The Power of Testing

Math 511: Current Trends in MathematicsSpring 2004

By Amy Benz

Formative vs Summative Testing

Formative Testing—diagnostic use of assessment to provide feedback during instruction Observation Homework Discussion Computer Assisted Testing (NWEA or MAP testing)

Summative Testing—assessment given at the end of instruction State tests End of unit tests CTBS, Tera Nova, ACT, SAT

Formative Assessment

Information is used to adapt teaching and learning to meet student needs Identify gaps in instruction Identify gaps in learning Reteaching Alternative instructional approaches More practice Teacher discussion Curriculum changes

Benefits of Formative Testing

Assess student learning Examine strengths and weaknesses in

curriculum Individualize instruction Establish goals for students Establish goals for programs

Research Study Black and William, 1998

Formative Assessment produces significant learning gains

Higher gains found when using formative assessment especially with low-achieving students, including those with disabilities

Research StudyRamaprasad, 1983; Sadler, 1989

Formative Instruction Provides Learners with Identification of learning goalsMore awareness of gaps between their goal

and current knowledgeGuidance to actions necessary to attain their

learning goal

Frequent, on-going assessment improves student learning and retention

Boston, Carol. “The Concept of Formative Assessment.”

Computerized Adaptive Tests

Provides accurate and immediate data Dynamically alters test questions to

student’s current achievement level Provides range of individual,

classroom, and district student achievement

Matches state and national standards

Computerized Adaptive Tests

12 states and District of Columbia using computerized adaptive testing

Idaho and DC using growth measurements from testing

Idaho using NWEA test for NCLB requirements Some schools in ND are starting NWEA testing

Computerized Adaptive Tests

Now available to most school districts Must have Internet capable computers available for

each student to test Cost is per student basis Examples

Vantage Learning Access Series Scantron Technology-Based Testing and Assessment Northwest Evaluation Association Test

Measures of Academic Progress or MAP Used in many school districts in North Dakota

Focus on One Computer Adaptive Test

Northwest Evaluation Association Measures of Academic Progress (MAP)

computer-adaptive test created by a non-profit organization (Northwest

Evaluation Association) MAP has achievement tests in

mathematics, reading language

Students take each test separately Approximately one hour per test

NWEA’s MAP Testbenefits:

Individualized for every student Monitors growth over time Immediate feedback Aligned with state and local standards Communicates to board, parents & community Useful for program evaluation Understandable, usable data, specific to each student’s needs.

This is a sample math item. The students can work the problem scratch paper and click on the best answer.

Once they have chosen their answer, they click on the “Go on” button at the bottom of the screen.

This is another sample math item.

Notice the calculator at the bottom. It will appear for some items. The student will use it just like a regular calculator, only they click on the buttons with the mouse instead of pressing them with their finger.

NWEA MAP Tests Provide

Teacher Report (MAP 24 hrs. after upload – Password)

Class Report (MAP 72 hrs. after all testing is done)

Individual Student/Parent ReportsSchool Summary ReportsDistrict Summary ReportsState Summary Reports (if applicable)

MAP results show A snapshot of range where each student is

performing Uses RIT scores (Rasch Unit) measurement

Growth scores Comparable to students at grade level

Teachers which areas they need to assist each student

A Learning Continuum to help identify instructional needs of every student.

Parent reports

Individual Student Test Scores

Student names show here

The RIT score for fall of Grade 8 is 228.

This shows where individual students score above or below that level.

Individual Goal Performance

The student individual ranges within each of standards are listed in a district report.

The average score for the fall testing of students is 228. We can easily identify which students need more work in specific areas.

Summary of Mathematics Tests Math Goals Survey-Grade 8

The low mean and median show areas where student knowledge is high or low. The greater the standard deviation, the more spread there is among student scores. If student scores are less than 11 Std Dev then instruction can occur in a large group setting. When Std Dev is large then pull out groups or small group instruction is best.

This is a summary of all grade 8 students scores.

Summary of Grade Scores

Decisions regarding instruction can be made based on this information. For example, since measurement is low for more students, more instruction in measurement must be provided. Also since geometry is fairly high, teachers might spend less time on instruction in this area.

Parent ReportThe math section of a parent report for an individual student is shown below. Explanatory notes are also provided.

Parent Report

This individual student report does not show student growth as it is the first test the student has taken. After tests in April, the student growth from fall to spring will be available as well as typical growth for students in this grade and content area.

Individual Student Needs

It is apparent that this student needs work on number sense and data analysis. This student is not consistent with the low area for the entire eighth grade at our school, which is measurement (shown on a summary report). This individual identification of needs is valuable for parents, teachers and the student.

What to do with the data?

Create a culture of problem solving in the school.

Use ideas such asFlexible, temporary groupingPull out programsReteachingChange instructional strategies

What to do with the data?

Use the learning continuum to identify skills that need to be taught within each area.

Provide individual or group instruction on specific concepts.

Meet with students to discuss the data and set individual goals.

Focuses instruction Flexible groupings for

instruction Curriculum writing Materials selection

Sharing resources Development of IEP’s Monitoring student

progress Conferencing with

parents

The Learning Continuum

Curriculum resource for teachers to support differentiated instruction

Identifies targeted skills and concepts for each child

Available on-line when purchasing the NWEA test.

An example of the Learning Continuum page Number Sense and Numeration – includes solving problems with ratios, proportions, fraction-decimal relationships, exponents, number theory, place value, and the relationship between numbers.

Skills and Concepts ___________________________________________________

RIT scores between 151 and 160Whole Numbers Match sets of objects to numerals 0-40 to demonstrate an understanding of

one-to-one correspondence Identify and count numbers 0-20 Identify and order ordinal numbers (first to tenth)Fractions Identify equal parts of a region (halves, thirds, fourths) Represent fractions by using models and drawingsOrdering, Equalities and Inequalities Compare and order numbers and sets of objects 0-10New Vocabulary in this Range: how manyNew Signs and Symbols: none

How does Formative Feedback Help students?

Corrective feedback Students need to understand what they are doing

correctly and incorrectly. Time to work on the skills until the task can be

completed successfully has the greatest impact. Timely

The greater the delay between testing and feedback, the less improvement.

Specific to the Criteria Targeted and descriptive goals are important.

Testing

Allows students to see their own strengths and weaknesses

Helps students to take ownership of their learning

Identifies areas where students can set goals for their own learning

Provides data for parents on student learning

Long Term Benefits of Testing

Motivates instructors to take an in-depth look at curriculum

Teachers engage in discussions about how to change what they are doing

Focuses parents and students on learning rather than grades.

Testing

Provides a snap-shot of how a student is doing at a particular time

Some students do not ‘test’ well Triangulation of data still necessary

“I’m a believer that teachers have to use multiple ways to gain insight into student learning. We have to provide many opportunities to get solid information. Multiple assessment tools are important to use with children.”

---Wylie Wong

Bibliography

Elmore, Richard. "A Plea for Strong Practice." Educational Leadership 61 (): 6-10.

Jerald, Craig. "Beyond a Rock and a Hard Place." Educational Leadership 61 (): 12-16.

Patterson, Jim. "Looking on the Bright Side? Considering the Positives of Increased Assessment." Middle Ground 7 (): 10-13.

Wong, Wylie. "Standardized Tests Go High Tech." Ed Tech Spring 2004: 28-29.