July 2007Alaska Department of Education and Early Development1 Response to Instruction Part 1...

July 2007 Alaska Department of Education and Early Development

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Response to Instruction Part 1

Alaska’s Standards and Assessments


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Agenda

Materials needed Protocol Alaska’s standards and assessments Standards Based Assessment reports Data analysis Guided questions


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Necessary Materials

The following are necessary to complete the Response to Instruction series of presentations:

Standards Book – K-2 and/or 3-10 SBA Test Blueprint Guide to Test Interpretation EED Assessment website:

http://www.eed.state.ak.us/tls/assessment/


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Materials shown and used

Located at: http://www.eed.state.ak.us Test blueprint -

http://www.eed.state.ak.us/tls/assessment/SBABlueprints.html Guide to Test Interpretation -

http://www.eed.state.ak.us/tls/assessment/SBA_GTIsTS.html Formative Assessments -

http://www.eed.state.ak.us/tls/assessment/FormativeAssessmentResources.html

SBA Summary Reports - http://www.eed.state.ak.us/tls/assessment/drclinks.html

Standards - http://www.eed.state.ak.us/standards/


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Protocol

Purpose to have respectful, in-depth, insightful conversation about teaching and learning

Listen while others are speaking Be respectful of others comments

and/or suggestions Be cognizant of time if there is

established limit


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Alaska’s Standards


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Alaska Content and Performance Standards/Grade Level Expectations

For more information go to www.eed.state.ak.us/tls/assessment/GLEHome.html


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Standards/Grade Level Expectationsare tools for teachers


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Goal of the Grade Level Expectations

Give students and teachers a clear and challenging target.

Help focus energy and resources on instruction that promotes student achievement.

Move the learning from the abstract to the concrete

Attend to prerequisite skills and understandings

Provide a tool for judging how well students are learning and how well schools are performing.


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Reading Grade Level Expectations


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The first column of each table includes a sentence that summarizes the Performance Standard. The second column includes the complete Performance Standard. The indicators, under each stem, identify what a student should be able to do.


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The bolded statement here is called a “stem”. Each stem is the same across the grade levels for a given Grade Level Expectation. It communicates the main curriculum and instructional focus of the Grade Level Expectations across the grades.


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Differences between grade level expectations are underlined.


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This Grade Level Expectation does not lend itself to large scale assessment therefore it has been designated for local assessment (L).


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Grade Level Expectations


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Grade Level Expectations Lab – #1

Find a Grade Level Expectation assessed on the Standards Based Assessment

Find a locally assessed Grade Level Expectation

Share with a neighbor how you would assess the local Grade Level Expectation in your classroom


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Grade Level Expectations Lab – #2

Find a Grade Level Expectation that demonstrates a difference from the previous grade level.

Trace that GLE down the grade levels and then up as well.

Share with your neighbor what you discovered, an “AHA” you had.


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Assessments

SummativeFormative


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Purposes of Assessment

Help teachers and students understand the concepts, skills, and knowledge students have acquired

Assistance with diagnosis where needed to alter instruction

Show individual student growth over time Report to parents about students’ achievement Compare student achievement with other

same-age students nationally and statewide Evaluate the effectiveness of the

curriculum/school program


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Formative AssessmentGLE Item Sampler

Curriculum Based Measures

Anchorage School District Item Bank

Alaska Computerized Formative Assessment

Think Pair ShareQuestioning

techniques Teacher made tests


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Formative Assessment

Usually developed before teaching takes place

Designed by the teacher or takes the form of a published assessment

Occurs before and/or during instruction Provides diagnostic information on

specific mistakes and misconceptions Used to share with individual students to

encourage active learning.


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Alaska Computerized Formative Assessments (ACFA)


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ACFA – provides information for adjustment


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ACFA – provides information for adjustment


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Formative Assessment - Lab

Refer back to the previous slide, look at the students’ formative assessment results.

What are your initial reactions to the students’ results?

Identify the possible need for instructional adjustment. What might be the next step?


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4th Grade – Grade Level Expectations


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Math – Statistics and Probability Grade 4

ACFA Test Sampler


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Math - Statistics and Probability Grade 4

GLE Item Sampler


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Formative Assessment Questions

How do you utilize the information you receive from observing a student, revising a writing sample, listening to a discussion, grading a math quiz and/or reading test?

What type of questions might you be asking yourself if you see/hear lots of errors and/or inconsistencies with a student’s responses?

How do you engage the student in these discussions with you?


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Summative Assessments

Process of evaluating and grading the learning of students at a point in time usually at the end of an instructional unit

Accountability decisions are derived from summative assessment data


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Summative Assessment

SBA

HSGQEEnd of unit

ELPTerraNova

AlternateNAEP


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Assessment Lab – #1

Identify the assessments utilized at your school site and/or district Label each one as summative or formative List what each assesses Determine what information each

assessment gives the teacher Identify how the information is used Label each as a district or school level

assessment


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Standards Based Assessments (SBAs)

Measure a student’s achievement in relation to the grade level expectations for the student’s appropriate grade

Analyze the scores of the individual test to identify areas of instructional need in relation to individual students.


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SBA to GLE

Test connected to standards.


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Standards Based Assessment Test Blueprint

Grade Level Expectation addressed

Area of emphasis

Reporting Category


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Guide to Test Interpretation


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Summary Reports

Information is needed to read the summary reports Raw score – tells the number of multiple-choice

questions answered correctly in addition to the number of constructed response items on a subject-area assessment. It has limited utility as it cannot be compared across tests or administrations.

Scale score – is used because a raw score may not represent the same skill on every test form. The scale score is a statistical conversions of the raw scores that adjust for shifts in item difficulties and permit valid comparison across all test administration within a particular subject. On the SBA the scale score range is 100 – 600 [maximum].


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SBA to GLE

Scale Score Information by school, district and state (300 is proficient)

Overall Proficiency level information

Content Area


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SBA to GLE

Drill down from reporting category to GLE


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SBA Data Review Lab

Identify School Summary Report Identify area of greatest challenge Identify specific GLEs using test blueprint

Protocol (10 minutes) 2 minutes – complete tasks above 8 minutes – discussion rounds (1 minute per

person)

What aspects of the district program need to be reviewed to address challenge area?


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Individual Student Report

Student scale score by reporting category and reported with error band.

Proficiency Level Descriptor


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Proficiency Level Descriptors

Proficiency Level Descriptors (PLD): what does performance at the different proficiency levels look like?

•Advanced•Proficient•Below Proficient•Far Below Proficient


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SBA to GLE - Lab Discussion Protocol Working in a triad answer the questions on the

following page using the protocol below: Person A responds to question 1 for 2 minutes Person B and C ask clarifying questions Person B responds to question 2 for 2 minutes Person A and C ask clarifying questions Person C responds to question 3 for 2 minutes Person A and B ask clarifying questions Take 3 minutes to summarize your thoughts


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SBA and GLE Lab Questions

How do we organize all summative assessments to develop our understanding of students?

How do we organize all formative assessments to develop our understanding of students?

What do our assessment results tell us about our curriculum?


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Align Curriculum to Standards

Instruction

Content and performance standards

Assessment

Scope and Sequence

Context


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GLEs and Curriculum

GLEs are “what a student needs to know” and the instructional curriculum guide and materials are the “how it’s done”

It’s imperative that curriculum is aligned to the GLEs Determine where the weak area(s) is/are in the

curriculum to be able to provide additional instructional materials to ensure all GLEs are met

Analyze the scores of the SBAs to identify areas of concern or instructional need of school, grade level or individual student


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Additional Standards


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In conclusion

Alaska’s standards and assessments reflect curriculum taught

Formative and summative assessment allow adjustments made to instruction

Analyzing data and asking questions ensures curriculum, materials and professional development are working to support student achievement

July 2007Alaska Department of Education and Early Development1 Response to Instruction Part 1...

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