Formative Assessment - Baltimore City Public Schools

Report
R4K
A Partnership to Promote School Readiness
Maryland and Ohio Departments of Education
Dr. Rolf Grafwallner and
Ms. Marcella Franczkowski
Maryland State Department of Education
Dr. Stephanie Siddens
Ohio Department of Education
In collaboration with the Johns Hopkins University and WestEd
Dr. Jacqueline Nunn
Johns Hopkins University
Dr. Stanley Rabinowitz
WestEd
Early Childhood Comprehensive
Assessment System
Formative
Assessments
Selected
Assessment Items
Electronically
Delivered to
Child
Kindergarten
Assessment
Online Data
Capture and
Reporting
Student
Progress
Monitoring
Online
Professional
Development
Purpose of the Kindergarten Readiness Assessment (KRA)
To support and advance children’s early learning and
academic achievement. The data collected will be used to:




Inform prior education and care
stakeholders
Identify individual children’s needs and
provide necessary supports to children
and teachers
Assist teachers in data-driven
instructional decision making at the child
and classroom level
Provide families with information about
their children’s learning and
development
:
Early Learning Assessment:
the Formative Assessments
Will be based on research supported
learning progressions for children ages 36
through 72 months in V.1.0, and will equip
caregivers and teachers to:




Develop individual learning profiles and
track children’s learning trajectories
Individualize learning opportunities and
plan for intervention
Address Early Child Outcomes for IDEA
reporting
Ensure that children are on the path for
kindergarten readiness
Validity, Reliability and Fairness

Measured Across 3 Stages
 Design and Development
 Implementation
 Ongoing Evaluation & Research

Quantitative and Qualitative
Cognitive Interviews
Pilot Testing
Field Testing
Post-Administration Analyses




Kindergarten Readiness Assessment Design
Two Types of Assessment Processes
DOMAINS
36
mo.
42
mo.
48
mo.
54
mo.
60
mo.
63 mo.
Social-Foundations
Language and
Literacy
Mathematics
Physical Well-Being
and Motor
Development
Formative Assessment:
Early Learning Assessment
Kindergarten
Readiness
Assessment
Science
Social Studies
The Arts
Formative assessment :
Development represents a continuum of changing behaviors
Summative
“snapshot” of
readiness
72
mo.
Kindergarten Readiness Assessment Blueprint
by Domain
Domain
Strand
Physical
Education
(1)
Physical
Developme
nt
(PD)
KEA Code
SR
PT
OR
Learning
POINTS Progressio
n
PD.1.1
Demonstrate the ability to use large muscles to perform a
variety of physical skills.
PD.1.1.A
Show fundamental movement by identifying body parts and
demonstrating a variety of ways they can move, and
demonstrating spatial concepts in movement patterns.
1
2
PD.1.1.B
Demonstrate locomotor skills with control, coordination, and
balance during active play (e.g., running, hopping, skipping).
1
2
PD.1.1.C
Demonstrate coordination in using objects during active play
(e.g., throwing, catching, kicking balls, riding tricycle).
PD.1.1.D
Use non-locomotor skills with control, balance, and
coordination during active play (e.g., bending, stretching, and
twisting).
PD.1.2
Demonstrate the ability to use small muscles to perform fine
motor skills in play and learning situations.
PD.1.2.A
Coordinate the use of hands, fingers, and wrists to manipulate
objects and perform tasks requiring precise movements.
PD.1.2.B
Use classroom and household tools independently with eyehand coordination to carry out activities.
1
2
PD.1.2.C
Use a three-finger grasp of dominant hand to hold a writing
tool.
1
2
1
2
1
2
1
2
PD.2.1
PD.2.1.A
PD.2.1.B
Health
(2)
Standard/Essential Skills and Knowledge
PD.2.1.C
PD.2.1.D
PD.2.2
Coordinati
on–Large
Motor
Coordinati
on–Small
Motor
Demonstrate the ability to apply prevention and intervention
knowledge, skills, and processes to promote safe living, in the
home, school, and community.
With modeling and support, identify and follow basic safety
rules.
Identify ways adults help to keep us safe.
With modeling and support, identify the consequences of
unsafe behavior.
Safety and
Injury
Prevention
With modeling and support, demonstrate ability to follow
transportation and pedestrian safety rules.
Demonstrate personal health and hygiene practices.
PD.2.2.A
Independently complete personal care tasks (e.g., washing
hands before eating and after toileting).
PD.2.2.B
Follow basic health practices (e.g., covering mouth/nose when
coughing/sneezing).
Personal
Care Tasks
Kindergarten Readiness Assessment Design
Multiple Measures
The assessment features several item
types including:



Guided recorded observation
Performance tasks
Selected response items
KRA EC-CAS Timeline
2012/2013
CONCEPTUAL DEVELOPMENT
2013
DEVELOPMENT AND
PILOT TESTING
2013/2014
FIELD TESTING
(State Baseline OH)
2014/2015
FULL IMPLEMENTATION
2011
2015
Professional Development Content
Audiences: child care providers, trainers, teachers, school and district administrators
Pre-Administration
 Purpose of the assessments
 Data security and integrity
 Communication with parents/stakeholders
Administration
 Use of assessment system for data
collection and reporting
 Understanding of supports and
accommodations
 Importance of fidelity of implementation
Post-Administration
 Analysis and use of the data for program
and instructional decision-making
 Communication of results to stakeholders
 Monitoring student progress (v. 2.0)
Professional Development Delivery
Evidence-based and technology supported







Train the trainer model
Face to face learning
PD Quest web-based learning modules
Online coaching and technical
assistance
Professional community of practice
Virtual simulator for validation
Web-based resources and portal
Technology Use in the Kindergarten Assessment
Components of the Technology System

An Online Reporting System
(ORS) provides secure access
to teacher dashboards, live
data collection, and
downloadable resources

The Virtual Performance
Assessment (VPA) interface
provides child-friendly,
student access to directassessment

Data import, export, and
reporting tools; linkages to
longitudinal data systems

Support for attaching portfolio
artifacts to student profiles
over time

Online, just-in-time
Professional Development
Technology Use
Professional Development

Embedded PD recommendations,
including direct links to specific,
contextual
guidance to support assessment
delivery and classroom instruction

Comprehensive series of online
PD modules & resources

Use of simulation software to
familiarize teachers with the
protocols & technology
Technology Use
Technical Features
o
o
o
o
o
o
Web-based (ORS)
Tablet-optimized (VPA)
Cloud hosted
Trans-media
Secure and scalable
Ongoing data feeds
Technology and the K Field Test
ORS Wireframes for Field Test Version:
Project Contacts
Dr. Rolf Grafwallner,
Assistant State Superintendent,
Division of Early Childhood Development
Maryland State Department of Education
[email protected]
Marcella Franczkowski
Assistant State Superintendent,
Division of Special Education/Early Intervention Services
Maryland State Department of Education
[email protected]
Candy Miller,
Assessment Specialist,
Division of Early Childhood Development
Maryland State Department of Education
[email protected]

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