There are many assessments being used but lack of clarity about their purposes. An organized assessment plan is needed to coordinate different initiatives and ensure all elements work together toward the overall goal of student progress. The first step is to examine current assessments being used and discard any not serving a clear need, in order to simplify the system. A valid, reliable and coordinated assessment approach can provide the right data to inform instructional decisions at each level from problem identification to evaluation of plans.
12. Validity
Is it testing what it claims to test?
History or complicated vocabulary?
Can we relate scores on the test to
the skill being targeted?
Achievement or computer skills?
19. What are you screening for?
Traditional methodology
“Within child” variables as
source of
underachievement:
processing, attention,
motivation
Updated methodology
“Educator owned”
variables as source of
underachievement:
curriculum, instruction
and environment
What to screen for at each level…
Kindergarten to 5th – basic skills, social emotional
Middle school – basic skills (until 7th or 8th depending on population),
progress toward graduation, social emotional
High School - Progress toward graduation, Standards based learning
20. Diagnose why there is need…
Problem
Identification
Problem
Analysis
Plan
Development &
Implementation
Plan
Evaluation
21. Type Desirable Features
Most Efficient
Tool(s)
Diagnostic
Common Formative
Assessments
Formative
Assessments
Mastery Measurement
Adequate number of
items per skill
Production-Type
Responses
Longer to administer
and score
Focus is on skills and
the thought process
Curriculum series tests
MAP
Informal classroom
evaluation (error analysis
etc.)
Course quizzes/exams
Functional behavioral
analysis
Frequency, duration,
counts – peer discrepancy
Interviews/Observations
Purpose: Problem Analysis
22. Point to the best way to address the need…
Problem
Identification
Problem
Analysis
Plan
Development &
Implementation
Plan
Evaluation
23. Type Desirable Features
Most Efficient
Tool(s)
All available sources
Multiple sources
Data sources
converge to support a
hypothesis
At least one source of
hard data
Purpose: Plan Development and Implementation
25. Type Desirable Features
Most Efficient
Tool(s)
General outcome
measure
Mastery
measurement/Summative
Diagnostic
High stakes/standardized
Progress monitoring
Linked to Important
Outcomes
Goals – Decision rules
Sensitive to Within
Person Differences
Curriculum series tests
MAP
Informal classroom
evaluation (error analysis
etc.)
Course quizzes/exams
Functional behavioral
analysis
Frequency, duration,
counts – peer discrepancy
Interviews/Observation
Purpose: Plan Evaluation
28. Classroom assessments – formative
and summative – mastery
measurement
Are the students learning the material I am
currently teaching and what changes can I
make to increase their learning?
How much of what was taught in the
lesson/unit/course did the students learn?
Universal Screening and Progress Monitoring
General Outcome Measurement -
Common formative assessment (CFA)
As a result of the program
my students are receiving,
do the indicators suggest
that they are on the path
to becoming college and
career ready? What
changes can I make in my
program to improve
student performance?
Program evaluation
High Stakes Tests - summative
Have my students
met the state
criteria for
proficiency?
Diagnostic Assessment for some students
Why is this
student(s) failing
to make
progress in this
program?
Assessments in Education
Miller Guidance, Inc.