Comprehensive Assessment System: Process, Progress ...
Comprehensive Assessment System: Process, Progress, Recommendations September 9, 2014
1
Goals • Share comprehensive assessment system goals and scope of work
• Review context and process for the comprehensive assessment system work • Share K-5 assessment portfolio changes
2
Purpose of the Comprehensive Assessment System Work • Develop a portfolio of purposeful assessments • Provide assessments that drive student learning
• Establish assessments as instructional tools and resources • Change culture of the perception of the purpose of assessments • Gauge student learning more efficiently and authentically • Reduce time spent testing students
3
Assessment Portfolio Timeline The Curriculum and Assessment team is working with Dr. Jeri Thompson from the Center for Assessment from January 2014-July 2015
March-August 2014 • Review of current system • K-5 Assessment Recommendation s
October 2014April 2015 • Development of 6-12 assessment portfolio recommendations and non Math and ELA content areas
March 2014August 2015 • Analysis and refinement of K-5 assessment portfolio and structures for data reporting and use
Continued Stakeholder Engagement and Communication 4
Theory of Action A well-constructed comprehensive assessment system provides continuous, coherent, high-quality, and actionable information on student performance that teachers, school leaders, and district and state administrators could use to improve teaching and learning and meet their decision-making needs.
At the heart of a comprehensive assessment system is a clear understanding of and alignment to the knowledge and skills and their range of complexity as required by the standards and grade level curriculum. CURRICULUM
INSTRUCTION
EQUITY
ASSESSMENT
5
Based on our work, we have developed the following overall recommendations for K-5 ELA and Math: • Minimize the number of curriculum-based assessments • Incorporate constructed response/performance tasks • Structure curriculum-based assessments as formative • Identify interim/diagnostic that complements • Ensure that the assessments are aligned to the
6
We are recommending reductions in time spent testing at all grade levels Grade
Current
Proposed
Change in Testing Periods
Kdg
13
11
-2
1
45
26
-19
2
45
26
-19
3
85.5
41.5
-44
4
85.5
41.5
-44
5
85.5
41.5
-44 7
APPENDIX
8
Changes to K-5 Math Assessment Portfolio Proposed for 14-15
Change by Number of Assessments
Change by Periods
3x/year
3x/year
0
0
8x/year; grades 1 & 2 7/year grades 3-5
Gr. 1-2: 2 District reported 6 School reported Gr. 3-5: 2 District reported 5 School reported
0
0
0
-1
Summative Gr 1-2 Math CBA
3x/year
Eliminate
-1
-6
Benchmark Gr 3-5 Math CBA
4x/year
Eliminate
-1
-8
1x/year grades K-2
Eliminate
-1
-4
--
Gr. K-5: 2x/year (NEW)
1
2
-1
-16
N/A
N/A
0 -4
0 -33
Assessment Type Benchmark
Formative / Summative
Summative Diagnostic
Formative
What We Had 2013-2014 Kindergarten Assessment
Math Unit Assessments
TerraNova Math Scholastic Inventory (SMI) Checkpoint Quizzes
Diagnostic
Math CDT
Summative
PSSA
16x/year
1x/year
16 (negotiable) 3-5x/year gr. 3-5 (negotiable) 1x/year TOTAL REDUCTIONS
Changes to K-5 Literacy Assessment Portfolio Assessment Type
What We Had 2013-2014
Proposed for 14-15
Change by Number of Assessments
Change by Number of Periods
Benchmark
Kindergarten Assessment
3x/year
3x/year
0
0
Diagnostic
DIBELS*
3x/year; grades K-5
3x/year; Grades K-5
0
0
Summative
TerraNova
1x/year; grades K-2
Eliminate
-1
-4
0
0
6x/year gr. 1-2 5x/year gr.3-5
Gr. 1-2: 2 District reported 4 School reported Gr. 3-5: 2 District reported 3 School reported
0
-10
12-15x/year **
0
-11.25
Literacy CDT (negotiable)
N/A
N/A
Formative / Summative
Reading Unit Assessment
Formative
Module Assessments
Diagnostic
Literacy CDT
Summative
GRADE
3x/year; grades 3-5
3x/year; grades 3-5
0
0
Summative
PSSA
1x/year
1x/year TOTAL REDUCTIONS
0 -1
0 -25.25
12-15x/year
* Students in grades 3-5 who benchmark on first administration do not retest * *Flexibility in teacher choice of centrally developed vs. teacher developed assessments
1
Goals • Share comprehensive assessment system goals and scope of work
• Review context and process for the comprehensive assessment system work • Share K-5 assessment portfolio changes
2
Purpose of the Comprehensive Assessment System Work • Develop a portfolio of purposeful assessments • Provide assessments that drive student learning
• Establish assessments as instructional tools and resources • Change culture of the perception of the purpose of assessments • Gauge student learning more efficiently and authentically • Reduce time spent testing students
3
Assessment Portfolio Timeline The Curriculum and Assessment team is working with Dr. Jeri Thompson from the Center for Assessment from January 2014-July 2015
March-August 2014 • Review of current system • K-5 Assessment Recommendation s
October 2014April 2015 • Development of 6-12 assessment portfolio recommendations and non Math and ELA content areas
March 2014August 2015 • Analysis and refinement of K-5 assessment portfolio and structures for data reporting and use
Continued Stakeholder Engagement and Communication 4
Theory of Action A well-constructed comprehensive assessment system provides continuous, coherent, high-quality, and actionable information on student performance that teachers, school leaders, and district and state administrators could use to improve teaching and learning and meet their decision-making needs.
At the heart of a comprehensive assessment system is a clear understanding of and alignment to the knowledge and skills and their range of complexity as required by the standards and grade level curriculum. CURRICULUM
INSTRUCTION
EQUITY
ASSESSMENT
5
Based on our work, we have developed the following overall recommendations for K-5 ELA and Math: • Minimize the number of curriculum-based assessments • Incorporate constructed response/performance tasks • Structure curriculum-based assessments as formative • Identify interim/diagnostic that complements • Ensure that the assessments are aligned to the
6
We are recommending reductions in time spent testing at all grade levels Grade
Current
Proposed
Change in Testing Periods
Kdg
13
11
-2
1
45
26
-19
2
45
26
-19
3
85.5
41.5
-44
4
85.5
41.5
-44
5
85.5
41.5
-44 7
APPENDIX
8
Changes to K-5 Math Assessment Portfolio Proposed for 14-15
Change by Number of Assessments
Change by Periods
3x/year
3x/year
0
0
8x/year; grades 1 & 2 7/year grades 3-5
Gr. 1-2: 2 District reported 6 School reported Gr. 3-5: 2 District reported 5 School reported
0
0
0
-1
Summative Gr 1-2 Math CBA
3x/year
Eliminate
-1
-6
Benchmark Gr 3-5 Math CBA
4x/year
Eliminate
-1
-8
1x/year grades K-2
Eliminate
-1
-4
--
Gr. K-5: 2x/year (NEW)
1
2
-1
-16
N/A
N/A
0 -4
0 -33
Assessment Type Benchmark
Formative / Summative
Summative Diagnostic
Formative
What We Had 2013-2014 Kindergarten Assessment
Math Unit Assessments
TerraNova Math Scholastic Inventory (SMI) Checkpoint Quizzes
Diagnostic
Math CDT
Summative
PSSA
16x/year
1x/year
16 (negotiable) 3-5x/year gr. 3-5 (negotiable) 1x/year TOTAL REDUCTIONS
Changes to K-5 Literacy Assessment Portfolio Assessment Type
What We Had 2013-2014
Proposed for 14-15
Change by Number of Assessments
Change by Number of Periods
Benchmark
Kindergarten Assessment
3x/year
3x/year
0
0
Diagnostic
DIBELS*
3x/year; grades K-5
3x/year; Grades K-5
0
0
Summative
TerraNova
1x/year; grades K-2
Eliminate
-1
-4
0
0
6x/year gr. 1-2 5x/year gr.3-5
Gr. 1-2: 2 District reported 4 School reported Gr. 3-5: 2 District reported 3 School reported
0
-10
12-15x/year **
0
-11.25
Literacy CDT (negotiable)
N/A
N/A
Formative / Summative
Reading Unit Assessment
Formative
Module Assessments
Diagnostic
Literacy CDT
Summative
GRADE
3x/year; grades 3-5
3x/year; grades 3-5
0
0
Summative
PSSA
1x/year
1x/year TOTAL REDUCTIONS
0 -1
0 -25.25
12-15x/year
* Students in grades 3-5 who benchmark on first administration do not retest * *Flexibility in teacher choice of centrally developed vs. teacher developed assessments
