Assessment:Results &

Implications for Instruction

Parent meeting – October 13, 2011

WHY?NCLB- “No Child Left Behind” –2002• Every state must have an assessment

for annual tests in reading/language arts and math in grades 3-8 in place by the 2005-06 school year.

• Assess every student in science at least once in each of these grade spans:

3-5, 6-9, 10-12.• Align state assessments with

standards • Have all students attain a level of

proficiency by the 2013-2014 school year.

NJ ASK(Assessment of Skills &

Knowledge)Summative assessment.Once a year in spring.

WHO?• All students enrolled in New Jersey public

schools must be tested. • English Language Learner students and

special education students are included.

WHAT?LANGUAGE ARTS ASSESSMENT• Writing- Explanatory-30 minutes

Speculative-30 minutesPersuasive – 30 minutes

• 3 Reading Texts Narrative Texts 30 minutes each Informational Texts with open-ended questions and multiple choice

questions Each multiple choice question is worth 1 point and each open-

ended question is worth up to 4 points.

WHAT? MATHEMATICS ASSESSMENT- Approximately 130 minutes• Multiple Choice - MC• Short Constructed Response - SCR• Extended Constructed Response - ECR

WHAT? SCIENCE- NJ ASK 4 and 8• 4 Parts- each part includes 43 multiple-

choice items and 3 open-ended items• Life Science- 40% of the test• Physical Science- 30% of the test• Earth Science- 30% of the test

How is the test data utilized?

By the federal government and state:• AYP-Adequate Yearly Progress• NJ School Report Cards

• By each individual school

Adequate Yearly Progress

Each state must develop a timeline that effectively ensures that 100% of students are proficient in the state’s academic standards (reading and math) by 2013-2014.

12 years 2003 2013-2014Academic Year Academic Year

(100%)

9

How is the test data utilized by the school?• To compare data from similar schools/district

schools• To analyze and compare data over the years to

identify areas of strengths and weaknesses• To examine test scores to identify areas of

strengths and weaknesses on a grade level and for individual students.

• To analyze data to direct instruction• To plan instruction based on student needs• To intervene for student improvement• To integrate test taking strategies across the

curriculum

How to Interpret Test Scores

• ISR- Individual Student ReportsIdentifies areas of proficiency in LA, Math and Science (grade 4 & 8 only)

Advanced Proficient = 250 - 300Proficient = 200 - 249Partially Proficient = 100 - 199

New Jersey State Benchmarks for AYP

Content Area

Grade Span

Starting Point2003

2005-2007

2007-2010

2011-2013

2014

Language Arts Literacy

3rd-5th 68 75 59 79 100

6th-8th 58 66 72 86 100Mathematics

3rd-5th 53 62 66 83 100

6th-8th 39 49 61 80 100

NJ Applying to Federal Govt for NCLB Waiver. State wouldHave to put their own assessment standards in place.

NJ-ASK 8 2010 – 2011 LCCS mean vs. State mean

0

50

100

150

200

250

300

LCCSState Mean

NJ-ASK 4 2010 – 2011 LCCS mean vs. State mean

0

50

100

150

200

250

300

LCCSState Mean

NJ ASK 42010-2011 Math & LAL Proficiency

01020304050

60708090

100

LAL Math

White

African American

Hispanic

Economically Dis.

NJ ASK 82010-2011 Math & LAL Proficiency

0102030405060708090

100

LAL Math

White

African American

Hispanic

Economically Dis.

LCCS is in Early Warning Status this year for AYP.

Year 2 – would be considered a school in need of improvement unless the state of NJ gets a waiver.

Formative

Assessment

Building a Coherent Assessment SystemSummative Summative/Formative

Formative

High Stakes(Long Cycle)

Classroom(Short Cycle)

Benchmark/Early

Warning Summative(Long Cycle)

Weekly/Monthly(Medium

Cycle)

Assessment of Learning – Assessment for Learning

Summative Summative / Formative Formative

High Benchmark / Weekly/ Stakes Early Warning Monthly Classroom

Summative

No!

Assessment for Learning – Assessment of Learning

Summative Summative / Formative Formative

High Benchmark/ Weekly/ Stakes Early Warning Monthly Classroom

Summative

Yes!

Assessments in Practice

Student Performance

Minute-by-

Minute

(Formative)

Day-by-Day

(Formative)

Week-by-W

eek/

Month-by-

Month

(Formative)

Twice-a-Year

(Early Warning

Summ

ative)

Annual

(Summ

ative)

Formative Assessment Evidence-Base

Global

&

All Subjects

K – 16

&

All Socio-Economic Contexts

Effect Size!“ ….. formative assessment has a more profound effect on learning than do other typical educational

interventions, producing effect sizes of between .4 and .7”

Lorrie Shepard, Past PresidentAmerican Educational Research

Association

Formative Assessment“ ….. formative assessment is a process used by teachers and

students during instruction that provides feedback to adjust

ongoing teaching and learning.”Formative Assessment and Next-

Generation Assessment Systems: Are We Losing an Opportunity?

September, 2010

“Hijacked”“The research-based concept of formative assessment, closely grounded in classroom

instructional processes, has been taken over—hijacked—by commercial test

publishers and is used instead to refer to formal testing systems called ‘benchmark’

or ‘interim’ assessment systems.”Lorrie Shepard, Past President

American Educational Research Association

Formative Assessment Involves:using evidence of learning to adapt lessons

in real time to meet students’ learning needs;it includes:

sharing learning expectations, learning strategies,

& evidence of successengineering discussion and questioningproviding & receiving feedbackactivating students as learners

Formative Assessment: A Framework for Teaching & Learning

Where the learner is going

Where the learner is right now

How to get there

Teacher Clarifying and sharing learning intentions and criteria for success

(Sharing Learning Expectations, Learning

Strategies, and Evidence of Success)

Engineering effective classroom discussion, questions, & learning tasks that elicit learning evidence

(Engineering Discussion & Questioning)

Providing feedback that moves learners forward

(Providing & Receiving Feedback)

Peers Understanding and sharing learning intentions and criteria for

success

(Sharing Learning Expectations, Learning

Strategies, and Evidence of Success)

Activating students as instructional resources for one another

(Activating Students as Learners)

Learner Understanding learning intentions and criteria for success

(Sharing Learning Expectations, Learning

Strategies, and Evidence of Success)

Activating students as the owners of their own learning

(Activating Students as Learners)

Formative Assessment: The Elements

SharingActi

vating

Providing/

ReceivingEngineering

Sharing Learning Expectations, Learning Strategies, & Evidence of Success

Learning Expectations: WALT – We Are Learning ToBe Focused – Separate Expectations from Context

(SMART but not DUMB)Learning Strategies: Thinking Strategies

Strategies for Getting UnstuckEvidence of Success: WILF – What I Am Looking For

(High Quality End Product)Stages on the Journey

Tuning into Students’ MindsDiscussion – A Culture of Discussion (Discussion

Strategies & Tools)Questions & Questioning – Differentiation in Questions

(Factual Questions; Opinion Questions+ Divergent Questions; Focus Questions; Hypothetical

Questions; Inquiry Questions; Inventive Questions; Probing Questions; Rhetorical Questions; Verification

Questions+ Teaching Questioning; Learning Questioning;

Growth in Questioning)

Stepping Forward with FeedbackTeacher-to-Student

(Focus on the Task, not the Person;Highlight & Prompt Grading)

Student-to-Teacher(Traffic lights; Exit Cards)

Student-to-Student(Student Judgment; Comparison Feedback)

Activating Students as LearnersCollaborative Learning

(Not Learning in Groups, but Group Learning) Reciprocal Teaching(Student as Teacher)

Meta-Cognition(How Students Learn)

Motivation(Success Mindset)

Peer and Self Assessment(Scaffolded Practice)

Towards Student Success

A Strategy for Success

Clarify &

Explore

Design &

Deliver

Verify &

Enhance