How do Assessments

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How Do We Use This Information to
Inform Instruction?
How do Assessments help us get the "Inside
Scoop"?
modifications interventions enrichment
Data-Driven Instruction Child-Study Remediation
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The ABCs of Assessment
Outcomes

• To develop school-wide, consistent
  understandings and use of language regarding
  assessments

• To develop efficient and effective responsive
  teaching practices based on data gathered from
  assessments

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• Reflect as a team.
• What are our personal definitions of assessment?
• What role does assessment play in the
• learning/teaching process?
• 3. When we think of assessment.
• What do we feel very confident about, and feel we
  do effectively?
• What do we find frustrating, need more support
  behind, or want to know more about?

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• When I think of assessment.
• One Thing I feel very confident about, and feel I
  do well is
• One thing I find frustrating,
• need more support behind,
• or want to know more about is

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Assessment is a system. The system has 3
important components
The Act of Assessment
The Types of Assessment
The Tools of Assessment
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The Act of Assessment
Assess Etymology Middle English, probably from
Medieval Latin assessus, past participle of
assidEre, from Latin, to sit beside, assist in
the office of a judge (From MerriamWebster.com)
In Everyday Life, assessments are judgments we
make about people or things based on data we
gather through our experiences and senses, and
compare to our personal standards and criteria of
what is correct, or successful.
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The Act of Assessment
In Education, assessments are judgments we make
about students and their performance based on
data we gather through instruments and/or
observation, and compare against given standards,
such as the Sunshine State Standards, according
to given criteria, and definitions of correctness
and success.
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The Act of Assessment
The Goals of the act of assessment are to

• Provide accurate information to teachers,
  students and parents about current levels of
  student success

• Provide data to inform instruction in a way that
  leads to success for all students

• Provide feedback to students that will lead to
  personal goal-setting and working towards success.

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Types of Assessment AKA What kinds of
judgements can we make?
Formative, Summative, Screenings OH MY!

• Formative

• Norm-referenced

• Summative

• Criterion-referenced

• Screenings

• Diagnostic

• Progress-Monitoring

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Formative assessments are assessments that are
given during a sequence of instruction.
The goals of formative assessments are to

1. provide feedback to the learner so that s/he can
   set personal goals and work towards success.

2. provide feedback to the teacher so that s/he
can modify instruction to meet the needs of the
learner. (remediation/extension)
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Summative assessments are assessments that are
given at the end of a sequence of instruction.
They are primarily used to assign grades, or
levels of accomplishment
The goals of summative assessments are to

1. provide information about the students level of
   success with the objectives/standards s/he was
   taught.

2. provide feedback to the teacher so that s/he
knows how effective his/her instruction was.
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Criterion-Referenced assessments are assessments
that are given to determine a students success
based on his/her knowledge and mastery of
standards and objectives.
The goal of criterion-referenced assessments is
to provide information about a learners level
of mastery of objectives and standards in a given
subject area.
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Norm-Referenced assessments are assessments that
are given to determine a students level of
mastery with objectives and standards as compared
to others in his/her norm group..
The goal of norm-referenced assessments is
to Compare a students level of success against
that of other students in his/her age/grade
level, or norm group.
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Screening assessments are assessments that are
given to assess the performance level of all
students in relation to the Sunshine State
Standards.

• The goals of screening assessments are to
• Provide information about general areas of
  student weaknesses and strengths .
• provide feedback to the teacher so that s/he can
  modify instruction to meet the needs of the
  learner.

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Diagnostic assessments are assessments that are
given to identify the specific area(s) of need
for a struggling student identified by the
screening instrument.

• The goals of diagnostic assessments are to
• Provide information about specific areas of
  student weaknesses and strengths .
• provide feedback to the teacher so that s/he can
  modify instruction to meet the needs of the
  learner.

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Progress-Monitoring assessments are assessments
that are administered throughout the year to
measure the progress of all students towards
achieving the Sunshine State Standards and
Benchmarks.

• The goals of progress-monitoring assessments are
  to
• Provide information about student progress
  towards achieving mastery of SSS Standards and
  Benchmarks.
• provide feedback to the teacher so that s/he can
  modify instruction to meet the needs of the
  learner.

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3-5th Grade Tools of Assessment AKA How Do
We Get Information?

• DRA

• Running Record

• DIBELS

• Writes Traits Rubrics

• Florida Writes Rubric

• Word Reading

• Retellings

• FCAT Tests Reading, Writing, Math

• DRAlette

• FCAT-Like Reading Tests

• Reading Record

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3-5th Grade Tools of Assessment AKA How Do
We Get Information?

• Classroom Tests

• Math/Reading Conference Observation

• One on One or Group Conference/Map

• Projects

• Quarterly Math Pre/Post Tests

• Portfolios

• Developmental Spelling Inventory

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Categorizing Assessments How do the Types and
Tools of Assessment Fit Together?
Your Mission Work as a team to decide which type
of assessment each tool fits under!
Caution SOME may fit into more than one
category. Write the names of the assessments on
sticky notes and place under the assessment type
signs on the table. READYSETGO
P.S. BE prepared to explain your choices when
were done!
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Digging Deeper How do Assessments help us get
the Inside Scoop?
AND THE VERDICT IS. Data is only as useful as
the questions it makes us ask, and the answers it
inspires us to seek!
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Lets Put the Pieces Together..
Specific Teacher Observation, DRA, Individual
Conferences, Literacy Assessments, Florida
Writes, Diagnostic Spelling Inventory, Stanford
Math Diagnostic
What? General Info
How will we know if it worked?
Why?
What will we do about it?
Stanford, DIBELS, Baseline Florida
Writes Teacher Observation Literacy
Assessments Math Pretests FCAT Tests
Specifics
DIBELS, Florida Writes Teacher
Observation Literacy Assessments Math
Posttests DRA, Running Records
Action Plans Documentation
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Digging Deeper How do Assessments help us get
the Inside Scoop?
What are some questions data from a screening
like DIBELS or the Baseline Florida Writes Test
might lead you, as a classroom teacher, to ask
yourself?
Brainstorm!
What are some questions data from daily
observation of a struggling student might lead
you to ask yourself?
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Digging Deeper How do Assessments help us get
the Inside Scoop?
Create a Student Profile
Using struggling student data your team has
brought we will create a student profile together.
Things to think about..
1. What does my knowledge about the learning
process tell me about how this student is
performing developmentally?
2. What further questions does the data and my
knowledge lead me to ask?
3. If I dont know how to find the answers, Who
do I ask?
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How Do We Use This Information to Inform
Instruction? (Putting the Puzzle Together!)
Team-Talk
Before we use the data in our student profile to
talk about remediation, lets talk about how we
use data to inform instruction daily in our
classrooms.
What is responsive teaching?
How do we use data from assessments to inform
our instruction?
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How Do We Use This Information to Inform
Instruction? (Putting the Puzzle Together!)
Differentiated Instruction Remediation
Now that we have a student profile, lets look at
Thinking Maps and Documentation Tools we use
that require us to use screenings, diagnostics,
and progress monitoring assessments to ask
ourselves questions,and discuss an action plan to
meet the need of our student who is struggling.
An Academic Improvement Plan is an action plan to
meet the needs of a struggling student. On it, we
can also document the outcomes of our plan.
AIP
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Lets Put the Pieces Together.. THE AIP and the
Assessment Process
ELIGIBILITY CRITERIA REASON
DIAGNOSTIC RESULTS
Progress Updates
Intervention Strategies
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How Do We Use This Information to Inform
Instruction? (Putting the Puzzle Together!)
When the Usual Things ARENT Working
When as classroom teachers, we see a mismatch
between performance and ability, or ability and
process, or a direct correlation between behavior
and poor performance, its time to go further.
This is when we decide to bring a student to
child study to get an even more thorough, and
formal diagnosis of the problem.
Lets look at how the child study packet fits
into our assessment system..
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Lets Put the Pieces TogetherHow Does the Child
Study Packet Fit?
Assessment tool used to measure progress?
Pre-Intervention Data
Why is the Problem Occurring? (Hypothesis)
Parent ConferencesPre/Post
Specific Observation Documentation
What will we do to help the student improve?
(Intervention Plan)-Minimum of two interventions
which are related to the problem
Observation Form and Problem-Solving Worksheet
Parent Conferences