Getting the Most Out of Assessment

“You haven’t taught until they’ve learned.” – UCLA Basketball Coach John Wooden

“So how do you know they have learned?”

2012 Legislation• Requires Colorado to participate as a Governing

Board member in a consortium of states that focuses on the readiness of students for college and careers.

• Requires the Board to rely upon the assessments developed by the consortium expected to be ready for spring 2015.

• Encourages the Board to conduct a fiscal and student achievement benefit analysis of Colorado remaining a Governing Board member starting on or before January 1, 2014.

Proposed Summative Assessment Timeline

•TCAP and CoAlt Continue as is

•Field test new social studies and computer based science items

2013

•TCAP and CoAlt Reading, Writing, and Math will continue

•First year of new social studies and science assessments will be operational

2014

•New Reading Writing, and Math assessments

•Second year of new social studies and science assessments will be operational

2015

Tensions-Multiple Measures• validity vs. reliability• performance/constructed response tasks vs. selected response items• all students vs. sampling• content vs. skills• local educators vs. professional testing contractors• local scoring vs. outside scoring• student work vs. numeric scores• summative vs. formative• holistic vs. analytic• stand-alone vs. embedded• one-year’s growth vs. differences in resources (instructional time, etc.)• mandate by edict vs. preparation through professional development

Moving Through TensionsRe-envisioning the purpose of assessment -asking key questions to invite

innovative thinking regarding evidence of student learning

Evidence of Student Learning

• A Private Universe/ MIT and the Light Bulb• Honors Student and the Light Bulb• What Causes the Seasons?

Office of Assessment, Research & Evaluation

Assessments and protocols which uncover private thinking

• You and the Moon• More examples (Traffic Light, etc.)• Honeycomb!

Tensions-Assessment Literacy• validity vs. reliability• performance/constructed response tasks vs. selected response items• all students vs. sampling• content vs. skills• local educators vs. professional testing contractors• local scoring vs. outside scoring• student work vs. numeric scores• summative vs. formative• holistic vs. analytic• stand-alone vs. embedded• one-year’s growth vs. differences in resources (instructional time, etc.)• mandate by edict vs. preparation through professional development

Moving Through TensionsDefining purpose s for assessment across all disciplines

Formative Assessment“Process used by both teachers and students during instruction that

provides ‘in the moment’ feedback for adjusting teaching and learning. It reveals points of confusion, misunderstanding or progress toward

mastery of an idea.” (CDE, 2011)

Typical uses

• An instructional process used to inform instruction and learning during the learning process

• Aligned to standards and focused on learning progressions

• Intended to motivate students towards learning targets

• Used for instructional purposes and is not punitive or used to compare students to students, teachers to teachers, schools to schools, or districts to districts

• Using informal and formal instructional strategies to gather, interpret, and use information to adjust and monitor teaching and learning.

Examples• Exit ticket• Formative Performance Task• Think-Pair-Share• Self-Assessments• Response Journals• Observations• Anecdotal Records

Office of Assessment, Research & Evaluation

Interim Assessment“Assessments typically administered every few months to fulfill one or more of the following functions: instructional (e.g., to supply teachers

with student diagnostic data); evaluative (e.g., to appraise ongoing educational programs; predictive (e.g., to identify student

performance on a later high-stakes test).” (CDE, 2011)

Typical uses

• Provides a predictive measure of postsecondary & workforce readiness;

• Provides student demonstration of current knowledge and progress towards mastery of standards;

• Informs instructional and/or programmatic adjustments;

• Results can be used in educator effectiveness evaluation

Examples• Acuity• Galileo• NWEA• Quarterly District Assessments

Office of Assessment, Research & Evaluation

Summative Assessment

Typical uses• Accountability, including school,

educator, and student (e.g., graduation)

• Certify mastery• Program/curricular evaluation• Monitor trends and progress• Know students’ achievement

levels• Grades

End of unit or end of year, comprehensive and standardized measurement of student mastery in order to assess student

learning, inform taxpayers, state policy makers, support identification of successful programs, and/or serve a variety of

state and federal accountability needs.” (CDE, 2011)

Examples• TCAP• NAEP• End of Unit Summative

Assessment• Final Exam

Office of Assessment, Research & Evaluation

Tensions-Diverse Stakeholders• validity vs. reliability• performance/constructed response tasks vs. selected response items• all students vs. sampling• content vs. skills• local educators vs. professional testing contractors• local scoring vs. outside scoring• student work vs. numeric scores• summative vs. formative• holistic vs. analytic• stand-alone vs. embedded• one-year’s growth vs. differences in resources (instructional time, etc.)• mandate by edict vs. preparation through professional development

Moving Through TensionsCommitment to collaborative approaches and multiple layers of implementation

Content CollaborativesP-12 educators from around the state are gathering to identify and create high-quality assessments, which are aligned to the new Colorado Academic Standards and may be used in the context of Educator Effectiveness evaluations.The Content Collaboratives, CDE, along with state and national experts, will establish examples of student learning measures within each K – 12 content area including:  

Cohort I

Dance Drama & Theatre Arts MusicReading, Writing and

Communicating

Social Studies Visual Arts

Cohort II

Physical Education Science World Languages Comprehensive Health

Mathematics

Pilot then peer

review

NationalResearchers

I: Jan-Mar 2012II: Jun-Aug 2012

I: Feb-May 2012II: July-Nov 2012

I &II: Feb-Dec 2012

I & II: Aug 2012- Aug 2014

I: Aug 2013II: Aug 2014

Researchers gather existing fair, valid and reliable measures for

Consideration.

Technical Steering Committee creates

frameworks and design principles for collaboratives to use

in reviewing and creating measures.

Committee reviews recommendations of

collaboratives.

Piloting and peer review of

measures.

Aug 2012-Aug 2013: Cohort I piloting & peer

review

January 2013-Aug 2014: Cohort II piloting & peer

review

Measures placed in online

Education Effectiveness

Resource Bank for voluntary use.

Collaboratives use protocol to review

researchers’ measures for

feasibility, utility and gaps.

Prepare to fill gaps.

Provide recommendations to Technical Steering

Committee.

Cohort I & II: Flow Chart of Work

Colorado Content

Collaboratives

Technical Steering

Committee

Future WorkBank

High Quality Assessment Review Tool

• A high quality assessment should be...

•Aligned to the content you want

students to master

•Uses clear and rigorous scoring

criteria

•Is fair and unbiased

•Provides students with an opportunity

to learn

colorado content collaboratives cde

How are we doing this?Who is involved?

•Researchers•Content Collaborative Members•Technical Steering Committee

•Center for Assessment (NCIEA)•Pilot Districts

•Peer Reviewers•Other states and districts

Office of Assessment, Research & Evaluation

Alberta ES Alberta HS God, Gold, Glory S Africa Ancient Greece World Views & Conflict

Worldview Gr 60%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%75

.9%

72.2

% 75.9

%

61.1

%

81.5

% 85.2

%

64.8

%

100.

0%

83.3

%

83.3

%

66.7

%

66.7

%

83.3

%

83.3

%

61.1

% 66.7

%

66.7

%

38.9

%

77.8

%

72.2

%

55.6

%

86.7

%

60.0

%

80.0

%

66.7

%

93.3

%

86.7

%

80.0

%

73.3

%

86.7

%

80.0

%

80.0

%

80.0

%

100.

0%

53.3

%

Content Review Tool Summary: Scored Social Studies Assessments

Overall Total Total Standards Match Total Scoring Total Fair & Unbiased Opportunities to Learn

Inventory of Assessments

colorado content collaboratives cde

Review Progress

colorado content collaboratives cde

How Colorado Will Determine Student Learning

• Quality Criteria for One Measure• Multiple Measure Design Principles for Combinations of Measures• Growth Measure Composite

colorado content collaboratives cde

Assessment in DPSDenver Public Schools

• Teachers in math, reading, and writing have a variety of standardized state and/or district assessments that can contribute measure of student growth to a teacher’s evaluation

• In all other subjects, there are neither state nor district assessments that can be used in a similar way

• Nearly 70 percent of the 4500 teachers in DPS teach something other than math, reading, or writing

Non-Tested Subjects Assessment Development

• Beginning in November 2011, DPS embarked on developing assessments in traditionally non-tested subjects

• Working collaboratively with teachers • Assessments will be used to develop measures of

student growth and contribute to teacher evaluations• Work will continue through summer of 2014

Current and Future Work

• Cohort 1– Music– Visual Arts– Physical Education

• Work during the 2012-13 school year will include:– Dance– Drama/Theater Arts – Social Studies