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Using Formative Assessments and Data

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.

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Using Formative Assessments and Data

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  1. Using Formative Assessments and Data Jackie Gantzer Director of Assessments EdPower

  2. 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.

  3. Why is using data important? How is it helpful? Case Study: Man on Fire

  4. Scene 1 • Scene 2 • What were the key moments in Creasy’s attempt to help the girl (Pita)? • What made Creasy’s analysis effective?

  5. Scenes 1 and 2 Scene 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 “You’re a strong swimmer.” Scene 2 Involves her in the analysis process “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

  6. Scene 3 • What is Creasy’s plan? • What details make this plan effective?

  7. Scene 3 Imitates authentic scenario has her practicing on the blocks vs. watching video or talking about it Repeats correct practice; stops incorrect practice Measures progress timer Uses motivational phrases “You are a prisoner; the sound sets you free.” Involves her in the analysis “What did you do?” “I flinched” Involves outside influencers and supporters staff Encourages a growth mindset as opposed to a set mindset “There is no tough, there’s trained and there’s untrained.”

  8. 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?

  9. 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.

  10. Common Assessments Used at Tindley Schools NWEA and ACUITY Pre- and Post-Tests and Interims

  11. Pre- and Post-Tests and Interims Tested Subjects: Math, Reading, and Writing Purposes: To assess mastery over curriculum objectives To inform teachers what and who needs to be re-taught Pre-Test: September Interim 1: October Interim 2: December Interim 3: March Post-Test: May

  12. NWEA: Math and Reading Overview: Computer-based, adaptive assessment that gives a nationally-normed achievement level and skills-based analysis. Purposes: To identify Title I services To determine nationally-normed growth over the course of a year Pre-Test: August Formative: January Post-Test: May

  13. ACUITY: Math and Reading Overview: Computer-based, ISTEP-aligned assessment that predicts how students will perform on ISTEP. Rigor increases as the year progresses. Purposes: To identify Title I services To predict performance on ISTEP To guide and support instructional practices Diagnostic: August Predictive 1: September Predictive 2: November Predictive 3: February

  14. Assessment Schedule Mark 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.

  15. “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 “If these shadows remain unchanged…”

  16. 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

  17. Step 1: Identify skills for whole-class remediation.Acuity Reporting Example

  18. I see 15% of students were in the “fail” range, 66% are in the “pass range” and 19% are in the “pass+ range” Overall, students had an average of 76%.

  19. 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.”

  20. 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”

  21. Examples of whole-class remediation ideas (non-exhaustive) • Full lesson of re-teaching skill • “Do Now” reviews for a week • Spiral skill into upcoming units Re-Teach Inadequate Results Re-assess Mastery

  22. Step 2: Identify individual students for remediation.NWEA Reporting Example

  23. Examples of individual student remediation ideas (non-exhaustive) • Title I elective assignment • Extended day targeted instruction • Extra practice (Acuity labs, HW, projects, etc.) • Saturday/Sunday targeted instruction • Daily check-ins with guardian • Co-teaching • Strategic grouping during in-class instruction • Targeted Checks For Understanding during I do, We do, You do • Behavior chart/contract (if behavior is a key lever for the student) • Implementation of goals/incentives • Peer tutor/mentor (from class or upper grades) • Change of seat location

  24. Data Analysis Analysis Look at the sample teacher Data Analysis forms. 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.

  25. NWEA Mid-Year Results Grade 8 Mathematics

  26. Target Skill RIT Score: 227

  27. Key Takeaways Creasy’s Example: • 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.

  28. Assessment Investment We get to take a test and show how awesome we are?? YES! Talk it Out Show YOUR Investment Reveal the Results Reflect/Goal-Set

  29. Examples of investment from 2012

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