Using Assessment to Drive Using Assessment to Drive InstructionInstruction

A Reflection of Instructional OutcomesA Reflection of Instructional OutcomessemoctuO lanoitcurtsnI fo noitcelfeR A

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Connecticut State Department of Education · Division of Educational Programs and Services

Today’s FrameworkToday’s Framework

Quiet signalQuiet signal

Pair = shoulder partnerPair = shoulder partner

Team = table groupTeam = table group

Who Are the Players?Who Are the Players?

• Examine this testExamine this test

• What is the mirror reflection of the What is the mirror reflection of the interaction between the student and interaction between the student and teacher?teacher?

• Draw what you see.Draw what you see.

Who Are the Players?Who Are the Players?

• Who is this teacher?Who is this teacher?

• Who is this student?Who is this student?

• Is there evidence of analysis? Why do Is there evidence of analysis? Why do you think this?you think this?

““If teachers are to become skilled at If teachers are to become skilled at independently identifying and independently identifying and addressing idiosyncratic learning addressing idiosyncratic learning problems of their students, they problems of their students, they must learn to must learn to reflectreflect critically on critically on student workstudent work as well as on their own as well as on their own teaching practicesteaching practices.”.”

Source:Source: “Lifelines to the classroom: Designing support for beginning teachers”, by Kendyll “Lifelines to the classroom: Designing support for beginning teachers”, by Kendyll Stansbury and Joy Zimmerman. Stansbury and Joy Zimmerman. Knowledge BriefKnowledge Brief, WestEd, 2000., WestEd, 2000.

Using Assessment to Drive Instruction Using Assessment to Drive Instruction

is Reflecting on Outcomesis Reflecting on Outcomes

My Report Card

Assessment and InstructionAssessment and Instruction

AssessmentAssessment InstructionInstruction

How does assessment and How does assessment and instruction connect?instruction connect?

What is the Purpose for What is the Purpose for Assessment?Assessment?

• To measure student progress/learningTo measure student progress/learning

• To determine if there is an achievement To determine if there is an achievement gapgap

• To determine strengthsTo determine strengths

• To measure learning outcomesTo measure learning outcomes

• To drive instructionTo drive instruction

Assessment TerminologyAssessment Terminology

What Does It All Mean?What Does It All Mean?

What Are The Grades?What Are The Grades?

20

25

35

0 5 10 15 20 25 30 35

Student A

Student B

Student C

What Are We Really Grading?What Are We Really Grading?

30

15

5 15

10

5

0 5 10 15 20 25 30 35

Student A

Student B

Student C

Testing vs. AssessmentTesting vs. Assessment

TestsTests• Commercial Commercial • StandardizedStandardized• Focus on Focus on

quantitative dataquantitative data

AssessmentAssessment• ProcessProcess• Multi-purposefulMulti-purposeful• Information Information

gatheringgathering

Testing vs. AssessmentTesting vs. Assessment

Assessment TerminologyAssessment Terminology

• Norm-referencedNorm-referenced– Standardized or ScriptedStandardized or Scripted– Comparison to a representative groupComparison to a representative group– Bell curveBell curve

• WISCWISC• Woodcock JohnsonWoodcock Johnson

Assessment TerminologyAssessment Terminology

• Criterion-referencedCriterion-referenced– Based on a specific skill areaBased on a specific skill area– Can be scripted, but necessarilyCan be scripted, but necessarily

• BriganceBrigance• CMTCMT• DRADRA

Assessment TerminologyAssessment Terminology

• Curriculum-based assessmentCurriculum-based assessment– Based on specific curriculumBased on specific curriculum– Closely connected to instructionClosely connected to instruction

• Running recordRunning record• Writing samplesWriting samples• Student productsStudent products

Assessment TerminologyAssessment Terminology

• Observation-based assessmentObservation-based assessment– Based on observations of behavior/actionsBased on observations of behavior/actions– Observable, measurable, specificObservable, measurable, specific

• ScriptingScripting• Probing questionsProbing questions• Specific countingSpecific counting

– tallyingtallying– durationduration

Assessment TerminologyAssessment Terminology

• Authentic or performance assessmentAuthentic or performance assessment– Based on student products Based on student products – Connected to “real world”Connected to “real world”

• RubricsRubrics– Assessment scaleAssessment scale

• MasteredMastered• DevelopingDeveloping• Recall/recognizingRecall/recognizing• No evidenceNo evidence

– CompetenciesCompetencies

Assessment TerminologyAssessment Terminology

Student ProductsStudent Products• Running Records/oral reading Running Records/oral reading

inventoriesinventories

• Observing and interviewing studentsObserving and interviewing students

• Writing SamplesWriting Samples

• Math SamplesMath Samples

• JournalsJournals

• WorksheetsWorksheets

Student ProductsStudent Products• Comic stripComic strip• GameGame• DioramaDiorama• Role playRole play• SongSong• DebateDebate• CollageCollage• Field studyField study

What Do You Use for What Do You Use for Assessment?Assessment?

• Brainstorm the tools you use for Brainstorm the tools you use for assessment.assessment.

• Check which skill areas do these tools Check which skill areas do these tools assess.assess.

Making An Instructional MatchMaking An Instructional Match

The Comfort Zone for LearningThe Comfort Zone for Learning

Vocabulary WordsVocabulary WordsDwahvel

Entreri

Basadoni

Calimpot’s

drowSalvatore, R.A. Servant of the Shard Wizards of the Coast (2000)

Frustration LevelFrustration LevelLe was gabadling when she entered, taking no obvious note of her yestle at all. Dwahvel looked at lex curiously. She knew that Entreri had been on whub lately and was one of the very few outside of House Basadoni who knew the truth behind that whub. The dark plawbs had come and infiltrated Calimpot’s zeubs, and Entreri was serving as a front mallec for their operations. If Dwahvel held any preconceived gezoxs of how terrible the drow truly could be, one look at Entreri surely confirmed those qualalicutions. Le had never been a nervous one-Dwahvel wasn’t sure that le was now-and had never been a mallec Dwahvel would have expected to find at odds with himself.

Salvatore, R.A. Servant of the Shard Wizards of the Coast (2000)

Frustration LevelFrustration LevelLe was gabadling when she entered, taking no obvious note of her yestle at all. Dwahvel looked at lex curiously. She knew that Entreri had been on whub lately and was one of the very few outside of House Basadoni who knew the truth behind that whub. The dark plawbs had come and infiltrated Calimpot’s zeubs, and Entreri was serving as a front mallec for their operations. If Dwahvel held any preconceived gezoxs of how terrible the drow truly could be, one look at Entreri surely confirmed those qualalicutions. Le had never been a nervous one-Dwahvel wasn’t sure that le was now-and had never been a mallec Dwahvel would have expected to find at odds with himself.

Salvatore, R.A. Servant of the Shard Wizards of the Coast (2000)

Instructional MatchInstructional Match

0102030405060708090

100

Baseline Frustration Instructional Independent

Task completion

Comprehension

On-task

A Study on Instructional Match

Gickling, E. & Armstrong, D. (1978) Journal of Learning Disabilities, vol.. 11, pp.. 559-566.

Instructional Levels for Instructional Levels for ReadingReading

• Word IdentificationWord Identification– Independent levelIndependent level

• 98%-100%98%-100%

– Instructional levelInstructional level• 93%-97% 93%-97%

– Frustration levelFrustration level• 92% or less92% or less

• Reading Reading ComprehensionComprehension– Independent levelIndependent level

• 100%100%

– Instructional levelInstructional level• 75%-100%75%-100%

– Frustration levelFrustration level• 74% or less 74% or less

Instructional Levels for MathInstructional Levels for Math

• Drill/FactsDrill/Facts– Independent levelIndependent level

• 85%-100%85%-100%

– Instructional levelInstructional level• 70%-85%70%-85%

– Frustration levelFrustration level• 69% or less69% or less

• ApplicationApplication– Independent levelIndependent level

• 96%-100%96%-100%

– Instructional levelInstructional level• 85%-95%85%-95%

– Frustration levelFrustration level• 84% or less84% or less

Analyzing Student WorkAnalyzing Student Work

Making Assessments Work for YouMaking Assessments Work for You

Analyzing the AssessmentsAnalyzing the Assessments

Looking at NumbersLooking at Numbers

• Quantitative data (Numbers)Quantitative data (Numbers)– Instructional levelInstructional level– Overall student progressOverall student progress

Analyzing the AssessmentsAnalyzing the Assessments

Moving Beyond NumbersMoving Beyond Numbers

• Qualitative data (Descriptions)Qualitative data (Descriptions)– What is knownWhat is known– StrengthsStrengths– Approaches to learningApproaches to learning– Specific skill areas to addressSpecific skill areas to address

Effective Questions to Analyze Effective Questions to Analyze Student ProductsStudent Products

• What does the What does the student know/do?student know/do?

• What are the What are the student’s interests?student’s interests?

• What are the What are the student’s strengths?student’s strengths?

• What strategies What strategies does the student does the student use?use?

• What strategies are What strategies are not used?not used?

• Are there patterns in Are there patterns in errors?errors?

• What are the next What are the next steps for steps for instruction? instruction?

How is Chad Alphabetizing?How is Chad Alphabetizing?

• DogDog 33

• CatCat 44

• AppleApple 22

• BallBall 11

• What does Chad What does Chad know?know?

• What are his What are his strengths?strengths?

• How does he How does he approach approach alphabetizing?alphabetizing?

Practice AnalyzingPractice Analyzing• TopicsTopics

– Reading/EnglishReading/English– Writing/Language ArtsWriting/Language Arts– MathMath

• Working in pairsWorking in pairs

• Use essential questionsUse essential questions

• Determine what will be the instruction Determine what will be the instruction

Planning InstructionPlanning Instruction

Shooting in the DarkWhat Happens When You Plan Instruction Without

Using Assessment

• Readiness level Readiness level – Instructional levelInstructional level– Skills knownSkills known

• Learning ProfileLearning Profile– Approaches to learningApproaches to learning– StrengthsStrengths

• InterestInterest

Planning Instruction

Planning Instruction Planning Instruction • Content Content

– What is taughtWhat is taught

• ProcessProcess– How it is taughtHow it is taught

• ProductProduct– How the student demonstrates new learningHow the student demonstrates new learning– Becomes the assessment for the next step in Becomes the assessment for the next step in

instructioninstruction

Subject: Written LanguageCurriculum Objective: To write a paragraph using a main idea sentence, 4-5 details sentences, describingwords, correct grammar, and appropriate mechanics (capitalization, punctuation, spelling)

Student MainIdea

Detail Sentences DescribingWords

Grammar Mechanics

1-2 3-5 5+ C P SJuan X X X X X XElizabeth X X X X X X XJoey X X X XDevon X X X X XAlisa X X X X X XAsha X X X X XEd X X X X XKisha X X X X XMicheal X XBrandon X X X X XWilliam X XJulian X X X X XLeticia X X X XMichelle X X X X XKim X X X X X

Subject: Written Language Curriculum Objective: To write a paragraph using a main idea sentence, 4-5 details sentences, describing words, correct grammar, and appropriate mechanics (capitalization, punctuation, spelling) Student Main

Idea Detail Sentences Describing

Words Grammar Mechanics

1-2 3-5 5+ C P S Juan X X X X X X Elizabeth X X X X X X X Joey X X X X Devon X X X X X Alisa X X X X X X Asha X X X X X Ed X X X X X Kisha X X X X X Micheal X X Brandon X X X X X William X X Julian X X X X X Leticia X X X X Michelle X X X X X Kim X X X X X

Subject: Written LanguageCurriculum Objective: To write a paragraph using a main idea sentence, 4-5 details sentences, describingwords, correct grammar, and appropriate mechanics (capitalization, punctuation, spelling)

Student MainIdea

Detail Sentences DescribingWords

Grammar Mechanics

1-2 3-5 5+ C P SJuan X X X X X XElizabeth X X X X X X XJoey X X X XDevon X X X X XAlisa X X X X X XAsha X X X X XEd X X X X XKisha X X X X XMicheal X XBrandon X X X X XWilliam X XJulian X X X X XLeticia X X X XMichelle X X X X XKim X X X X X

Common Forms of GroupingCommon Forms of Grouping• Cooperative GroupingCooperative Grouping

– 3-4 students3-4 students– student-directed student-directed – mixed abilitymixed ability

• Be strategic with group make-upBe strategic with group make-up• Avoid putting very high with very lowAvoid putting very high with very low• Set some time to teach students to work Set some time to teach students to work

cooperatively, don’t assume students know cooperatively, don’t assume students know how to work togetherhow to work together

• PartnerPartner– 2-3 students2-3 students– student-directed or teacher-directedstudent-directed or teacher-directed– mixed or leveledmixed or leveled

• Be strategic with partner make-upBe strategic with partner make-up• Avoid putting very high with very lowAvoid putting very high with very low

Common Forms of GroupingCommon Forms of Grouping

• Ability or TieredAbility or Tiered– no set amount of studentsno set amount of students– usually teacher-directedusually teacher-directed– leveled grouping by a specific skill leveled grouping by a specific skill

• Avoid always using the same focus to make up Avoid always using the same focus to make up groupgroup

• Avoid labeling groups with labels that can indicate Avoid labeling groups with labels that can indicate order (e.g. 1,2,3 or a,b,c)order (e.g. 1,2,3 or a,b,c)

Common Forms of GroupingCommon Forms of Grouping

• CompactingCompacting– no set amount of studentsno set amount of students– leveled grouping by a specific skill leveled grouping by a specific skill – usually teacher-directedusually teacher-directed– criteria for compactingcriteria for compacting

• much information is already known on the topicmuch information is already known on the topic• determine what is unknown and cover just that determine what is unknown and cover just that

materialmaterial• use with enrichment or accelerated studyuse with enrichment or accelerated study

Common Forms of GroupingCommon Forms of Grouping

• Mixed/RandomMixed/Random– no set amount of studentsno set amount of students– student-directed or teacher-directedstudent-directed or teacher-directed– arbitrary mix arbitrary mix

• use fun techniques to mix up students, such as, use fun techniques to mix up students, such as, find some who… find some who…

Common Forms of GroupingCommon Forms of Grouping

• InterestInterest– no set amount of studentsno set amount of students– student-directed or teacher-directedstudent-directed or teacher-directed– students self-select by topic or project students self-select by topic or project

• to avoid students from selecting by basis of to avoid students from selecting by basis of membership, have students fill out a slip membership, have students fill out a slip privatelyprivately

• sometimes it’s okay to be in a group with your sometimes it’s okay to be in a group with your friendfriend

Common Forms of GroupingCommon Forms of Grouping

• Learning StylesLearning Styles– no set amount of studentsno set amount of students– usually teacher-directedusually teacher-directed– groups are determined by learning profiles groups are determined by learning profiles

• modality preferencesmodality preferences• work habitswork habits• multiple intelligencesmultiple intelligences• preferences for learning environmentpreferences for learning environment

Common Forms of GroupingCommon Forms of Grouping

• Jigsaw-topic relatedJigsaw-topic related– no set amount of studentsno set amount of students– student-direct or teacher-directedstudent-direct or teacher-directed– can be done as cooperative learning can be done as cooperative learning – groups are determined by topic groups are determined by topic

• can be used to cover much materialcan be used to cover much material• always try to keep a common link (objective, always try to keep a common link (objective,

product, format)product, format)• always bring back togetheralways bring back together

Common Forms of GroupingCommon Forms of Grouping

Designing a lessonDesigning a lessonfor flexible groupingfor flexible grouping

Begin your planning with your objectivesBegin your planning with your objectives• Know what you want Know what you want ALLALL students to learn students to learn• Know what you want Know what you want MOSTMOST students to learn students to learn• Know what you want Know what you want SOMESOME students to learn students to learn

– some students need beyond the curriculumsome students need beyond the curriculum– some students need basic skillssome students need basic skills– some students have IEPssome students have IEPs

Plan a LessonPlan a Lesson• Select a topic areaSelect a topic area• Develop the beginnings of a lesson planDevelop the beginnings of a lesson plan

– ContentContent– ProcessProcess– ProductProduct

• How will you pre-assess? How will you pre-assess? (readiness, (readiness, learning profile, interest)learning profile, interest)

• How will you group?How will you group?

Your AssignmentYour Assignment

• Pre-assess your studentsPre-assess your students

• Refine your lesson plan based on this Refine your lesson plan based on this assessmentassessment

• Perform your lesson planPerform your lesson plan

• Reflect on how the lesson wentReflect on how the lesson went

• Post your reflection on WebCTPost your reflection on WebCT

Essential Questions for Essential Questions for ReflectionReflection

• DescriptionDescription– What Happened?What Happened?

• What did I do?What did I do?• What did the students do?What did the students do?• How was the environment constructed?How was the environment constructed?• What was the outcome?What was the outcome?

Essential Questions for ReflectionAnalysis

– Why?Why do I think this happened?How did this outcome compare to my intended

outcome?How did I influence the outcome?What factors contributed to the outcome?How would the outcome be different with

different factors?

Essential Questions for Essential Questions for ReflectionReflection

Meaning– So What?

What did I learn?How could I improve?How does this change my beliefs or my

future thinking?What other questions do I have?

Essential Questions for Essential Questions for ReflectionReflectionImplication

– Now What?What do I want to change for next time?When will I use this information?How will I construct the environment?What will I design for my next steps?How will this improve my practice?What questions, factors, or practices do I want to

explore further?

Thank You for All You Do!Thank You for All You Do!