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ASSESSMENT THAT SUPPORTS HIGH-QUALITY LEARNING
A BALANCED APPROACHDAY ONE
Getting Ready for the Next Generation of Assessment
04/19/23
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Presenters: Abbie Lareau Susan Palma
Goals and Outcomes
Identify connections between standards, curriculum, and assessment practices.
Develop an assessment vision that can be communicated and shared across the district with all stakeholders.
Identify the most effective use of your current assessments.
Formulate an action plan to improve the capacity of the district, school, and classroom to engage in assessment practices that support and promote high-quality learning.
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Day 1 Objectives
District Teams will be able to…Recognize and understand the components of a balanced assessment systemUse the Principles of Assessment to reflect and provide feedback regarding current district assessment plan.Define reliability and validity regarding district, school, and classroom assessment. Create a district vision for assessment of student achievement.
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How do we get ready for the next generation of assessments?
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What does readiness look like…
At the district–level? At the school-level? At the classroom-level?
Definition of Balanced Assessment System
A balanced assessment system is comprised of formative and summative assessments* administered on both a large scale and at the classroom level. In this context, “balanced” does not refer to assessments that are of equal weight (Redfield, Roeber, & Stiggins, 2008).
*Interim/Benchmark fall into both categories
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Balanced Does Not Always Mean Equal
Balanced Assessment System---A balanced assessment system is a configuration of different assessment types and processes to fulfill purposes that align with expectations for learning and performance (Bazemore, Cippoletti, Howard, et al., 2008). It meets the needs of all users, but does not necessarily mean equal or of equal weight
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Balance Does Mean Sound
Balancing multiple pieces of assessment data—formative, benchmark and summative—provides the most robust, sound information for educators.
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Three Types of Assessment“(In)formative Assessments,” Harvard Education Letter, 2006
SummativeBenchmark/
InterimFormative
Key Questions
Do you understand?
Is this class on track for proficiency?
What do you understand?
When Asked
End of unit/term/year
3 – 4 times per year
On-going
Timing of Results
After instruction
ends
Slight delay – within 72
hours
Immediate – within 24
hours
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Purpose
To provide students, educators, parents and the public with a range of information about academic achievement, and to determine the best practices and policies that will result in improvements to student learning.
The Purpose of a The Purpose of a Balanced Assessment SystemBalanced Assessment System
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FORMATIVE BENCHMARK/INTERIM
SUMMATIVE
Classroom
School
District
Balanced Assessment SystemA visual representation of responsibility
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Shifts in Assessment PracticesFROM:
Separating successful from unsuccessful learnersPrimarily summative
Focus on large-scale assessmentsTeacher directed
TO:Ensuring universal competence/success
Balance of formative and summativeBalance large-scale w/ classroom assessmentTeacher and student focused
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Assessment vs. Testing
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
Testing – is a procedure for critical evaluation.
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Assessment – Balanced and Productive
Assessments must evolve from being isolated events to becoming events that happen in ongoing series so as to reveal patterns in student learning over time. This will reveal to the learner and the teacher, not only current achievement status, but improvements in student own capabilities—a powerful booster of confidence and motivation.
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Reflection
“Methods of assessment are determined by our beliefs about learning.”
Dietel, R.J., Herman, J.L., Knuth, R.A. NCREL
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Vision Matched to Reality
How does your present reality match your vision?
Does your present assessment system serve children well?
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Purpose! Purpose! Purpose!
To plan learning prior to instruction
To support learning during instruction
To monitor learning between instruction
To verify learning after instruction
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How Are You Assessing?
At your table divide into two groups, identify all the assessments you use. With the total group at your table compare and contrast the ways you assess student learning. Identify the most commonly used and the most unique approaches, record on chart paper.Discuss what you do with the results and student work?
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Reflection on Assessment Inventory26
Consider the system of assessments used in your school and district:
How are your assessments aligned to the principles of assessments? To what extent?
Standards alignment Cognitive processes and 21st century skills Improving teaching and learning Teacher involvement Response to data
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Analyzing Your Assessment Inventory
Do you see any trends or patterns?What direction do you need to go?
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SummarySummary29
Use more than one type of assessment; employ multiple measures; and gather holistic evidence
Not necessary to have the same “amount” of formative, benchmark and summative assessments; balance is achieved by how you use the data
Consider assessments, their purpose and characteristics along a continuum of options. Not as important to have balance between assessment types, but balance between types of data that result from various assessments
Data from one assessment often informs another as there is often overlap among assessment types
Think about all types of data you can gather, rather than the different types of assessment you need to give.
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Thank You to the Design Team Members• Dr. Shelbi K. Cole, Consultant, Bureau of Student Assessment, SDE
• Harriet Feldlaufer, Chief, Bureau of Teaching and Learning, SDE
• Dr. Nick Fischer, Superintendent, New London Public Schools
• Abbie Lareau, Consultant, Education Connection
• Tim Nee, Director of Montessori Initiatives, CREC
• Gail Pagano, Consultant, Bureau of Student Assessment, SDE
• Sue Palma, Consultant, Education Connection
• Dr. Tony Rigazio-Digilio, Central Connecticut State University
• Dr. Philip A. Streifer, Superintendent, Bristol Public Schools
• Charlene Tate Nichols, Consultant, Bureau of Teaching and Learning, SDE
• Dr. Michael Wasta, External Consultant, SDE
• Iris White, Consultant, Bureau of Accountability and Improvement, SDE
• Joanne White, Consultant, Bureau of Teaching and Learning, SDE