Using Assessment Data to

Increase Student Success

Presented by Dr. Olivia Elmore

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Using Assessment Data

to Increase Student Success

How do I know if my students can compete with their peers for high school or college admissions?

How do I determine if our curriculum and instruction prepares our students to compete with their peers from other independent schools?

How can I give my faculty easy to use data and freedom to increase student success?

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How do I know if my students can compete with

their peers for high school or college admissions?

Educational Records Bureau Comprehensive Testing Program 4 (ERB CTP 4) Developed by Educational Testing Service (ETS) publisher of SAT.

Available Online and Booklet with Scantron.

Secured test which is not released to the public.

ERB used by more than 1,600 ERB member public and independent schools. Assessment of both Reasoning Ability and Achievement.

Assess the most essential standards: Standards of the IRA (International Reading Association), NCTE (National Council of Teachers of English), and NCTM (National Council of Teachers of Mathematics).

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Challenging test designed to distinguish learning among students at the highest level by using rank order comparisons - Norming Groups.

Data to compare student performance and growth with similar groups of achievers via national, independent, public and association norms, stanines and percentiles.

Provides administrator summary and detailed feedback for each student, class and school to inform instruction and learning.

Offers assessment with accommodations in accord with IEP's.

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How do I know if my students can compete with

their peers for high school or college admissions?

Why is it necessary to have two reasoning tests in

addition to the achievement tests?

Having both reasoning and achievement tests in the same battery enables the school to compare the results as a guide in working with individual students and to other norming groups.

Reasoning tests, Verbal Reasoning Ability and Quantitative Reasoning Ability - intended to describe the student’s facility with subtle, abstract relationships expressed in words or numbers, yield measures of his or her ability to recognize logical relationships in unfamiliar contexts.

Achievement tests - vocabulary, reading comprehension, certain kinds of writing skills, and vocabulary, and mathematics, measure mastery of skills and knowledge acquired directly from instruction in the classroom.

Open-ended reading comprehension and mathematics questions for full, partial, or no credit.

Prepares students for open-ended questions on SAT

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What groups are compared on the ERB?

Norms - CTP 4 provides percentile and stanine comparisons to

national, suburban public, independent school, and association.

National Norms (NN): Available for levels 3 through 10 for spring

and fall test-takers, National Norms permit comparisons of individual

or group performance with that of a national population, including

schools in all 50 states, urban, rural, and suburban areas, large and

small schools, and high- and low-socioeconomic groups.

Independent School Norms (IN): Available for levels 1 through 10 for

spring and fall test-takers, Independent School norms are the

average of the most recent three years of testing by independent

school CTP 4 users throughout the United States and abroad.

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How are students ranked on ERB?

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Individual Narrative Report Individual Subscore Report

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How do I change Norm Reference to Criterion

Reference?

Criterion Reference

Assessment

Quantifies student’s knowledge of specific predetermined criteria.

•A student knows standards for passing •Only competes against himself or herself while completing the test. •Usually, over recently covered material

Grades on Report Card

Classroom & Homework Grades

Classroom Test Grades

Norm Referenced Assessment

Compare to Group

•Students compete against each other on this type of assessment. •This type of test determines a student's placement on a normal distribution curve. •Usually, over long term learning

Standardized Tests

SAT

ERB

ISEE

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How do I change Norm Reference to Criterion

Reference?

Criterion Reference

Assessment

Scored by Items Correct

Quantifies student’s knowledge of specific predetermined criteria.

Standards for passing known

Only competes against himself or herself while completing the test.

Grades on Report Card

Classroom & Homework Grades

Classroom Test Grades

Norm Referenced Assessment

Rank in Group on Normal Curve

Students compete against each other on this type of assessment.

This type of test determines a student's placement on a normal distribution curve.

Standardized Tests

SAT

ERB

ISEE

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How do I determine if our curriculum and

instruction prepares our students to compete with

their peers from other independent schools?

Taught

Tested Written

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English, F. (2000), Deciding What to Teach and Test.

Measure of student’s

retention of taught

materials over tested

objectives.

Created to capture

taught curriculum

and instructional

strategies.

Curriculum and instruction

delivered to student.

Curriculum

Alignment

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Preparing Item Analysis

Utilizing TestWiz to Compare Class to

Independent Norm Group by Objective

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Creating Micro-Instructional Goals*

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Percent Correct by Norming Group

Verbal Reasoning -

Dif Independent School

+

Dif

2009

Dif

Analogical Reasoning

Recognizes the analogical relationship between two words and identifies

another pair of words with the same relationship

Recognizes the correct rationale describing the analogical relationship

between two pairs of words

-12 77 65 -4

Categorical Reasoning

Recognizes which of several elements does or does not fit into a

thematically grouped list of words

Generalizes about a thematically grouped list of words and chooses

an appropriate heading for the list

-14 80 66

-7

Logical Reasoning

Solves deductive ordering problems and draws conclusions that are

directly deducible from the information provided

Solves inductive reasoning problems by reasoning from details or

evidence to a generalization or hypothesis that makes sense of the

evidence

-4 77 73

-3

*Copyright Dr. Olivia Elmore

Micro-Instructional Goals*

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Instructional Input

VERBAL

Target Skill

Percentile

Date

Level of

Instruction

Instructional Strategy

Evaluation

8th Grade Objective SC IND (circle one) (Application) (circle one)

Recognizes which of several

elements does or does not fit into

a thematically grouped list of

words

Introduce

Maintain

Reteach

Introduce

Maintain

Reteach

Categorical

Reasoning

Generalizes about a thematically

grouped list of words and choose

an appropriate heading for the list

65 80

Introduce

Maintain

Reteach

Introduce

Maintain

Reteach

Introduce

Maintain

Reteach

Introduce

Maintain

Reteach

*Copyright Dr. Olivia Elmore

Curriculum Alignment . . .

Tested Curriculum

Objectives Covered in Assessment Instrument

Taught Curriculum & Instructional Strategies

Lessons and method of delivery to students

Written Curriculum

Lesson Plans, Textbooks, & Instructional Materials

Capture, Document, and Align.

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Selecting Micro-Instructional Goals (MIGs) to

Improve Student Success

Compare the School Percent Correct to the Independent

Percent Correct by ERB CTP4 Objectives:

S % C – I % C =_____

Create list of tested objectives and subcategories

objectives indicating differences:

S % C – I % C = _____.

Teachers review list and select tested objectives for

Micro-Instructional Goals – emphasis on items more

than -10% difference.

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How can I give my faculty easy to use data and

freedom to increase student success?

Create MIGs to improve student success.

Use analysis of data from outgoing class to inform

curriculum.

Use data from incoming class to address the needs of

the class.

Plan and modify instruction to target MIGs selected

from tested objectives.

Utilize and document three different instructional

strategies and lessons to target the objectives.

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TestWiz

Allows teacher to target instruction to a group of

students or an entire grade.

Allows teacher to create instructional groupings

based on tested objectives.

Utilizing this data allows the teacher to increase

student success by modifying the curriculum to

target selected criteria.

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Class Instructional Grouping

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Individual Subscore Report

Individual Instructional Summary

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Achievement/Reasoning Consistency Analysis

Using Assessment Data to Increase Student Success

How do I know if my students can compete with their peers for high school or college admissions? Use ERB CTP 4 to Compare School Class to

Independent School Peers.

Conduct Item Analysis Comparing School Class % Correct to

Independent % Correct.

How do I determine if our curriculum and instruction prepares our students to compete with their peers from other independent schools? Audit : Taught & Written Curriculum Include Tested Objectives.

Use Results of Audit to Align the Tested, Taught, & Written Curriculum.

How can I give my faculty data and freedom to increase student success? Utilize Micro-Instructional Goals & Create Plans for Student Success.

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Using Assessment Data to

Increase Student Success

Presented by Dr. Olivia Elmore

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