CCRC Assessment

Report
Equalizing the Playing Field:
Formative and Summative Assessments
That Address the Needs of ALL Learners
Specialized Educators Community of
Practice - June 2014
Objective
Participants will demonstrate an
understanding of the essential
elements of formative and
summative assessments and
their implications for students
with disabilities.
Formative Assessment
Take a moment to reflect:
What formative
assessments do you
currently use?
Formative/Summative Assessment






Formative
Improves teaching and
learning
Occurs while learning is in
progress
Focused on learner progress
Collaborative communication
among teachers and students
Ongoing process based on
student need
Evidence gathered to adjust
for continuous improvement






Summative
Measures learning
Periodic snapshots of
learning
Focused on learning products
Teacher Directed
Standard-unchanging
measure of what a student
has achieved
Teachers use results to make
success or failure decisions
UDL & Assessment

UDL Curriculum Self Check


http://udlselfcheck.cast.org
Perspectives on UDL and Assessment an
Interview with Robert Mislevy

http://www.udlcenter.org/resource_library/arti
cles/mislevy
The Learner
Daily
Learning
Objectives
Instructional Activities
Formative
Assessment
http://schoolleader.typepad.com/school-leader/2012/01/popham-onformative-vs-summative-assessment.html
Planning for Ongoing Assessment
Strategy Alert:
Unpack
Four Key Steps
Standards;
Chunk
1. Identify and Share Learning Goals
Information;
2. for
Gather Evidence of Understanding
Criteria
Evaluation
3.
4.
Adjust Instruction
Give Feedback to Students
Source: Betty Hollas,
2010 NMSA Conference
Planning for Ongoing Assessment
1.
2.
3.
4.
Four Key Steps
Strategy Alert:
Anticipation Guide;
Identify and Share Learning
Goals
Exit Card; Thumbs Up or 1-2-3;
Gather Evidence of Understanding
Cloze Activity, Journaling, Likert
Scales
Adjust Instruction
Give Feedback to Students
Source: Betty Hollas,
2010 NMSA Conference
Planning for Ongoing Assessment
1.
2.
3.
4.
Four Key Steps
Identify and Share Learning Goals
Gather Evidence of Understanding
Adjust Instruction
Give Feedback to Students
Strategy Alert:
Re-teach;
Engage;
Questioning;
Tiered
Instruction
Source: Betty Hollas,
2010 NMSA Conference
Planning for Ongoing Assessment
1.
2.
3.
4.
Four Key Steps
Identify and Share Learning Goals
Gather Evidence of Understanding
Adjust Instruction
Give Feedback to Students
Source: Betty Hollas,
2010 NMSA Conference
THE MAIN GOAL
“The main goal of classroom testing and
assessment is to obtain valid, reliable,
and useful information concerning student
achievement.”
LINN & MILLER
Assessment is no longer just a sorting
mechanism (successful from unsuccessful;
winners and losers). It must address the
needs of each and every student.
Stiggins’ View on Assessment
Students:
are informed of their learning needs and
achievements.
engage in self monitoring and communicating their
own learning.
increase their motivation to do better the next time.
take responsibility for their own learning.
MSDE: Division for Leadership Development
Maryland Principals’ Academy Follow-Up
PA #
Teachers:
determine individual student progress.
make on-time instructional decisions.
monitor patterns of student need.
promote hope and increase student motivation.
encourage students to monitor and communicate
their own learning.
MSDE: Division for Leadership Development
Maryland Principals’ Academy Follow-Up
PA #
Process
S.I.
Content
Product
Curriculum
Differentiated Instruction
Universal Design for Learning
GOALS FOR CLASSROOM
TEACHERS
Teachers can create classrooms that are
information rich by providing multiple and
targeted opportunities for students to
show what they know, providing useful
feedback to both the teacher and the
students.
FOOD FOR THOUGHT
The most powerful single
modification that enhances
achievement is
FEEDBACK!
J. H.HATTIE (1992), “MEASURING THE EFFECTS OF SCHOOLING” AUSTRALIAN JOURNAL OF EDUCATION.
GRANT WIGGINS ON FEEDBACK
“Feedback is different from advice or
guidance. It is also different from praise
or blame. Feedback is information.
‘Good job!’ is not feedback, it is praise.
Praise isn’t information- it is affirmation.”
GOOD FEEDBACK IS:





TIMELY
EXPERT
CONSISTENT
DESCRIPTIVE
HONEST





ON-GOING
ACCURATE
USER-FRIENDLY
SPECIFIC
CONSTRUCTIVE
GOOD FEEDBACK




Provides opportunities to try the activity
again
Includes what learners didn’t do in
addition to what they did do
Uses a shared vocabulary that all can
understand
Relies on mutual trust, the belief that the
teacher and students are partners in the
feedback process
CHANGES IN THE LANDSCAPE
There has recently been a shift in
focus from assessment OF learning
to assessment FOR learning.
ASSESSMENT FOR LEARNING
Assessment that occurs throughout the
learning process that is designed to
make each students’ understanding
visible so that teachers can decide what
they can do to help students progress.
TYPES OF ASSESSMENT FOR
LEARNING

INFORMAL
formative assessment
can take place during
any teacher-student
interaction



Exit ticket
4 corners
Muddiest point

FORMAL
formative assessment
includes planned
activities designed to
provide evidence about
student learning.



Homework
Quiz
Rough draft
ASSESSMENT OF LEARNING

When we use assessment at the
conclusion of a learning activity, we are
using assessment OF learning.
WHAT’S THE DIFFERENCE
Assessment for learning is any assessment
for which the first priority is to serve the purpose of
promoting students’ learning
Collecting work, grading, Collecting work, grading,
returning
giving feedback,
returning
FEEDBACK ALONE MAKES THE GREATEST
IMPACT ON STUDENT GRADES
WORDS OF WISDOM
“You cannot fatten the cattle by
weighing them more. You have to
FEED them.” Larry Lezotte
Updates
PARCC Assessment Professional
Development Module

Module #1: PARCC Common Assessments Overview

Module #2: Introduction to the PARCC Mid-Year
Assessment

Module #3: Introduction to the PARCC Diagnostic
Assessment

Module #4: Introduction to the PARCC Speaking and Listening
Assessment

Module #5: PARCC Accessibility System
Module 5: PARCC Accessibility System
This module will provide educators with the following information on
the Mid-Year, Performance-Based, and End-of-Year Assessments:

Accessibility features embedded into the
delivery platform made available to all
students;

Accommodations embedded into the delivery
platform made available to students with
disabilities;
Module 5: PARCC Accessibility System
This module will provide educators with the following information on
the Mid-Year, Performance-Based, and End-of-Year Assessments:

Accommodations embedded into the delivery
platform made available to English learners;
and

Resource guide that highlights where to find
information on administrative guidance, laws,
alternate assessments, technology support,
and communications resources.
PARCC Comprehensive Accessibility
Policies
http://www.parcconline.org/parcc-accessibility-features-andaccommodations-manual
Embedded Supports
•
Tool, support, scaffold, or preference that is built into
the assessment system that can be activated by any
student, at his or her own discretion.
•
Universal Design features expected to benefit a diverse
array of students and are available to all students.
•
Provided onscreen, stored in a toolbar, or are
accessible through a menu or control panel, as needed.
•
During the assessment, students can choose which
embedded supports they need for specific items.
Examples include: audio amplification, highlighting,
pop-up glossary, etc.
Embedded Supports
Audio Amplification
Blank Paper (not embedded)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Read Aloud -Repeated as Needed
Highlight Tool
Magnification/Enlargement Device
Noise Buffers
NotePad
Pop-Up Glossary
Redirect Student to Test (not embedded)
Spell Checker
Writing Tools
Accessibility Features

Available to all students (i.e., not limited to students with IEPs, 504
plans, or ELs), but will be selected and “turned on” by a school-based
educator prior to the assessment, based on each student’s Personal
Needs Profile (PNP).

Based on each student’s individual needs, a PNP is created for the
student to ensure that he or she receives appropriate access without
the distraction of other tools and features that are not required by the
student.

Although a school-based educator will enable specific accessibility
features for students, the student will decide whether or not to use the
feature. Accessibility features will be readily available on the
computer-delivered testing platform.
Accessibility Features
Answer Masking
Background/Font Color (Color Contrast)
General Administration Directions Clarified (must be
done by human test administrator)
Line Reader Tool
Masking
Text-to-Speech for the Mathematics Assessments
Proposed
Accommodations for
Students with
Disabilities (SWD)
www.parcconline.org
Assistive Technology
• Some students with disabilities (with IEPs
or 504 plans) may need to bring assistive
technology to equitably access the PARCC
Field Test.
• For current guidance on assistive
technology for the PARCC Field Test,
please refer to the posted guidelines on
PARCConline.org.
Accommodations for SWD
Category
Accommodation
Presentation
Assistive Technology
Braille Edition (Hard Copy – ELA/Literacy & Math;
Refreshable – ELA/Literacy
Closed-Captioning of Video
Descriptive Video
Familiar Test Administrator
Paper-Pencil Edition of the ELA/Literacy and Math
Assessments
Tactile Graphics
Video of Human Interpreter for Math Assessments (deaf
or hard-of-hearing)
Video of Human Interpreter for Test Directions (deaf or
hard-of-hearing)
Accommodations for SWD
Category
Accommodation
Response
Assistive Technology
Braille Note-taker
Scribing/Speech-to-Text for the
Mathematics Assessments
Accommodations for SWD
Category
Accommodation
Timing &
Scheduling
Extended Time
Setting
Frequent Breaks
Time of Day
Adaptive or Specialized Furniture
Separate or Alternate Location
Small Group
Special Lighting
Specified Area or Preferential Seating
Special Access Accommodations (SWD)
Calculation Device
Read Aloud or Text-to-Speech for the ELA/Literacy Assessments,
including items, response options, and passages
Scribe or Speech-to-Text (i.e., Dictating/ Transcription) for the
ELA/Literacy Assessments
Video of a Human Interpreter for the ELA/Literacy Assessments,
including items, response options, and passages for a student
who is deaf or hard of hearing
Word prediction on the ELA/Literacy Performance-Based Assessment
Text-to-Speech Monitoring Phase 1

State baseline of the appropriate selection of the Text-toSpeech or Human Read-Aloud for the ELA/Literacy
online or paper-based PARCC Assessments, including
items, response options, and passages.

Desk audit

No fault year

The results will be provided to local school systems to
use as guidance to develop systemic and/or school
based professional development to ensure the
appropriate selection of the text to speech or human
reader accommodation.
Text-to-Speech Monitoring Phase 1
Monitoring Sample

A random sampling (20%) of students with disabilities
from selected local school systems who received the
text to speech, or human reader accommodation during
the PARCC field test will be selected to have their
Individualized Education Programs (IEPs) monitored for
the appropriate documentation of this accommodation
as outlined in the PARCC guidance.

The random sampling will be gathered by the Division of
Curriculum, Assessment and Accountability.
PARCC Resources:
For the Field Test and Beyond
•
The guide contains links to a variety of resources about
the PARCC assessments and 2014 PARCC Field Test.
•
The resources listed here are organized by audience
and include resources relevant to All Audiences, those
with specific information for Teachers, and resources
developed to inform Parents.
•
Refer to PARCC Resources for the Field Test and
Beyond document.
www.parcconline.org
Overview
Implementation in
Maryland is 2015-2016
www.ncscpartners.org
Maryland’s Community of Practice

Regional Community of Practice (CoP) Teams
 Six Regional CoP

Implement Model Curricula; provide feedback prior to the
assessment implementation for refinement

Assist with providing professional development to support
teachers
48
Maryland Community of Practice Teams

Northern*




Baltimore City
Baltimore County
Harford



Anne Arundel
Howard
Montgomery
Prince George’s








Caroline
Cecil
Kent
Queen Anne’s
Talbot





Dorchester
Somerset
Wicomico
Worcester
Western*

Upper Eastern Shore*

Lower Eastern Shore

Central*



Allegany
Carroll
Frederick
Garrett
Washington
Southern*



Calvert
Charles
St. Mary’s
49
Community of Practice Teams

Alt-MSA Facilitators will Co-Chair a Region

Up to 23 CoP Team Members

Administrators, Special Educators, General Educators and Related
Service Providers









Speech Pathologist
Assistive Technology Specialist
OT, PT specialists
Teacher of Visually Impaired and Deaf/Hard of Hearing
Content Specialist – Reading/ELA, Mathematics
Regular and Special Education Teacher
Autism Specialist
Principal/AP – Comprehensive School and Special School
Non-public School Representative
50
Overview Training on NCSC Mathematics
Materials
•
When: Monday, June 9, 2014 from 9:00 a.m. to 4:00 p.m.
•
Who: Alt-MSA Facilitators and Mathematics Content Specialists
from the Community of Practice (CoP) Teams
•
What: Overview of NCSC Curriculum and Instructional Materials
(focus on mathematics only)
–
–
–
–
–
–
Understanding the Schema and Core Content Connectors
Content Modules for Mathematics
Curriculum Resource Guides
Instructional Resource Guide
Universal Design Unit Lessons
MASSI: Math Activities with Scripted Systematic Instruction
Let’s Review the Alt-MSA and NCSC
Comparison Crosswalk Document!
2012-2013
• NCSC Produces Classroom Curriculum, Content Support, and Begins Sample Field Testing
• Maryland Establishes CoP
• NCSC Develops Final Test Items/Reporting System, Completes Sample Field Testing, Sets Cut
Scores, Begins Validation Studies and Development of Technical Report
• Maryland Provides Professional Development to CoP on Curriculum Resource Materials
2013-2014 • Maryland Develops Communication Initiative
• Maryland Shares Parent Resources on NCSC
• NCSC Completes Validation Studies and Development of Technical Report/Alternate
Assessment System is Pilot-Field tested/NCSC Standard Setting is held (Summer 2015)
• Maryland Provides Professional Development with Support from CoP on NCSC Curriculum
2014-2015 Resources
• Maryland Provide Professional Development on Participation Guidelines and Resource Tools
2015-2016
• Maryland Continues to Provide Professional Development on NCSC Curriculum Resources
• Maryland Fully Implements NCSC Assessment
53
Provide Daily, Appropriate, and
Individualized Accommodations

Accommodations are thoughtful, agreed-upon changes in practices and
procedures that enable students to access grade-level content standards.

Accommodations planning should begin with instruction.

Accommodations are intended to produce valid measures of what a student
knows and is able to do.

The classroom should be seen as a place to try out
accommodations to see what works.

Accommodations for instruction and assessment are integrally
intertwined.

Classroom data is collected to determine if accommodations are
working.

Typically, accommodation use does not begin and end in school. Students
who use accommodations will generally also need them at home, in the
community, and as they get older, in postsecondary education and at work.
https://wiki.ncscpartners.org/index.php/Perimeter,_Area_and_Volume_Content_Module
Contacts: Division of Special Education/
Early Intervention Services

Paul Dunford, Branch Chief
Programmatic Support and Technical Assistance
[email protected]

Marsye Kaplan, Section Chief
[email protected]

Karla Marty, Section Chief
[email protected]

Fran Sorin, Coordinator of Professional Learning
[email protected]

similar documents