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Assessment: Purpose, Process, and Use

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Assessment: Purpose, Process, and Use HMR Grade 1 Without data, all anyone has is an opinion. W. Edwards Deming Ideally, assessment and instruction are ... – PowerPoint PPT presentation

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Title: Assessment: Purpose, Process, and Use


1
AssessmentPurpose, Process, and Use
  • HMR Grade 1

2
Introduction to the Assessment Training
3
  • Without data, all anyone has is an opinion.
  • W. Edwards Deming

4
  • Ideally, assessment and instruction are linked
    inextricably within any curriculum. The key to
    using assessment effectively and efficiently in a
    program of instruction is to recognize above all
    that different types of assessment tools must be
    used for different purposes.
  • From Reading/Language Arts Framework for
    California Public Schools

5
Six Key Elements
6
Six Key Elements
  • All classrooms deliver a coherent academic
    program. This includes specific content and an
    instructional system that is well supported with
    high quality materials and training.

1.
7
Six Key Elements
  • Everyone at the school uses a frequent
    assessment system directly connected to the
    content of the academic program. This system is
    designed to be used to improve instruction.

2.
8
Six Key Elements
  • All persons work in collegial, collaborative
    school and grade level teams that focus on
    developing successful, program-specific
    strategies to improve achievement for all
    students.

3.
9
Six Key Elements
  • The school engages in content-specific,
    site-based professional development with coaching
    and technical support. Activities are developed
    using the data generated by the ongoing,
    program-specific assessment system and are
    focused on improving instruction for all students.

4.
10
Six Key Elements
  • The schools active and knowledgeable leadership
    takes actions focused on developing and
    strengthening the academic performance of ALL
    students in the agreed academic area.

5.
11
Six Key Elements
  • The district provides coherent, coordinated
    support and leadership that technically assists
    the school to focus work and sustain specific
    improvements in achievement over time.

6.
12
Three Types of Assessments
  • Screening/Entry Level
  • Monitoring
  • Outcome/Summative

13
Teacher and Student Materials
14
The Assessment Program
15
Skills Assessments
16
The LastSkills Assessment
The last Theme Skills Assessment completed for
Grade 1 is also considered appropriate for
measuring some key content standards.
17
Overview ofSkills Assessments
18
Answer Keyand Directions
19
Content and Rationale Spelling
20
Learning from Errors
21
Answers Themes 1 2 Spelling
Assessing
short o and a, and /d/ and /t/ short o and u,
vowels in words short e and i, vowels in
words short e and u, vowels in words short o and
u, vowels in words
22
Answers Themes 1 2 Spelling
Assessing
short i and o, vowels in words short a and i, and
/n/ and /m/ short a and i, vowels in words short
o and e, vowels in words short u and e, and /m/
23
Themes 7 8 Spelling
24
Answers Themes 7 8 Spelling
Assessing
long o spelled oa, ow (spelling word p. T26) hard
and soft c, u_e oo ow igh
25
Answers Themes 7 8 Spelling
Assessing
doubling consonant when adding inflectional
ending to short vowel word homophones oo adding
inflectional endings to long vowel word and ee ou
26
Content and Rationale Word Reading,
Comprehension
27
Content and Rationale Writing
28
Classroom Writing Assessment Report
29
Content and Rationale Fluency
30
Marking Fluency Passages
31
Themes 7 8Fluency Passages
32
The Key to Reading Success
The first grade program supports fluency in
second grade by ensuring students have
  • Automaticity of Sounds to Letters
  • Automaticity of High Frequency Words
  • Automaticity in Decoding/Blending

33
Oral Reading Fluency Norms
34
How Many Minutes?
How many minutes does each student read aloud
every day in your classroom?
It is recommended that every child read aloud in
class 20-30 minutes every day.
35
Curriculum-Embedded Assessment
  • A curriculum-embedded assessment system is
    essential to determining effectiveness of
    instruction and student progress. To impact
    student achievement, data analysis must be
    examined both vertically and horizontally.

36
Looking at the Data
37
Look at Vertical Data
38
Look at Horizontal Data
39
Analyzing Assessment Data
40
Look at the Vertical Data
  • Look vertically at the class scores for that
    monitored skill.
  • Note percentage of students scoring at or above
    benchmark in that column.
  • Reflect on ways to improve instruction if more
    than 10 of students score below benchmark.

41
Next Steps
  • Formulate a plan
  • Tackle one skill at a time
  • Determine if more support is needed

42
Look at the Horizontal Data
  • Student Groups
  • Preteaching
  • Support
  • Intervention
  • Accelerated/challenge

43
Universal Access
44
Identifying Students for Intervention
45
Analyzing Assessments Horizontally
46

Its All About the Teaching
  • We must provide high-quality teaching with
    fidelity to the core to ensure student success in
    every classroom.

47
Reflecting on Instruction
  • Has Direct Instruction been used?
  • Has the lesson been properly scaffolded?
  • Has the material been judiciously reviewed?
  • Has student engagement been monitored?

48
End-of-YearAssessment
49
Next Steps
  • Formulate a plan to address instructional
    challenges to improve student achievement.
  • Tackle one skill area or concept at a time.
  • Should help from a coach, mentor teacher, or
    grade-level team member be solicited?
  • Would it be helpful to have the coach or
    principal provide an inservice or lead a lesson
    study?

50
Five Step Process
  • Teachers administer the assessments and collect,
    record, and chart the vertical and horizontal
    data.
  • The school meets as a whole faculty to establish
    the process of using data to improve instruction.
  • Team meetings are held to examine data and to
    agree on instructional improvements.
  • The whole school meets to share action plans
    across grade levels and to develop a site-based
    staff development plan.
  • The school continues to conduct ongoing team
    meetings/lesson studies to support improved
    instruction based on a written action plan.
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