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Enhancing Student Readiness through Effective Assessment Strategies

This presentation highlights key strategies for improving student readiness for college, careers, and adult life through proper assessment methods. Delivered at the NC DPI Leadership Conference in March 2013, it emphasizes using released test items as teaching tools, the importance of grid-in response items for assessment reliability, and implementing the "Walkabout" method for reflective learning. Attendees are reminded to focus on formative assessments that engage students and foster critical thinking rather than merely preparing them for summative tests.

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Enhancing Student Readiness through Effective Assessment Strategies

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  1. NC EOG Session • The following slides were taken (via photograph) by me at the NC DPI Leadership Conference. • March 22, 2013

  2. Caution • Don't use released items as a summative test. • Better to use one-by one, trickle down as teaching tools.

  3. Grid-In Response • Grid-in-response items tell us more than multiple choice- that way we can have fewer questions but get the same reliability (remember, grid-in items are 5th grade and up ONLY).

  4. READY • As teachers, principals and parents, we owe every child an education that properly prepares him or her for their next big steps after graduation --- college, career and adulthood" - www.ncpublicschools.org/ready

  5. Ready to start college after high school graduation without a remedial course. • Ready to seek, understand, and manipulate numbers for personal finance, for example, buying decisions and retirement planning.

  6. Ready - in Math • Alvin Roth and Lloyd Shapley won the 2012 Nobel in Economics (They were READY). Matching program grew out of game theory. Many successful kidney transplants resulted. • They were READY

  7. CAUTION • We were cautioned NOT to use the released items to HELP students learn!!! • DPI suggested items be done one at a time by students, and students reflect on them using the "WALKABOUT" method

  8. Walkabout • "Walkabout" = a formative approach to using released questions.

  9. Walkabout Destination • Each student has tried each question under non-stressful conditions • after trying a question, receiving and creating descriptive feedback rather than getting a score that is recorded in the grade book, students should...

  10. Each Student Has... • Done point-of-entry analysis. "What will help me or other students understand this problem?" make a drawing , etc.

  11. Each Student Has... • Done Error analysis, alone and/or in classroom discussion. "What are the possible mistakes that I made or that other students made? Why"

  12. Each Student Has... • Done recovery analysis: "What are ways to overcome common mistakes?" "What are the concepts that I need to understnad better" "What are the skills I need to practice more?"

  13. Each Student Has... • Connected the question to at least one Common Core standard. What other questions could be asked to assess this standard.

  14. Each Student Has... • Connected the question to at least one of the 8 Common Core Standards for Mathematical Practice

  15. Walkabout - Path • By definition, a walkabout does not have one path • Each teacher, each class, and each question has an individual path. • Trickle out Questions! One or a few at a time!

  16. How Long will the test be? • General assessment: an estimated time of 3 hours to 4 hours maximum without accommodations

  17. Don't Get Test Crazy! • To get them prepared for formative assessments, students need to ... • Engage in work that makes them THINK • Challenges and inspires them • Engages them in mathematical discourse

  18. Take-Aways • Questions should be trickled-in • Practice Test questions don't TEACH

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