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July 2007 Alaska Department of Education and Early Development
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Response to Instruction Part 1
Alaska’s Standards and Assessments
July 2007 Alaska Department of Education and Early Development
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Agenda
Materials needed Protocol Alaska’s standards and assessments Standards Based Assessment reports Data analysis Guided questions
July 2007 Alaska Department of Education and Early Development
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Necessary Materials
The following are necessary to complete the Response to Instruction series of presentations:
Standards Book – K-2 and/or 3-10 SBA Test Blueprint Guide to Test Interpretation EED Assessment website:
http://www.eed.state.ak.us/tls/assessment/
July 2007 Alaska Department of Education and Early Development
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Materials shown and used
Located at: http://www.eed.state.ak.us Test blueprint -
http://www.eed.state.ak.us/tls/assessment/SBABlueprints.html Guide to Test Interpretation -
http://www.eed.state.ak.us/tls/assessment/SBA_GTIsTS.html Formative Assessments -
http://www.eed.state.ak.us/tls/assessment/FormativeAssessmentResources.html
SBA Summary Reports - http://www.eed.state.ak.us/tls/assessment/drclinks.html
Standards - http://www.eed.state.ak.us/standards/
July 2007 Alaska Department of Education and Early Development
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Protocol
Purpose to have respectful, in-depth, insightful conversation about teaching and learning
Listen while others are speaking Be respectful of others comments
and/or suggestions Be cognizant of time if there is
established limit
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Alaska’s Standards
July 2007 Alaska Department of Education and Early Development
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Alaska Content and Performance Standards/Grade Level Expectations
For more information go to www.eed.state.ak.us/tls/assessment/GLEHome.html
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Standards/Grade Level Expectationsare tools for teachers
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Goal of the Grade Level Expectations
Give students and teachers a clear and challenging target.
Help focus energy and resources on instruction that promotes student achievement.
Move the learning from the abstract to the concrete
Attend to prerequisite skills and understandings
Provide a tool for judging how well students are learning and how well schools are performing.
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Reading Grade Level Expectations
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The first column of each table includes a sentence that summarizes the Performance Standard. The second column includes the complete Performance Standard. The indicators, under each stem, identify what a student should be able to do.
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The bolded statement here is called a “stem”. Each stem is the same across the grade levels for a given Grade Level Expectation. It communicates the main curriculum and instructional focus of the Grade Level Expectations across the grades.
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Differences between grade level expectations are underlined.
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This Grade Level Expectation does not lend itself to large scale assessment therefore it has been designated for local assessment (L).
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Grade Level Expectations
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Grade Level Expectations Lab – #1
Find a Grade Level Expectation assessed on the Standards Based Assessment
Find a locally assessed Grade Level Expectation
Share with a neighbor how you would assess the local Grade Level Expectation in your classroom
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Grade Level Expectations Lab – #2
Find a Grade Level Expectation that demonstrates a difference from the previous grade level.
Trace that GLE down the grade levels and then up as well.
Share with your neighbor what you discovered, an “AHA” you had.
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Assessments
SummativeFormative
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Purposes of Assessment
Help teachers and students understand the concepts, skills, and knowledge students have acquired
Assistance with diagnosis where needed to alter instruction
Show individual student growth over time Report to parents about students’ achievement Compare student achievement with other
same-age students nationally and statewide Evaluate the effectiveness of the
curriculum/school program
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Formative AssessmentGLE Item Sampler
Curriculum Based Measures
Anchorage School District Item Bank
Alaska Computerized Formative Assessment
Think Pair ShareQuestioning
techniques Teacher made tests
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Formative Assessment
Usually developed before teaching takes place
Designed by the teacher or takes the form of a published assessment
Occurs before and/or during instruction Provides diagnostic information on
specific mistakes and misconceptions Used to share with individual students to
encourage active learning.
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Alaska Computerized Formative Assessments (ACFA)
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ACFA – provides information for adjustment
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ACFA – provides information for adjustment
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Formative Assessment - Lab
Refer back to the previous slide, look at the students’ formative assessment results.
What are your initial reactions to the students’ results?
Identify the possible need for instructional adjustment. What might be the next step?
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4th Grade – Grade Level Expectations
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Math – Statistics and Probability Grade 4
ACFA Test Sampler
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Math - Statistics and Probability Grade 4
GLE Item Sampler
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Formative Assessment Questions
How do you utilize the information you receive from observing a student, revising a writing sample, listening to a discussion, grading a math quiz and/or reading test?
What type of questions might you be asking yourself if you see/hear lots of errors and/or inconsistencies with a student’s responses?
How do you engage the student in these discussions with you?
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Summative Assessments
Process of evaluating and grading the learning of students at a point in time usually at the end of an instructional unit
Accountability decisions are derived from summative assessment data
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Summative Assessment
SBA
HSGQEEnd of unit
ELPTerraNova
AlternateNAEP
July 2007 Alaska Department of Education and Early Development
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Assessment Lab – #1
Identify the assessments utilized at your school site and/or district Label each one as summative or formative List what each assesses Determine what information each
assessment gives the teacher Identify how the information is used Label each as a district or school level
assessment
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Standards Based Assessments (SBAs)
Measure a student’s achievement in relation to the grade level expectations for the student’s appropriate grade
Analyze the scores of the individual test to identify areas of instructional need in relation to individual students.
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SBA to GLE
Test connected to standards.
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Standards Based Assessment Test Blueprint
Grade Level Expectation addressed
Area of emphasis
Reporting Category
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Guide to Test Interpretation
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Summary Reports
Information is needed to read the summary reports Raw score – tells the number of multiple-choice
questions answered correctly in addition to the number of constructed response items on a subject-area assessment. It has limited utility as it cannot be compared across tests or administrations.
Scale score – is used because a raw score may not represent the same skill on every test form. The scale score is a statistical conversions of the raw scores that adjust for shifts in item difficulties and permit valid comparison across all test administration within a particular subject. On the SBA the scale score range is 100 – 600 [maximum].
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SBA to GLE
Scale Score Information by school, district and state (300 is proficient)
Overall Proficiency level information
Content Area
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SBA to GLE
Drill down from reporting category to GLE
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SBA Data Review Lab
Identify School Summary Report Identify area of greatest challenge Identify specific GLEs using test blueprint
Protocol (10 minutes) 2 minutes – complete tasks above 8 minutes – discussion rounds (1 minute per
person)
What aspects of the district program need to be reviewed to address challenge area?
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Individual Student Report
Student scale score by reporting category and reported with error band.
Proficiency Level Descriptor
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Proficiency Level Descriptors
Proficiency Level Descriptors (PLD): what does performance at the different proficiency levels look like?
•Advanced•Proficient•Below Proficient•Far Below Proficient
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SBA to GLE - Lab Discussion Protocol Working in a triad answer the questions on the
following page using the protocol below: Person A responds to question 1 for 2 minutes Person B and C ask clarifying questions Person B responds to question 2 for 2 minutes Person A and C ask clarifying questions Person C responds to question 3 for 2 minutes Person A and B ask clarifying questions Take 3 minutes to summarize your thoughts
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SBA and GLE Lab Questions
How do we organize all summative assessments to develop our understanding of students?
How do we organize all formative assessments to develop our understanding of students?
What do our assessment results tell us about our curriculum?
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Align Curriculum to Standards
Instruction
Content and performance standards
Assessment
Scope and Sequence
Context
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GLEs and Curriculum
GLEs are “what a student needs to know” and the instructional curriculum guide and materials are the “how it’s done”
It’s imperative that curriculum is aligned to the GLEs Determine where the weak area(s) is/are in the
curriculum to be able to provide additional instructional materials to ensure all GLEs are met
Analyze the scores of the SBAs to identify areas of concern or instructional need of school, grade level or individual student
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Additional Standards
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In conclusion
Alaska’s standards and assessments reflect curriculum taught
Formative and summative assessment allow adjustments made to instruction
Analyzing data and asking questions ensures curriculum, materials and professional development are working to support student achievement