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Making State Summative Tests Meaningful

Sheila A. Potter

spotter@questarai.com

Questar Assessment, Inc.

June 20, 2010

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Reading as Thinking & Understanding

“Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.”

(CC Stds., Key Points in ELA)

New state-level summative assessments must be designed to measure reading as thinking and understanding.

What, if anything, can be learned from them that will help teachers teach and learners learn?

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Can high-stakes reading tests designed for accountability purposes really improve teaching and learning?

Yes . . . IF states focus on three targets simultaneously.

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Making State Summative Tests Meaningful in the Classroom

Instructional Reading Levels, plus

Action Steps

StatewidePD Plan

Inside-OutAssessmentSystem

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Instructional Reading Level (IRL)

The reading ability or grade level of material that the student manages with normal classroom instruction and support

IRLs reflect the interaction of reader factors

(background knowledge, motivation, ability, skills, etc.) with text and test (question) complexity;

are provided on score reports; and are supported by valuable feedback and

guidance in the administration manual, especially for struggling readers.

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IRL Example

This student’s score indicates that s/he is performing at grade level. Can read grade-level texts with little

difficulty Needs continued direct instruction in

key vocabulary and complex concepts

Benefits from ongoing reinforcement and practice of strategic reading skills

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IRL Example

This student’s score indicates that s/he is performing above grade level. Needs relatively little assistance in reading grade-

level texts May need occasional help with complex concepts Should practice and become more cognizant of

strategic behaviors s/he uses Benefits from opportunities to apply knowledge

through enrichment activities and independent/group investigations

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IRL Example

This student’s score indicates that s/he is performing below grade level. The student may need: considerable help in reading grade-level

texts; content-specific materials at a level two or

more years below grade level; and additional reading support and

intervention.

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Action Steps – So What ??

HOW TO Compare performance to other reading measures and

classroom performance Model and foster effective reading/thinking strategies Differentiate instruction for struggling readers

Small-group, guided reading Descriptions of support materials Modifying text demands, e.g., assigning smaller amounts,

frequent reviews, etc. Methods for locating alternate texts

Plan for progress monitoring and follow-up evaluation

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Action Steps – the So What ??Example of S-T-R-E-T-C-H-I-N-G the Text

Familiarize readers with genre and surface features of the text – length, title, introductory comments, sections, headings/subheadings, pictures, captions, graphics, and other text features. HOW?

Introduce the genre, and lead a text walk-through in which you ask students to make predictions in their heads as you point out various text features.

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Action Steps – the So What ??Example of S-T-R-E-T-C-H-I-N-G the Text

Tovani (2000) wrote that in reading “purpose is everything.” Identifying a purpose for reading gives FOCUS to un-focused readers – lacking concentration, stamina, and an authentic reason for reading. Setting a purpose is setting a goal, or reason for reading. HOW?

Provide a purpose statement (“Read to find out why . . .”) or a purpose question (“Why did . . .?”), and have students write it down.

Instruct students to “read the entire selection to learn about . . . and determine whether their predictions were accurate.”

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Making State Summative Tests Meaningful in the Classroom

IRLs, plus Action Steps

Statewide PD Plan

Inside-OutAssessmentSystem

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Professional Development

Inspires teachers to grow from good to great Focuses on curriculum, instruction, &

assessment Is purposeful, ongoing, modeled, & coached Is designed, tested, & implemented by

superstar superstar educators Is NOT training in test administration, reading

score reports, federal policies, procedures, etc.

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Professional DevelopmentAssessment Strategies

“Kid-watching”; monitoring progress; analyzing student work

Questioning/DOK in the classroom

Comprehension & Vocabulary

Writing on demand

Test wiseness Increasing

stamina/engage-

ment with text Building scaffolds/

modifications Repairing/augment-

ing published tests

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Making State Summative Tests Meaningful in the Classroom

IRLs, plus Action Steps

Inside-OutAssessment

System

StatewidePD Plan

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Building an Assessment System – From the Inside-Out

Build out from the Schoolhouse to the Statehouse. How?

Convene a group of your most able curriculum, instruction, and assessment thinkers to invent the process, which might include the following steps:

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Building an Assessment System – From the Inside-Out

Unpack the CC Standards to clarify content, skills, & DOK at each grade level.

Determine what will be accepted as evidence that the student has achieved the standard.

Design backwards to build forward – learning progressions (skills, processes, concepts, understandings, etc.)

Organize standards into instructional units, plan learning experiences, design/refine assessments.

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Common Core State StandardsInformational Text – Grade 6

8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.What does standards-based assessment look like at the classroom level, the school/district level, and, finally, at the state level?

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Making State Summative Tests Meaningful in the Classroom

IRLs, plus Action Steps

Inside-OutAssessment

System

StatewidePD Plan

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“We are confronted

with insurmountabl

e opportunities.

”Walt Kelly (Creator of “Pogo”)

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“Opportunity is missed by most people because it is dressed in overalls and looks like work.”

Thomas Edison