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Assessment Project
The Why of Assessment
What is Assessment in Education?
A Process for obtaining information that is used for making decisions about:
• Students
• Curricula
• Programs
• Schools
• Educational Policy
Legislation and Assessment
•Educational reformers, state legislatures, and employers.
•Started in the 1850s with Horace Mann.
•Starts at the college level and trickles its way down to Kindergarten over time.
•Employers needed a better-educated workforce to handle increasing technology.
•The result of the history of assessment is accountability testing and the No Child Left Behind Act.
Standardized Testing Timeline
601 Standardized Testing in China
1845 Horace Mann: An advocate for Standardized Tests
1851 Harvard University
1905 Intelligence Testing
1909 First popular Standardized Test
1914 WWI Soldiers
1926 College Entrance Exams
1936 Standardized Testing made easier
1959 Another addition to the College Entrance Exams
1962 Tyranny of Testing
1965 Elementary and Secondary Education Act
1969 National Assessment of Educational Progress
1970 Accountability
1980 Kindergarten Admission Standards
1980 Performance Based Testing
1983 A Nation at Risk
2002 No Child Left Behind Act
2002 An Era of Standardized Testing and Accountability
No Child Left Behind Act – School-level Accountability
• Federal Law
• Mandates that the state use tests to evaluate school progress.
• Tests are based on the state’s educational standards and improving students’ achievement.
• All students are required to take the test.
• All tests are the same.
Pros of NCLB
- Gives parents more options
- Designed to close the achievement gap
- Requires schools to report on subgroups
- Teaching based on what works
Cons of NCLB
- Places restraints on teaching
- Serious consequences
- Promised funding is unavailable
- Narrowing of curriculum
- Inevitable corruption
- Conflicts with IDEA
Provides teachers with information to make decisions about teaching.
Used before, during, and after teaching.
Placement decisions
Counseling and guidance decisions
Provides students with information to make decisions about learning.
- Motivation
- Serve as examples for students
•Allows teachers to decide if students have achieved learning targets.
- Credentialing and certification decisions
- Assigning grades to students
The How of Assessment
• Four major summative assessments each year, one per quarter.
• To ensure reliability, all subjective aspects of the major summative assessments will be assessed by multiple educators. Additionally, the structure of each assessment will be identical and students will even be given similar assessment questions and/or tasks spread out over time.
• To ensure validity, data will be tracked on how the major summative assessment results correlate with formal assessments and student grades.
• The above measures to check for reliability and validity will also be carefully evaluated to guard against potential biases in our assessment practices.
a. Be used to group students based on ability to differentiate instruction
c. Inform parents about where their students stand and what home supports they may provide to assist in student learning.
d. Be communicated to parents through official letters home and also may be access through online system; Extreme cases of assessment results may also be communicated through individual parent-educator meetings
• Potential abuses of data might include using data to punish students or teachers for low test scores. Data will not be used in that manner and will only be used for advancing learning outcomes.
• Abuses will be prevented by maintaining that important decisions about the use of assessment data be made by committees of educators (and not individuals).
• Special needs learners will be given testing accommodations within legal state guidelines. Special needs learners will, based on assessment data, also receive appropriate intervention and extra help in smaller group settings as needed.
• Accommodations will be provided by default to students that qualify. However lines of communication will be open for parents to meet with educators and request accommodations for students.
Preparation
What are we preparing for?
The OAAs, which originally were referred to as proficiency tests in the 1990s, have long determined report card ratings for schools and districts.
The federal No Child Left Behind Act of 2001 requires all states to establish academic standards that detail what students should know and be able to do in reading and mathematics at the end of each grade.
The students take the OAAs to determine whether or not they have met the desired end of the year goals set by the state.
The Ohio Achievement Assessments are the biggest tests of the year for Ohio elementary and middle school students. The questions on the tests are aligned with Ohio’s academic content standards. In 2014-15, students will take standardized tests based on national Common Core State Standards, which may be more challenging.
The teachers' lessons should be developed thoughtfully in alignment with the Common Core State Standards. This will ensure that the info the students are learning is in accordance to what the state deems worthy of teaching and assessing. As long as teachers scaffold lessons (See unit plan design) then students will inherently be prepared for the OAA's.
An example of how teachers can further prepare students for the format of the OAAs is to have students complete a daily journal that adheres to the following specific guidelines: 1. Restate the prompt 2. write 5-7 sentences 3. Write an "In Conclusion" statement. This will help students be prepared to answer the OAA style of questioning.
Evaluation and Standardization
Why are we grading students?
The parents wish to know an accurate and professional opinion on how their child is doing.
Parental Involvement is another key to student success!
Why teachers do not like to grade
We will implement a comprehensive system that not only involves procedure analysis, but also requires the student attend the testing room at various times for various assessments. The assessments will be implemented by an assessor who is responsible only for testing the students. The assessor and the classroom teacher will collaborate to ensure alignment of the instructional material and what is being assessed.
What happens as a result of rooting for the underdog, and how we as teachers can combat against it.
Criterion-Referenced vs. Norm-Referenced vs. Self-Referenced
Created by: Don, Emily, Emmett, Rudina, and Ryan
• Teachers are professionals, and as such formative assessments will be left up to each teacher, though each department may meet and discuss what types of assessments they would like to use to ensure that everyone is on the same page.
• Assessments will:
b. Be used to make decisions about future instruction
Cause and effect:
In addition, students should be exposed to the terminology of the OAA (Academic Language) so they know what the OAA question is asking when it says "analyze" or "infer."