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The Evolution of Assessment: How We Can Use Technology to Fulfill the Promise of RtI
Christopher Camcho, Ph.D.Laura Kramer, Ph.D.
Mississippi Department of Education
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Where Are We Now?
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3
NAEP - Periodic Assessment of Progress
National Assessment of Educational Progress
• Administered periodically to children in grades 4, 8, and 12.
• Examines students’ progress in reading, math, and other areas.
• Provides a yardstick for measuring impact of educational policy.
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Nationwide Achievement Gap
Grade 4 Reading
White-Black Achievement Gap
White-Hispanic Achievement Gap
0%
15%
30%
45%
60%
50%54%
22%
Percentage of 4th Graders Below Basic
white black hispanic
+28+32
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Grade 4 Math
0%
10%
20%
30%
40%
30%
36%
9%
Percentage of 4th Graders Below Basic
white black hispanic
White-Black Achievement Gap
White-Hispanic Achievement Gap
+21+27
Nationwide Achievement Gap
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By Family Income
4th Grade Reading Scores 4th Grade Math Scores
Not Eligible for Free/Reduced Lunch
Eligible for Free/Reduced Lunch
Nationwide Achievement Gap
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Where Have We Been?
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IQ-Achievement Discrepancy Model
• A model for identifying children with “unexpected low achievement,” i.e., learning disabled
IQ-Achievement Discrepancy Model
IQ
Ach
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IQ-Achievement Discrepancy Model
• A model for identifying children with “unexpected low achievement,” i.e., learning disabled
• Consists of administering a battery of IQ and Achievement tests
IQ-Achievement Discrepancy Model
IQ Score
AchievementScore
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IQ-Achievement Discrepancy Model
• A model for identifying children with “unexpected low achievement,” i.e., learning disabled
• Consists of administering a battery of IQ and Achievement tests
• Learning disabled children are qualitatively different from general education children
IQ-Achievement Discrepancy Model
general education
SpEd
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Unresolved Issues
• Model does not tell use what to do next.
• Model does not work reliably with young children.
• Model does not identify specific student needs.
• Model does not identify a role for teachers.
What It Does NOT Tell Us!
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Where Are We Going?
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Research tells us:
• Early identification is effective
• Intensive intervention is effective
• Ongoing assessment and intervention is effective
Early Identification, Early Intervention
Assess
Instruct Inform
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Response to Intervention:
• Is a prevention model
• Utilizes multiple tiers of service with increasingly intensive interventions
• Is applied to all children in the classroom
What is Response to Intervention?
inte
nsity
of i
nter
vent
ion
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“An ounce of prevention is worth a pound of cure”
• Education is not “one size fits all”
Assumptions of Response to Intervention
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“An ounce of prevention is worth a pound of cure”
• Education is not “one size fits all”
• All students deserve a high quality education
Assumptions of Response to Intervention
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“An ounce of prevention is worth a pound of cure”
• Education is not “one size fits all”
• All students deserve a high quality education
• All students can learn
Assumptions of Response to Intervention
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“An ounce of prevention is worth a pound of cure”
• Education is not “one size fits all”
• All students deserve a high quality education
• All students can learn
• Students learn at different rates
Assumptions of Response to Intervention
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“An ounce of prevention is worth a pound of cure”
• Education is not “one size fits all”
• All students deserve a high quality education
• All students can learn
• Students learn at different rates
• Schools should not “wait for failure” to act
Assumptions of Response to Intervention
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RTI Requires Assessments to:
• Identify where students’ skill levels fall within the curriculum
New Approach, New Assessments
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RTI Requires Assessments to:
• Identify where students’ skill levels fall within the curriculum
• Identify what a student can do with and without assistance
New Approach, New Assessments
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RTI Requires Assessments to:
• Identify where students’ skill levels fall within the curriculum
• Identify what a student can do with and without assistance
• Measures short and long-term goals
New Approach, New Assessments
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How Do We Get There?
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Principles of Dynamic Assessment
Provides scaffolded feedback throughout
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Principles of Dynamic Assessment
Functions as bi-directional process
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Principles of Dynamic Assessment
Gain insights into the child’s content understanding
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Principles of Dynamic Assessment
Provides evidence to support instructional adjustment
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Principles of Dynamic Assessment
Informs the teacher AND benefits the child
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Principles of Dynamic Assessment
Seeks to identify the zone of proximal development
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What the Child Can Do Independently
What the Child Can Do with Scaffolding
Zone of Proximal Development
Task Difficulty
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What the Child Can Do Independently
What the Child Can Do with Scaffolding
Zone of Proximal
Development
Zone of Proximal Development
Task Difficulty
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Adoption of a Response to Intervention Model and Dynamic Assessment Means:
•New Responsibilities for All
•New Methods of Support for All
A New Approach To Education
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How Do We Support This Evolution?
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Benefits of Computer-Delivered Assessments
• Engaging and child-friendly
Using Technology to Support Assessment
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Benefits of Computer-Delivered Assessments
• Engaging and child-friendly
• Objective protocols and data
Using Technology to Support Assessment
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Benefits of Computer-Delivered Assessments
• Engaging and child-friendly
• Objective protocols and data
• Quick and easy to administer
Using Technology to Support Assessment
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Benefits of Computer-Delivered Assessments
• Engaging and child-friendly
• Objective protocols and data
• Quick and easy to administer
• Instant scoring, reporting, and analysis
Using Technology to Support Assessment
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Benefits of Computer-Delivered Assessments
• Engaging and child-friendly
• Objective protocols and data
• Quick and easy to administer
• Instant scoring, reporting, and analysis
• Instantly link assessment to instruction
Using Technology to Support Assessment
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Children’s Progress Academic Assessment
Dynamic Assessment for Early Childhood
• Computer-delivered assessment and teaching tool
• Early Literacy and Mathematics
• Kindergarten through 3rd Grade
• Screening and Progress Monitoring
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The Formative Assessment Cycle
Assess
1
Report
2
Teach
3
Assessment for Learning
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Scaffolding in Action
Initial Presentation
69%
correct
incorrect
31%
Scaffolding
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Scaffolding in Action
Initial Presentation Scaffolding
31%
52%
17%
correct on first try
correct with a hint
incorrect, even with hint
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Adaptive Structure
Phonemic Awareness
More challenging
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Vowel Sound
RhymingBlending
Syllable Counting
Phonemic Addition
Final Sound
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Adaptive Structure
Phonemic Awareness
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Syllable Counting
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correct w/ hint
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Over 19,000 unique paths
Phonemic Awareness
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The Formative Assessment Cycle
Assess
1
Report
2
Teach
3
Assessment for Learning
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The Formative Assessment Cycle
Assess
1
Report
2
Teach
3
Assessment for Learning
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How Do We Support Large Scale Evolution?
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Mississippi House Bill 1058
• Requires implementation of early literacy and numeracy screening instruments.
• Used for children in kindergarten through grade 3.
• To be used statewide in all districts.
Statewide Implementation
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Mississippi Department of Education
• Implemented in a three-phase rollout- Year 1: three month pilot release with 20% of
the schools
- Year 2: widely distributed release with 60% of schools
- Year 3: 2010-11 school year; release with 100% of schools
• Phased rollout allowed to develop procedures for proper pedagogical implementation
Statewide Implementation
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• Gives teachers timely information
• Differentiates instruction by matching instruction to students’ need
• Analyzes students’ progress to determine effectiveness of services
Actionable Information
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• Teachers Welcome the Assessment
- Almost universal positive feedback
Reactions From the Field
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• Teachers Welcome the Assessment
- Almost universal positive feedback
Reactions From the Field
• Children LOVE the Assessment
- Ever see a child SAD at the conclusion of a test?
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Evolution of Assessment
• Incorporate latest research into design of assessment program
• Develop supportive infrastructure for educators
• Refine approach during and after implementation
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Thank You!
Mississippi Department of Education