Download Philosophy of Assessment A School Wide assessment plan

W H AT I S T H E S C H O O L’ S
ASSESSMENT PLAN?
HOW IS THE ASSESSMENT
D AT A A N A LY Z E D A N D
KNOWN?
H O W D I D T H E R E S U LT S
I M PAC T I N ST RU C T I O N A N D
CURRICULUM?
ASSESSMENT PLAN
 Philosophy/Purpose: Why
 Methods/Instruments/Tools: What, Where, When and How
 Grade Levels: Who
 At Least 1 Standardized Tool
 Analysis/Communication/Impact on Instruction: What Was
Learned and Where Do We Go Next??
Assessment Plan
Methods/Tool
Philosophy:
s: What,
WHY
When, Where,
and How
Grade
Levels/Stude
nts: Who
Define Philosophy statement:
A DEVELOPED STATEMENT, WHICH
EXPOUNDS GUIDING IDEOLOGIES WITH
REGARDS TO ETHICS, QUALITY
STANDARDS, VALUES AND BELIEFS.
Developing a Philosophy of Assessment
Tells What the School Community Believes
to be True about Assessment and the
Purpose of Assessments
TAKE 5 TO REVIEW THE SAMPLES PROVIDED
AND TO DISCUSS WITH YOUR NEIGHBORS
WHAT YOU THINK WOULD FIT YOUR
COMMUNITY AND WHAT WOULD NOT BE A FIT…
• Is Balanced: Formative, Interim,
and Summative
• Is School Wide – Addresses
assessment practices and
procedures for all children
• Is Utilized to Drive Instructional
Practices and Programming
Decisions
BALANCED ASSESSMENT PLAN:
Formative: Provides insights needed for teachers to make
adjustments to instruction. Formative assessments happen
frequently – daily, weekly
Interim: Provides an objective measure of progress and
growth. Interim assessments happen at select intervals
during the school year.
Summative: Provide evidence to demonstrate whether or not
the students have learned. Summative assessments occur at
the end of a unit, semester, or school year.
BALANCED ASSESSMENT PLANS INCLUDE MULTIPLE
MEASURES
• teacher observation
• principal observation
• formative strategies (i.e., exit cards)
• homework
• essays
• research papers
• student projects
• course grades
• portfolios
• performances
• teacher-made tests
• end-of-unit tests
• skills diagnostics
• universal screeners
• self-assessments
• peer assessments
• progress monitoring tools
• state accountability tests
• aptitude tests
• behavioral measures (such as
attendance)
• grade point average
• class rank
• interim assessments
The Assessment Plan should state
who is being assessed
Be sure all children are
appropriately assessed using tools
and procedures that are
developmentally appropriate
PLAN IS IN PLACE, ASSESSMENTS COMPLETED,
NOW WHAT…
DATA MINING
an analytic process designed to explore data in
search of consistent patterns and/or systematic
relationships between variables
DATA MINING IS A FIVE-STEP PROCESS:
•
•
•
•
•
Identifying the source information
Picking the data points that need to be analyzed
Extracting the relevant information from the data
Identifying the key values from the extracted data set
Interpreting and reporting the results
NY State Public School ELA 4th Performance vs. Free-Reduced Rates
100%
90%
Pct. Proficient
80%
70%
60%
50%
40%
30%
20%
10%
10%
20%
30%
40%
50%
60%
Pct. Free-Reduced Lunch
70%
80%
90%
100%
NY State Public School ELA 4th Performance vs. Free-Reduced Rates
100%
90%
Pct. Proficient
80%
70%
60%
50%
40%
30%
20%
10%
10%
20%
30%
40%
50%
60%
Pct. Free-Reduced Lunch
70%
80%
90%
100%
TAKE 5 TO REVIEW DATA AND MAKE 2 OR 3
OBSERVATIONS
What does the data
tell you?
What action would
you take?
How and Who would
you communicate
results to?
COMMUNICATION
W H AT D ATA
WHO AND HOW
Formative
Teachers
Interim
Students
Summative
Parents
School Boards/Advisory
Councils
Other Stakeholders: Extended
Family, Parishioners
Public
Reporting Results to Students
Two-step process:
The first step is a overview provided to the entire group of
students who received individual results.
The second step is individual follow-up meetings with
students. These meetings should focus on how the
teacher(s) will be addressing the individual needs of
students.
Reporting Results to Parents:
Parents want to know how their children are performing in school and how the
entire student body is performing in comparison with other schools.
Keep in mind that parents want to know how the school scored overall, even if their
own children were not assessed.
Four strategies are suggested for reporting results to parents.
(1) individual parent/teacher conferences
(2) an individual written report sent home
(3) parent group meetings, and
(4) parent newsletter articles.
Reporting Results to the School Board/Advisory Council:
1. Report should include background information about the assessment.
Including, what was assessed, what type of assessments were used, why they
were used, and how the results will be applied and reported.
Suggestion: If the report is given when the assessment information is being
collected, but before assessment results become available, it encourages
the school board members to focus on the message of the assessment
rather than the numbers.
2. Report should contain the results of the assessment at the school and district
levels when available. It should answer typical questions raised by board
members.
3. Follows up on the status of efforts to improve instruction at the school and the
effectiveness of these changes. This report conveys to the school board that
the real purpose of student assessment is to help improve teaching and
learning, not to serve as a scorecard on the quality of the school.
A 3 Step Reporting System
Reporting Results to the Public:
Remember often the public seems to know little else about schools other than test
results.
1. Decide what audience is going to be addressed. The "public" consists of many
different groups of people with varying levels of prior knowledge and
information needs.
2. Determine the purposes and goals for reporting.
1. Procedures for reporting the results need to be determined.
While an important one, news media is only one way the public learns of results.
Be proactive in exploring other options. Get your marketing, developing, and
communications groups involved.
2 REPORTING MISSTEPS
Reporting assessment results in an unclear manner. Avoid reporting
information is overly complex or in a manner that is poorly written.
These issues may lead to data being misunderstood or misused. To
avoid these issues, have reports reviewed by various stakeholders to
ensure clarity.
The effectiveness of the reporting process will be greatly
compromised if the school makes no effective use of the assessment
information. Teachers, administrators, and parents need to learn
from and act upon assessment data or the entire process will be of
little or no benefit to the children. Thus undermining the ultimate goal
of assessment which is to better educate the children.
AVOID THE
PITFALLS…