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OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE . Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Lisa A. Langell, M.A., S.Psy.S. AIMSweb in a Picture and a Sentence.

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overview of curriculum based measurement as a general outcome measure

OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE

Mark R. Shinn, Ph.D.

Michelle M. Shinn, Ph.D.

Lisa A. Langell, M.A., S.Psy.S.

aimsweb in a picture and a sentence
AIMSweb in a Picture and a Sentence

AIMSweb is a 3-tier Progress Monitoring System based on direct, frequent and continuous student assessment which is reported to students, parents, teachers and administrators via a web based data management and reporting system for the purpose of determining response to instruction.

slide4

CBM is a GOM Used for Scientific Reasons Based on Evidence

Reliable and valid indicator of student achievement

Simple, efficient, and of short duration to facilitate frequent administration by teachers

Provides assessment information that helps teachers plan better instruction

Sensitive to the improvement of students’ achievement over time

Easily understood by teachers and parents

Improves achievement when used to monitor progress

slide5

Things to Always Remember About CBM

Designed to serve as “indicators” of general reading achievement: CBM probes don’t measure everything, but measure the importantthings.

Standardized teststo be given, scored, and interpreted in astandard way

Researchedwith respect to psychometric properties to ensure accurate measures of learning

skill areas currently assessable via aimsweb
Skill Areas Currently Assessable via AIMSweb:
  • Early Literacy[K-1 benchmark, Progress Monitor (PM) any age]
    • Letter Naming Fluency
    • Letter sound fluency
    • Phonemic Segmentation Fluency
    • Nonsense Word Fluency
  • Early Numeracy (K-1 benchmark, PM any age)
    • Oral Counting
    • Number identification
    • Quantity discrimination
    • Missing number
  • Oral Reading (K-8, PM any age)
  • MAZE (Reading comprehension); (1-8, PM any age)
  • Math Computation (1-6, PM any age)
  • Math Facts (PM any age)
  • Spelling (1-8, PM any age)
  • Written Expression (1-8, PM any age)
  • Early Literacy and Oral Reading—Spanish (K-8)
slide7

Big Ideas of Benchmark (Tier 1) Assessment

Benchmarking allows us to add systematic Formative Evaluation to current practice.

  • For Teachers (and Students)
    • Early Identification of At Risk Students
    • Instructional Planning
    • Progress Monitoring
  • For Parents
    • Opportunities for Communication/Involvement
    • Accountability
  • For Administrators
    • Resource Allocation/Planning and Support
    • Accountability
slide8

Benchmark (Tier 1):3x per year

Strategic Monitoring (Tier 2):1x per month for select studentsat risk for educational difficulties(Optional)

Progress Monitor (Tier 3):Intensive assessment with adjustable frequency that matches need

managing data after assessment is easy
Managing Data after Assessment is Easy:
  • After completing assessment, quickly type data in system.
  • AIMSweb instantly generates multiple reports for analysis and various decision-making purposes. A few of the many reports available appear here:

SAMPLES

slide10

Tier 1: Benchmark

  • Three times per year for all students.
          • Fall: SeptemberWinter: JanuarySpring: May
box whiskers graphs box plots a brief explanation
Box & Whiskers Graphs (box plots): A Brief Explanation

AIMSweb commonly uses box plots to report data.

This chart will help familiarize yourself with box plots:

Consider bell-curve. Box plots are somewhat similar in shape and representation.

outlier

90th percentile

Above Average Range

75th percentile

Median (50th percentile)

25th percentile

Average range of population included in sample.

Below Average Range

10th percentile

slide19

Tier 2: Strategic Monitor

(Monthly)

Provides option to increase assessment frequency for select students who have been identified as at-risk in the Benchmark process – or for all students if

desired.

slide26

View Growth Trends by Grade and Benchmark Period;

View by Comparison Group & Across Years

slide27

Compare Average Performance by Sub-Group

  • Compare by:
  • Service Code
  • Ethnicity
  • ELL/ESL
  • Meal Status
  • Various targets
slide30

View Data by Scores and Percentile Rank per Grade Level within a school or by specific Classroom

progress monitoring

Progress Monitoring

Strategies for Writing Individual Goals in General Curriculum and More Frequent Formative Evaluation

Mark Shinn, Ph.D.Lisa A. Langell, M.A., S.Psy.S.

slide43

Big Ideas About Frequent Formative Evaluation Using General Outcome Measures and the Progress Monitoring Program

One of the most powerful interventions that schools can

use is systematic and frequent formative evaluation.

Benchmark Assessment is not enough for some students because they may be in ineffective programs too long. (3 mos +)

The solution is to write individualized goals and determine a feasible progress monitoring schedule.

The core of frequent progress monitoring is:

Survey-Level Assessment

Goal setting using logical educational practices

Analysis of student need and resources for determining progress monitoring frequency.

slide45

Formative Evaluation of Vital Signs Requires Quality Tools

Technical adequacy (reliability and validity);

Capacity to model growth (able to represent student achievement growth within and across academic years);

Treatment sensitivity (scores should change when students are learning);

Independence from specific instructional techniques (instructionally eclectic so the system can be used with any type of instruction or curriculum);

Capacity to inform teaching (should provide information to help teachers improve instruction);

Feasibility (must be doable).

thinking about a student s data
Thinking About A Student’s Data

Sample Student:

Melissa Smart

3rd grade student

Progress Monitor

slide47

8

Melissa Smart

110

92

77

50

34

slide52

Need Shift to Few But Important Goals

  • Often Ineffective Goal Smorgasboard!
    • Student will perform spelling skills at a high 3rd grade level.
    • Student will alphabetize words by the second letter with 80% accuracy.
    • Student will read words from the Dolch Word List with 80% accuracy.
    • Student will master basic multiplication facts with 80% accuracy.
    • Student will increase reading skills by progressing through Scribner with 90% accuracy as determined by teacher-made fluency and comprehension probes by October 2006.
    • To increase reading ability by 6 months to 1 year as measured by the Woodcock Johnson.
    • Student will make one year's growth in reading by October 2006 as measured by the Brigance.
    • Student will be a better reader.
    • Student will read aloud with 80% accuracy and 80% comprehension.
    • Student will make one year's gain in general reading from K-3.
    • Students will read 1 story per week.
slide53

Reduce the Number of Goals to a Few Critical Indicators

Reading In (#) weeks (Student name) will read (#) Words Correctly in 1 minute from randomly selected Grade (#) passages.

Spelling In (#) weeks (Student name) will write (#) Correct Letter Sequences and (#) Correct Words in 2 minutes from randomly selected Grade (#) spelling lists.

Math Computation In (#) weeks (Student name) will write (#) Correct Digits in 2 minutes from randomly selected Grade (#) math problems.

Written Expression In (#) weeks (Student name) will write (#) Total Words and (#) Correct Writing Sequences when presented with randomly selected Grade (#) story starters.

slide54

Conducting a Survey Level Assessment

Students are tested in successive levels of general curriculum, beginning with their current expected grade placement, until a level at which they are successful is determined.

slide55

John5th grader:5th grade passage

26/12

John3rd grade passage62/4

John4th grade passage49/7

Conducting a Survey Level Assessment

slide56

Base Goal Setting on Logical Educational Practices

Example of PLEP statement:

John currently reads about 26 words correctly from Grade 5 Standard Reading Assessment Passages. He reads Grade 3 reading passages successfully; 62 correct words per minute with 4 errors, which is how well beginning 3rd grade students read this material.