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  1. Equalizing the Playing Field: Formative and Summative Assessments That Address the Needs of ALL Learners Specialized Educators Community of Practice - June 2014

  2. Objective Participants will demonstrate an understanding of the essential elements of formative and summative assessments and their implications for students with disabilities.

  3. Formative Assessment Take a moment to reflect: What formative assessments do you currently use?

  4. Formative/Summative Assessment Formative Summative Measures learning Periodic snapshots of learning Focused on learning products Teacher Directed Standard-unchanging measure of what a student has achieved Teachers use results to make success or failure decisions • Improves teaching and learning • Occurs while learning is in progress • Focused on learner progress • Collaborative communication among teachers and students • Ongoing process based on student need • Evidence gathered to adjust for continuous improvement

  5. UDL & Assessment • UDL Curriculum Self Check • http://udlselfcheck.cast.org • Perspectives on UDL and Assessment an Interview with Robert Mislevy • http://www.udlcenter.org/resource_library/articles/mislevy

  6. The Learner Formative Assessment InstructionalActivities Daily Learning Objectives

  7. http://schoolleader.typepad.com/school-leader/2012/01/popham-on-formative-vs-summative-assessment.htmlhttp://schoolleader.typepad.com/school-leader/2012/01/popham-on-formative-vs-summative-assessment.html

  8. Strategy Alert: Unpack Standards; Chunk Information; Criteria for Evaluation Planning for Ongoing Assessment Four Key Steps • Identify and Share Learning Goals • Gather Evidence of Understanding • Adjust Instruction • Give Feedback to Students Source: Betty Hollas, 2010 NMSA Conference

  9. Planning for Ongoing Assessment Strategy Alert: Anticipation Guide; Exit Card; Thumbs Up or 1-2-3; Cloze Activity, Journaling, Likert Scales Four Key Steps • Identify and Share Learning Goals • Gather Evidence of Understanding • Adjust Instruction • Give Feedback to Students Source: Betty Hollas, 2010 NMSA Conference

  10. Planning for Ongoing Assessment Four Key Steps • Identify and Share Learning Goals • Gather Evidence of Understanding • Adjust Instruction • Give Feedback to Students Strategy Alert: Re-teach; Engage; Questioning; Tiered Instruction Source: Betty Hollas, 2010 NMSA Conference

  11. Planning for Ongoing Assessment Four Key Steps • Identify and Share Learning Goals • Gather Evidence of Understanding • Adjust Instruction • Give Feedback to Students Strategy Alert: Acknowledgment; Direction for Change; Next Steps Source: Betty Hollas, 2010 NMSA Conference

  12. THE MAIN GOAL “The main goal of classroom testing and assessment is to obtain valid, reliable, and useful information concerning student achievement.” LINN & MILLER

  13. Stiggins’ View on Assessment Assessment is no longer just a sorting mechanism (successful from unsuccessful; winners and losers). It must address the needs of each and every student.

  14. Students: MSDE: Division for Leadership Development Maryland Principals’ Academy Follow-Up PA #

  15. Teachers: MSDE: Division for Leadership Development Maryland Principals’ Academy Follow-Up PA #

  16. S.I. Assessment Instruction Curriculum Differentiated Instruction Universal Design for Learning

  17. GOALS FOR CLASSROOM TEACHERS Teachers can create classrooms that are information rich by providing multiple and targeted opportunities for students to show what they know, providing useful feedback to both the teacher and the students.

  18. FOOD FOR THOUGHT The most powerful single modification that enhances achievement is FEEDBACK! J. H.HATTIE (1992), “MEASURING THE EFFECTS OF SCHOOLING” AUSTRALIAN JOURNAL OF EDUCATION.

  19. GRANT WIGGINS ON FEEDBACK “Feedback is different from advice or guidance. It is also different from praise or blame. Feedback is information. ‘Good job!’ is not feedback, it is praise. Praise isn’t information- it is affirmation.”

  20. TIMELY EXPERT CONSISTENT DESCRIPTIVE HONEST ON-GOING ACCURATE USER-FRIENDLY SPECIFIC CONSTRUCTIVE GOOD FEEDBACK IS:

  21. GOOD FEEDBACK • Provides opportunities to try the activity again • Includes what learners didn’t do in addition to what they did do • Uses a shared vocabulary that all can understand • Relies on mutual trust, the belief that the teacher and students are partners in the feedback process

  22. CHANGES IN THE LANDSCAPE There has recently been a shift in focus from assessment OF learning to assessment FOR learning.

  23. ASSESSMENTFORLEARNING Assessment that occurs throughout the learning process that is designed to make each students’ understanding visible so that teachers can decide what they can do to help students progress.

  24. INFORMAL formative assessment can take place during any teacher-student interaction Exit ticket 4 corners Muddiest point FORMAL formative assessment includes planned activities designed to provide evidence about student learning. Homework Quiz Rough draft TYPES OF ASSESSMENTFORLEARNING

  25. ASSESSMENTOFLEARNING • When we use assessment at the conclusion of a learning activity, we are using assessment OF learning.

  26. WHAT’S THE DIFFERENCE Assessment for learning is any assessment for which the first priority is to serve the purpose of promoting students’ learning FEEDBACK ALONE MAKES THE GREATEST IMPACT ON STUDENT GRADES

  27. WORDS OF WISDOM “You cannot fatten the cattle by weighing them more. You have to FEED them.” Larry Lezotte

  28. Updates

  29. PARCC Assessment Professional Development Module • Module #1: PARCC Common Assessments Overview • Module #2: Introduction to the PARCC Mid-Year Assessment • Module #3: Introduction to the PARCC Diagnostic Assessment • Module #4: Introduction to the PARCC Speaking and Listening Assessment • Module #5: PARCC Accessibility System

  30. Module 5: PARCC Accessibility System This module will provide educators with the following information on the Mid-Year, Performance-Based, and End-of-Year Assessments: • Accessibility features embedded into the delivery platform made available to all students; • Accommodations embedded into the delivery platform made available to students with disabilities;

  31. Module 5: PARCC Accessibility System This module will provide educators with the following information on the Mid-Year, Performance-Based, and End-of-Year Assessments: • Accommodations embedded into the delivery platform made available to English learners; and • Resource guide that highlights where to find information on administrative guidance, laws, alternate assessments, technology support, and communications resources.

  32. PARCC Comprehensive Accessibility Policies http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual

  33. Embedded Supports • Tool, support, scaffold, or preference that is built into the assessment system that can be activated by any student, at his or her own discretion. • Universal Design features expected to benefit a diverse array of students and are available to all students. • Provided onscreen, stored in a toolbar, or are accessible through a menu or control panel, as needed. • During the assessment, students can choose which embedded supports they need for specific items. Examples include: audio amplification, highlighting, pop-up glossary, etc.

  34. Embedded Supports

  35. Availableto all students (i.e., not limited to students with IEPs, 504 plans, or ELs), but will be selected and “turned on” by a school-based educator prior to the assessment, based on each student’s Personal Needs Profile (PNP). Based on each student’s individual needs, a PNP is created for the student to ensure that he or she receives appropriate access without the distraction of other tools and features that are not required by the student. Although a school-based educator will enable specific accessibility features for students, the student will decide whether or not to use the feature. Accessibility features will be readily available on the computer-delivered testing platform. Accessibility Features

  36. Accessibility Features

  37. Proposed Accommodations for Students with Disabilities (SWD) www.parcconline.org

  38. Assistive Technology • Some students with disabilities (with IEPs or 504 plans) may need to bring assistive technology to equitably access the PARCC Field Test. • For current guidance on assistive technology for the PARCC Field Test, please refer to the posted guidelines on PARCConline.org.

  39. Accommodations for SWD

  40. Accommodations for SWD

  41. Accommodations for SWD

  42. Special Access Accommodations (SWD)

  43. Text-to-Speech Monitoring Phase 1 • State baseline of the appropriate selection of the Text-to-Speech or Human Read-Aloudfor the ELA/Literacy online or paper-based PARCC Assessments, including items, response options, and passages. • Desk audit • No fault year • The results will be provided to local school systems to use as guidance to develop systemic and/or school based professional development to ensure the appropriate selection of the text to speech or human reader accommodation.

  44. Text-to-Speech Monitoring Phase 1 Monitoring Sample • A random sampling (20%) of students with disabilities from selected local school systems who received the text to speech, or human reader accommodation during the PARCC field test will be selected to have their Individualized Education Programs (IEPs) monitored for the appropriate documentation of this accommodation as outlined in the PARCC guidance. • The random sampling will be gathered by the Division of Curriculum, Assessment and Accountability.

  45. PARCC Resources: For the Field Test and Beyond TBR • The guide contains links to a variety of resources about the PARCC assessments and 2014 PARCC Field Test. • The resources listed here are organized by audience and include resources relevant to All Audiences, those with specific information for Teachers, and resources developed to inform Parents. • Refer to PARCC Resources for the Field Test and Beyond document. www.parcconline.org

  46. Overview

  47. Implementation in Maryland is 2015-2016 www.ncscpartners.org

  48. Maryland’s Community of Practice • Regional Community of Practice (CoP) Teams • Six Regional CoP • Implement Model Curricula; provide feedback prior to the assessment implementation for refinement • Assist with providing professional development to support teachers

  49. Maryland Community of Practice Teams • Northern* • Baltimore City • Baltimore County • Harford • Central* • Anne Arundel • Howard • Montgomery • Prince George’s • Upper Eastern Shore* • Caroline • Cecil • Kent • Queen Anne’s • Talbot • Lower Eastern Shore • Dorchester • Somerset • Wicomico • Worcester • Western* • Allegany • Carroll • Frederick • Garrett • Washington • Southern* • Calvert • Charles • St. Mary’s

  50. Community of Practice Teams • Alt-MSA Facilitators will Co-Chair a Region • Up to 23CoP Team Members • Administrators, Special Educators, General Educators and Related Service Providers • Speech Pathologist • Assistive Technology Specialist • OT, PT specialists • Teacher of Visually Impaired and Deaf/Hard of Hearing • Content Specialist – Reading/ELA, Mathematics • Regular and Special Education Teacher • Autism Specialist • Principal/AP – Comprehensive School and Special School • Non-public School Representative