Interim Assessments Fall 2020 Mary Williams, Senior Assessment Specialist Jennifer Woo, Assessment Specialist July 2020
Introductions, Agenda, Research Base Agenda: Challenge #1: Learning Needs ● Challenge #2: Administration ● Introductions: Research Sources: Challenge #3: Data Use ● Dr. Charity Flores ● Chief Council of State ● Challenge #4: Using Funds ● Mary Williams ● School Officers (CCSSO) Reactions/Q&A ● Jennifer Woo ● NWEA ●
Interim/benchmark assessments can provide much-needed information about student abilities following COVID-19. But several use cases should be considered. 3
Challenge #1: Learning Needs Researchers predict significant learning deficiencies resulting from COVID-19.
The Research Learning deficiencies may be more Learning deficiencies will not be Learning deficiencies may be more significant at grade levels where the same for all students. significant in Mathematics than in students are less independent. English/Language Arts. Home support, access to resources, and Less independent learners experienced personal motivation will all affect learning Students tend to continue reading at home, greater challenges with remote learning slides. where mathematics skills tend to require opportunities. Younger students tend to more active support to achieve. need more support during the learning process. Kuhfeld, M. & Tarasawa, B. (2020) and Chief Council of State School Officers (2020).
Keep the academic focus on achieving current grade-level academic standards, not re-teaching from last year. 6
Recommended Actions Pre-Assessments Formative Checks Interim Assessments Flexible Schedules Prioritize pre-assessment Consider quick formative Consider administering Build time into the data to direct instruction checks for required interim/benchmark schedule to support and maximize supporting skills (i.e., assessments towards remediation and instructional time. previous level content the beginning of the differentiated instruction standards needed for a school year to gather based on data. new skill) before data about where beginning instruction on students are. Focus on Build time into the a new academic individual student scores schedule to support standard. (rather than classroom). teacher analysis of More on this in next pre-assessment data. section.
Challenge #2: Administration Many factors impact administration of interim/benchmark assessments this fall.
Assessment must support instruction and organizational approaches. It should not lead. Chief Council of State School Officers, June 2020
Considerations When should I collect “On time” for action. interim/benchmark data? Schools need data early in the school year to help inform instruction immediately. “On time” for student needs. Students are re-adjusting to the “new normal”. Consider student adjustment needs and be sensitive that assessments are scheduled appropriately.
Considerations How should I group Adjusted Scheduling. students for testing? Schools may need to administer interim assessments separately to different groups of students based on new school schedules. Remote Learners. Remote proctoring may be utilized for interim/benchmark assessments ONLY IF the provider consents. Consider impact that potential assistance could have on scores.
Considerations Current Grade Level Academic Standards. What content do I assess? Recommended to keep the focus on achieving current grade level expectations. Previous Grade Level Academic Standards. First assessment could provide data on previous year’s achievement, but be careful to keep focus on current grade level expectations. Diagnostic Overuse. Instructional systems often aren’t able to respond to this level of data for every student.
Challenge #3: Using the Data Data must inform action, and it must inform action appropriately.
Data users need to understand key elements of their measurement approach(es) that affect how data is understood and used.
Considerations Will my test scores still be Window Adjustments. comparable to other Moving the test window dates may affect how years’ scores? data can be compared to other years. Procedural Adjustments. Utilizing different administration procedures may affect how data can be compared to other years.
Considerations Using Proficiency Scores. Are scores showing Proficiency scores (criterion-referenced) measure proficiency or growth? student achievement compared to specific academic standards. Use these scores to target instruction, organize remediation, and focus on achievement of academic standards. Using Growth Scores. Growth scores show changes in student ability over time. Use these scores to ensure all students are making forward progress, regardless of their starting proficiency level.
Warning: It is not recommended that Spring 2020 data be used to inform immediate instructional action. Student abilities likely changed significantly from that time.
Challenge #4: Using Funds Formative Assessment Grant funds are intended to support data collection, analysis, and use centered on Indiana Academic Standards.
All pieces of an assessment system must be tightly aligned to the academic standards that guide instruction.
Considerations Approved Assessment Programs. Does the use support data collection centered on All assessment programs are required to go through Indiana Academic an approval process confirming that they measure Standards? the breadth and depth of Indiana Academic Standards. Educator-Created Common Assessments. Some PLCs create common assessments used across grades/schools. These assessments must measure the breadth and depth of Indiana Academic Standards. 20
Considerations Professional Development Does the use support Opportunities for educators to learn about their data (that taking action on data to measures Indiana Academic Standards) and how to use it. help students achieve Indiana Academic Data Analysis Activities Standards? Analysis work on data that measures Indiana Academic Standards. Differentiated Learning Tools Tools (not assessments or curriculum!) that specifically respond to data (measuring Indiana Academic Standards) about student needs.
Considerations Unapproved Assessment Provider Packages? Does the use support your If the provider has not been approved for use of overall assessment their assessment, will their professional system and the spirit of development and/or learning tools support the grant? achievement of Indiana Academic Standards? Large Numbers of Unconnected Programs? Programs are not the answer to student achievement. Strong instruction, supported by data, is the answer. When solicited to purchase a program, consider if it will support your instructional programming. 22
Discussion and Comments Share your thoughts, comments, or questions for further research in the chat.
References Kuhfeld, M. & Tarasawa, B. (2020) The COVID-19 slide: What summer learning loss can tell ▸ us about the potential impact of school closures on student academic achievement. NWEA. Chief Council of State School Officers (CCSSO). (2020). Technical Issues in Large-Scale ▸ Assessments Summer Meeting. CCSSO. Presentation template by SlidesCarnival ▸ Illustrations by Sergei Tikhonov ▸ Photographs by Unsplash ▸ 24
THANKS! Any questions? You can find us at: ▸ Mary Williams: mwilliams@doe.in.gov ▸ Jennifer Woo: jwoo@doe.in.gov 25
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