there will be adjusted schedules.

Make sure students are aware of the schedule and no test catches them by surprise.

Be prepared for August and May. They’re test-heavy, but incredibly important for driving instruction and measuring progress.

As things go, there will be changes. You should have the most up-to-date schedule at all times.

“If these shadows remain unchanged…”

“Test scores often become both a thermometer and barometer, reading the current temperature and PREDICTING future rain. But tests don’t have that power; they are like Scrooge’s Ghost of Things to Come. The future of what any of us will be able to know or do is not in our past test results, but those things lie in the teaching and learning OPPORTUNITIES that will become available to us.”

-Tim Shanahan

We’ve taken the test; now what?Just like Creasy, we need to identify where the deficiency is.

Once you have the assessment results back, you will have 1 week to turn in a Data Analysis Reflection Form

Step 1: Identify skills for whole-class remediation.

Acuity Reporting Example

Overall, students had an average of 76%.

I see 15% of students were in the “fail” range, 66% are in the “pass range” and 19% are in the “pass+ range”

After the average, the next thing you need to identify are specific objectives/ skills that students did poorly on. I can see here that they did 65% or better on all but 2 areas: “Reading Literature” and “Production and Distribution of Writing.”

Reading Literature now becomes: “Analyze an interaction between two people or characters and how that interaction affects plot”

Production and Distribution of Writing now becomes: “Revise writing to correct grammar” and “Use clear, concise sentences in composing a text”

Examples of whole-class remediation ideas (non-exhaustive)

0Full lesson of re-teaching skill0“Do Now” reviews for a week0Spiral skill into upcoming units

Re-Teach

Re-assess Inadequate Results

Mastery

Step 2: Identify individual students for remediation.

NWEA Reporting Example

Examples of individual student remediation ideas (non-exhaustive)

0 Title I elective assignment0 Extended day targeted instruction0 Extra practice (Acuity labs, HW, projects, etc.)0 Saturday/Sunday targeted instruction0 Daily check-ins with guardian0 Co-teaching0 Strategic grouping during in-class instruction0 Targeted Checks For Understanding during I do, We do, You do0 Behavior chart/contract (if behavior is a key lever for the student)0 Implementation of goals/incentives0 Peer tutor/mentor (from class or upper grades)0 Change of seat location

Data Analysis Analysis

1. Look at the sample teacher Data Analysis forms.

2. In groups of 3-4, analyze the form, explaining what the teachers did correctly, or well, and what the teachers should do to improve the form.

NWEA Mid-Year ResultsGrade 8 Mathematics

Target Skill RIT Score: 227

Key Takeaways

• We cannot effectively and efficiently lead our students to success without knowing their strengths and weaknesses.

• Excellent teachers use this information to plan strategic, measureable practice.

• Investing students in their own success is important to keep them persevering.

Creasy’s Example:

Assessment InvestmentWe get to take a test

and show how awesome we

are?? YES!

1.Talk it Out2.Show YOUR Investment3.Reveal the Results4.Reflect/Goal-Set

Examples of investment from 2012