State Support for Classroom Assessment Fen Chou, Ph.D. Louisiana Department of Education National...
20
State Support for Classroom Assessment Fen Chou, Ph.D. Louisiana Department of Education National Conference on Student Assessment June 27, 2012
-
Upload
josephine-shaw -
Category
Documents
-
view
213 -
download
0
Transcript of State Support for Classroom Assessment Fen Chou, Ph.D. Louisiana Department of Education National...
State Support for Classroom Assessment
Fen Chou, Ph.D.Louisiana Department of Education
National Conference on Student Assessment
June 27, 2012
Formative assessment (assessment for learning) studies demonstrate evidence of strong achievement gains in student performance as measured by standardized tests.
All students show achievement gains, and the largest gains are for the lowest achievers.
*Bloom, Black, Wiliam, Meisels, et al. See Shepard (2005) for complete review.
What Research Studies Indicate
Formative Assessment
Teachers use assessment to inform their instruction. They change and adjust their instruction based on the needs for each student. Students use assessment to inform their learning. They make adjustments to what they are learning and develop strategies for learning.
3
formative assessment n. A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning for the purpose of improving students’ achievement of intended instructional outcomes.
Rationale for EAGLE Program
Local requests for state assessment reports at the sub-strand level
Teachers’ desire to have item-level information A product that supports formative assessment
process
4
EAGLE – Vision
Provides teachers with access to standards- and curriculum-aligned items
Can be used at any time Provides evidence about student learning to
make instructional decisions Allows teachers to assess student learning
continuously Helps students to evaluate their learning
5
Use Formative Assessment Concept to Design EAGLE
6
Analyze
Adjust
Assess
Key Elements in Design Process: Assess
7
Analyze
Adjust
Assess
Key Elements:- Alignment- Item Quality- Item Formats- Item Selection- Test Construction
EAGLE Item Bank
Online pool of test items aligned to content standards and grade-level expectations (GLEs) • English language arts, math, science, and social studies• Grades 1-12• Multiple-choice, short-answer, constructed-response,
writing, and interactive items• Approximately five items per GLE with a range of
complexity of skills Teachers can create their own tests or use
premade tests.
8
Engaging Content
9
Engaging Formats
10
Key Elements in Design Process: Analyze
11
Analyze
Adjust
Assess
Key Elements:- Reports at various levels - User-friendly design- Progress monitoring
Analysis of Test Questions Report
12
Student Report by Test
13
Instructional Needs Report
14
Key Elements in Design Process: Adjust
15
Analyze
Adjust
Assess
- Use data to understand student learning- Adjust instruction- Meet students’ learning needs
Use Data to Adjust Instruction
16
Review and discuss these items with students Focus on the incorrect answer choices that your students selected most frequently. Ask students why they selected those choices and identify any common misconceptions that emerge. Find related activities and instructional materials Provide additional instruction and assign additional homework related to these GLEs Have students retake this test again or take a new test that includes these GLEs
Targeted Resources
17
16
Teachers can show students the Handscoring Tutorial and focus on sample rubrics that depict examples of strong and weak responses to questions and how points for responses are assigned.
Scoring Rubrics
Future Plan for EAGLE
Align existing items to Common Core State Standards (CCSS)
Develop new items aligned with CCSS Develop technology-enhanced items Modify reports Upgrade Instructional Resources Database Update handscoring tutorials
19
