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Assessment 101: National vs. State vs. local Testing

Assessment 101: National vs. State vs. local Testing. Eastover Elementary School “Where Great Minds Take Flight” February 7, 2012. “I feel like my child is ALWAYS being tested – when do the teachers have the chance to teach?!”. When I was in school ….

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Assessment 101: National vs. State vs. local Testing

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  1. Assessment 101: National vs. State vs. local Testing Eastover Elementary School “Where Great Minds Take Flight” February 7, 2012

  2. “I feel like my child is ALWAYS being tested – when do the teachers have the chance to teach?!”

  3. When I was in school … • “Teachers made their own tests and we had them every Friday – it was about what we learned that week and we moved on to new things.” • “We didn’t have formal tests in elementary school, at least not until 5th grade.” • “I don’t even remember having ‘finals’ until middle or high school!” • “The first ‘bubble test’ I had to take was the CAT/IOWA/etc. (aka High Stakes Testing).”

  4. What is “High Stakes Testing” • High Stakes Test: A single assessment  that is given with the knowledge that important decisions or consequences are riding on the result. (In other words, the "stakes are high.") In education, these decisions often relate to federal and local funding, placement and graduation decisions or ongoing tenure for teachers. • (http://childparenting.about.com/od/schoollearning/a/high-stakes-tests-definition.htm)

  5. What formal assessments do we use in elementary schools now? • ACCESS – Assessing Comprehension and Communication in English State to State. • CogAT6 – The Cognitive Ability Test • Talent Development Assessment (2nd Grade) • NC EOG R/M Assessments • NC Science Assessment • NC EXTEND2 Assessments (R/M/S) • NC EXTEND1 Assessments (R/M/S)

  6. What “semi-formal” assessments do we use in elementary schools now? • Local Formative Assessments – ThinkGate • Local Summative Assessments – ThinkGate • D.I.B.E.L.S (K-3) • The Diagnostic Indicator of Basic Early Literacy Skills • Used to identify AREAS OF NEED for beginning readers • K.E.P. – now used informally only • The Kindergarten Entry Profile

  7. What informalassessments do we use in elementary schools now? • Teacher-Made Tests • Student Projects and Presentations • Progress Monitoring • Writers’ Workshop Folders • Teacher Observation • Common Grade-level Assessments • Class work (NOT Homework) • Other ….

  8. Formal Assessments • EOG (End of Grade Test) • Given to ALL students in grades 3-8 • Reading & Math (3-8); Science (5 & 8) • Norm-referenced • Measured on a sliding scale (scale-score) from grades 3-8 • Scale scores correlate to a Level I, II, III, IV • “Gateway” years in grades 3, 5 & 8 • NOT considered “High Stakes” because final promotion/retention decisions lie with the school principal, based on a portfolio/point method

  9. Semi-Formal Assessments • CMS District Formatives • Grades K-12 • Given 3 times a year (Fall, Winter, Spring) • Not secured • Every subject area will eventually be assessed • Currently: Literacy, Math, Science & Social Studies • Created by CMS and given to all CMS students • Measured in “Percent Obtained” – NOT “%/100” • Used as a tool for teachers to determine a student’s mastery level on individual objectives taught during the quarter • Results are used to guide future instruction and assessments are given during instruction • Scores ARE NOT a predictor of 3rd-5th grade EOG scores • Scores CAN NOT be compared from test to test

  10. Semi-Formal Assessments Continued … • CMS Summative Assessments • Grades K-12 • Given at the end of a school year • Every subject area will eventually be assessed • Currently: Literacy, Math, Science & Social Studies • Created by CMS and given to all CMS students • Used to determine student growth from year to year in all subject areas • Used, in part, to determine “Value Added Growth” • MAY be used eventually as a measure of teacher “Pay for Performance” based on the value added measurement

  11. Informal Assessments • Common Assessments • Created by grade-level teachers • Given to all students on a grade-level • Can assess long-term growth • Covers all objectives a student is expected to learn by the end of the school-year • Initially given at the beginning of the year to get a “baseline” measurement of students’ knowledge prior to content being taught • Subsequent assessments measure the same objectives with different questions • CAN be compared from test to test to measure progress • Can assess short-term growth • Created by teams before teaching a unit to identify and measure what students are expected to learn by the end of the unit

  12. So, what does this all mean? • Students are assessed regularly to drive instruction • Assessments are formal and informal in nature • No test given currently given in elementary school is considered “High Risk” • Always contact your child’s teacher with questions about any issue affecting your child! Questions????

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