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Introduction to creating a balanced assessment system presented by

Illinois State Board of Education

Introductionto Creating a Balanced Assessment SystemPresented by:


Making assessments work
Making Assessments Work….

3

A Teaching Perspective

Advance Illinois. (n.d.). Making assessments work: A teaching perspective. Retrieved from: http://www.advanceillinois.org/making-assessments-work--video-series-pages-355.php


In this presentation, we will address:

  • Recognizing purposes of assessment and how assessments, including assessments for student growth, fit together in a balanced system 

  • Defining/clarifying terms that describe the components of a balanced assessment system  

  • Sharing examples of formative, interim, and summative assessments  

  • Reviewing current local assessment systems in relation to a balanced assessment system  


Why assess
Why Assess?

  • Improve student outcomes

  • Adjust instruction

  • Make data-based decisions

  • Improve student engagement


Illinois State Board of Education

Assessment is:

The process of collecting and interpreting information that informs educators, students, and families about students’ progress in attaining the knowledge, skills, attitudes, and behaviors to be learned or acquired in school (JCSEE, 2013).


Illinois State Board of Education

An assessment system that uses multiple and varied measures of student performance provides more valid and reliable evidence of the influence that educators have on student growth (JCSEE, 2013).


Balanced assessment and student growth
Balanced Assessment and Student Growth

  • All assessments can be used to show student growth

    • Joint committee determination

    • Purpose of the assessment


Balanced assessment system
Balanced Assessment System

A balanced assessment system is the strategic use of formative, interim, and summative measures of student performance to address immediate student needs, inform ongoing instructional changes, and guide long-term educational improvement.

https://sites.google.com/a/dcsdk12.org/bas


Illinois State Board of Education

  • The goals of a balanced assessment system are 1) to ensure that assessments are being used for their defined purpose; 2) to streamline the assessment process reducing the amount of assessment; and 3) to increase the use of appropriate assessment data.


Terminology
Terminology

  • Using common terminology is very important

  • There are many, many assessment glossaries with multiple terms for the same concept/process


Definitions
Definitions

  • Formative assessments are designed to provide regular feedback to teachers so they can adjust instruction to improve student learning.

  • Interim assessments are designed to identify strengths and weaknesses in curriculum and instruction.

  • Summative assessments are designed to measure overall curriculum and program effectiveness. These assessments are standardized to allow comparison across student groups.

(Wiliam, 2011; Perie, Marion, & Gong 2009; Popham, 2009)


Balanced assessment system1
Balanced Assessment System

Measuring Student Growth: A Collaborative Process

  • End of Course/Year Assessments

  • Performance-Based Assessments

  • Portfolios

Summative

  • Mid-Year Assessments

  • Unit/Chapter Assessments

  • Performance-Based Assessments

Interim

  • Performance-Based Assessments

  • Self/Peer Assessments

  • Discussion/Observation/Checklists

Formative

Frequency of Administration

Adapted from Perie, Marion, & Gong (2009)

12


Pera definitions
PERA Definitions

  • Type I assessment

    • An assessment that measures a certain group of students in the same manner with the same potential assessment items, is scored by a non-district entity, and is widely administered beyond Illinois

  • Type II assessment

    • An assessment developed or adopted and approved by the school district and used on a district-wide basis that is given by all teachers in a given grade or subject area

  • Type III assessment

    • An assessment that is rigorous, aligned with the course’s curriculum, and that the evaluator and teacher determine measures student learning


Classroom example literacy
Classroom Example: Literacy

  • Formative- Running record; classroom rubric used for monitoring guided reading responses

  • Interim- Fountas & Pinnell Benchmark Assessment System, 2nd Edition (3x annually)

  • Summative- PARCC and MAP®

Examples listed are for purposes of illustration and are not endorsed by the ISBE


Classroom example english
Classroom Example: English

  • Formative assessment – Exit slips for reading comprehension skills; checklist for reading comprehension used during group discussions

  • Interim assessment - Scholastic Reading Inventory (completed fall and spring)

  • Summative assessment – PARCC

Examples listed are for purposes of illustration and are not endorsed by the ISBE


Classroom example music
Classroom Example: Music

  • Formative- rubric to assess singing on pitch; classroom rubric to assess playing in rhythm; classroom listening assessment

  • Interim- district-developed interim assessments containing performance tasks for rhythm and an evaluation tool (given 3x a year)

  • Summative- none

Examples listed are for purposes of illustration and are not endorsed by the ISBE


Assessment Use: Four Corners

  • What is the purpose of each assessment?

  • What data are gathered from each assessment?

  • How are you currently using these assessment data?

  • What data do you STILL need to determine your students’ growth?


Reflection
Reflection

Illinois State Board of Education

  • How might you integrate and streamline your assessments to create a balanced assessment system?


Illinois State Board of Education

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