Effective Assessment: What Works In Schools Dr. Dale Moore [email protected].
February 2018 Kathleen Miller Emily McEvoy You Have PSAT...
46
You Have PSAT/SAT Results Now What? Jennifer Fox Emily McEvoy Kathleen Miller February 2018
Transcript of February 2018 Kathleen Miller Emily McEvoy You Have PSAT...
You Have PSAT/SAT Results Now What?
Jennifer FoxEmily McEvoyKathleen Miller
February 2018
A NEW APPROACH➢to interpret and use results for PSAT/SAT data➢to identify and emphasize using cross-curricular
instructional strategies students need to practice to improve PSAT/SAT scores
➢provide access to instructional strategies to improve student performance
Collaborative• Identifying expertise• Building relationships• Eliminating redundancy
Proactive• Anticipating needs• Supporting readiness• Build knowledge of
emerging issues
Influential• Contributing to key state
initiatives• Helping shape critical
conversations
VISIONThe GELN will be seen as a proactive, key decision-making group that develops collaboration and efficiencies on projects, issues and policy regarding student learning.
MISSIONTo provide leadership and direction focused on teaching and learning among Michigan’s ISDs/RESAs.
General Education Leadership Network
CommitmentNever doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. Margaret Mead
SAT Task Force
● Originally came together with transition to SAT ● As we examined county level data the results looked
similar to ACT ● Not making an impact so we decided to reorganize
our thinking to really impact the data
Key is to influence instructional decisions.
Commitment
Welcome and Introductions
Connector
Information about PSAT/SAT and DATA
●●●●●
Break-out into locals for More data analysis
●Teams will network to share ideas and next steps
●
The similarities across curriculums
•••
Create a plan to take back IN DISTRICTS – Next Steps and Wrap UpShare out one idea/strategy that you plan to use to move forward with your district.
Sample Facilitator’s Agenda
SAT Scores
••
SAT
Longitudinal Progress Monitoring
10
Vertical Score Scale Total scores, section scores, test scores, and cross-test scores ARE vertically scaled.
►Improved scores demonstrate growth from assessment to assessment.
►Vertical scaling allows educators to monitor growth across grades.
Subscores ARE NOT vertically scaled.
►Subscores provide information allowing students to pinpoint areas for improvement.
►Improved scores do not demonstrate growth from assessment to assessment at the subscore level
► Benchmarks indicating college and career readiness are determined usingSAT Suite data and first-year college performance data.
► The benchmark indicates that students who earn that score or higher have a 75% likelihood of earning a C or better in a first-year, credit-bearing course in the same subject area.
► The PSATTM 8/9 will provide benchmarks and norms for both 8th and 9th grades.
► PSATTM 10 will provide benchmarks and norms for 10th grade.
► The PSAT/NMSQT® will provide benchmarks and norms for 10th-and 11th-graders.
Working together, the tests in the SAT® Suite of Assessments provide college and career readiness benchmarks and consistent feedback for measuring student progress.
College and Career Readiness Benchmarks
11
Grade Level
Evidence-Based Reading and Writing
(EBWR)Math
SAT 480 530Grade 11 460 510Grade 10 430 480Grade 9 410 450Grade 8 390 430
SAT College and Career Readiness Benchmarks
12More information is available at College Board’s Benchmark website.
Overall Scores
Compared to
Subscores
Section scores
●
●
●
Test scores and subscores
●
Where do I access PSAT and SAT data?
BAA Secure Site (Student Level)
⚫ PSAT 8/9, PSAT 10 and SAT data is available⚫ Only provides local data at the student level⚫ Total Scores, Sections Scores and if the
student met the benchmarks
⚫ MISchoolData.org (Aggregrate Data)
⚫ Provides local, county and state results⚫ Total Scores, Sections Scores and the
Percent that met benchmark
College Board K12 Score Reporting Portal⚫ PSAT and SAT reports are available including
a data file⚫ All student scores are available⚫ Reports available
⚫ Scores by Institution⚫ Scores by Demographics⚫ Benchmarks by Institution ⚫ Benchmarks by Demographics⚫ Instructional Planning⚫ Question Level Analysis
The Three Main College Board Reports
● Scores by Institution
● Instructional Planning
● Question Level Analysis
If you have College Board
Portal Access Log in and run the
Scores by Institution Report
Instructional Planning Report
Benchmark definition: 75% likelihood of a student achieving at least a “C” grade in a first-semester, credit-bearing college course in a related subject
PSAT/NMSQT Grade Level Benchmark definition: On track to meet the college and career readiness benchmark.https://collegereadiness.collegeboard.org/about/scores/benchmarks
https://collegereadiness.collegeboard.org/about/scores/color-coded-score-ranges
SAT Domains and Content Dimensions
A domain is a subject specific body of knowledge, skills or abilities being measured or examined by the assessment.
Getting to know the SAT Domain and Content Dimensions
As you analyze your data go into the College Board portal and run the Question Analysis account.
If you click on the item you will get the actual item, the distractors, the rationale and the difficulty level Filters are available at the top of the College Board Portal site
Question Analysis Report
• See performance by question and answer choice.
• See item difficulty level, mapping to sub scores
• See Individual answer choice performance
• Link to actual question content (including answer explanations)
Pick One Subscore to Investigate
• Look through the Question Analysis results to identify patterns and determine area of focus
• Review the questions analysis reports for the specific questions related to your area of focus
Prioritize the questions by: • Review the easy questions under 75% of students choosing the
correct answer• Review the medium questions where 25% or more students
selected one of the distractors• Review the hard questions which have a larger percent of
students selecting one of the distractor rather than the correct answer.
• Compare district performance to the state – which questions show lower district performance than the state?
OR
When Reviewing Test Questions
Prioritize the questions by: ● Easy questions [under 75%
of students selected correct answer]
● Medium questions [25% or more students selected one of the distractors]
● Hard questions [larger percent of students selected one of the distractors rather than correct answer]
1
2
Cross-Test Score Analysis in Science
When Reviewing Test Questions
Prioritize the questions by: ● Easy questions [under 75% of
students selected correct answer]
● Medium questions [25% or more students selected one of the distractors]
● Hard questions [larger percent of students selected one of the distractors rather than correct answer]
Cross-Test Score Analysis in Science
3
4
5
Why are students picking a distractor over the correct
answer?
When Reviewing Test Questions
Prioritize the questions by: ● Easy questions [under 75% of
students selected correct answer]
● Medium questions [25% or more students selected one of the distractors]
● Hard questions [larger percent of students selected one of the distractors rather than correct answer]
Cross-Test Score Analysis in Science
6
7
When Reviewing Test Questions
✓ Review the easy questions under 75% of students choosing the correct answer
✓ Review the medium questions where 25% or more students selected one of the distractors
✓ Review the hard questions which have a larger percent of students selecting one of the distractor rather than the correct answer.
Prioritize the questions by:
•
•
•
•
•
Exciting News!College Board Releases the April SAT and PSAT 10, and PSAT 8/9 every year
Accessing content through College Board portal is beneficial as you can access much more information and use tools to filter and sort.
Create a Poster
Subscore Name
1 to 3 patterns, trends,
commonalities were
among the items the
majority of the students
answered incorrect.
Now what?
Reading and Writing Instructional Practices
Mathematics Instructional Practices
Practice 1: Explicitly teach critical literacy habits across the disciplines.
Practice 1: Implement cognitively demanding tasks in the classroom.
Practice 2: Expose and provide access to content-relevant and authentic texts.
Practice 2: Incorporate and connect multiple mathematical representations into curriculum,instruction, and assessment.
Practice 3: Develop rhetorical ways of thinking, and rhetorical ways of questioning texts and words within texts.
Practice 3: Focus students’ attention on mathematical structure.
Practice 4: Develop a robust approach to writing that ensures frequent cycles of review and revision.
Practice 4: Assess students formatively and summatively using a variety of methods and task formats.
Instructional Changes Across the Curriculum
Cross Curricular Leverage Strategies
GELN Instructional Resources Available
Literacy FOR learning in ALL
Classrooms
Everyone in school
involved
Student thinking across the curriculum
Move beyond looking at data to
impacting data
Monitor student learning using
formative assessment
Going beyond test prep to
foster deeper knowledge
Search www.migeln.org
Search www.migeln.org
38
39
40
41
42
43
Upcoming Training Opportunity
Register at SRESD.org
THANK YOU!
Kathleen MillerShiawassee
Jennifer FoxJackson ISD
Emily McEvoyMacomb ISD
