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Research, Evaluation and Assessment Minneapolis Public Schools Minneapolis Kindergarten Assessments August 2009 (Basic Literacy Benchmarks 2009)

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Page 1: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis

Public Schools

Minneapolis Kindergarten Assessments

August 2009(Basic Literacy Benchmarks 2009)

Page 2: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

The Minneapolis Public Schools assesses all entering kindergarten students in September and again in May. The assessment was developed in Minneapolis in conjunction with the University of Minnesota and is administered by cadre of trained retired teachers. Results are reported to schools in the fall and used for instructional planning. Spring results include the fall baseline data to document student growth.

Page 3: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Beginning of KindergartenLiteracy

picture vocabularyrhymingconcepts of printoral comprehensionsound recognition letter naming alliteration

Numeracycounting forward counting backwardordering numbersidentifying numbersbefore/after and sums

Page 4: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Individual Growth and Development Indicators

The rhyming, picture namingand alliteration items were developed at the University of Minnesota. These Individual Growth and Development Indicators (IGDI) use sets of index sized picture cards. They are fluency measures.

Page 5: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

RhymingThe rhyming card shows a target picture at the top of the card and three additional pictures at the bottom of the card. The assessor names all of the pictures on the card and the student is asked to name or point to the picture at the bottom that rhymes with the target picture. It is scored as a total number of rhymes correctly identified in two minutes.

Page 6: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Page 7: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

AlliterationThe alliteration (beginning sound) card follows the same format. The assessor presents the card, names the pictures, and the student is asked to say or point to the picture at the bottom that starts with the same sound as the target picture. It is scored as the total number of beginning sounds correctly identified in two minutes.

Page 8: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Page 9: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Picture Vocabulary

Picture vocabulary also uses a set of picture cards. These cards have one picture (photographs or detailed color line drawings) of an everyday object on them. The assessor asks the child to name the pictures as fast as they can. It is scored as the total number of correct pictures named in one minute.

Page 10: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Concepts of Print

A simple book is used to assess concepts of print. Students are handed a book and asked to show the front of the book, where to begin reading, left to right, return sweep and to count the number of words on the page.

Page 11: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Alphabetic Principle

Both letter naming and sound recognition are assessed using cards that contain randomly ordered lower case letters. Both measures have been normed in Minneapolis and are fluency measures. It is scored as the total number of letters named or sounds produced in one minute.

Page 12: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Oral Comprehension

The assessor reads a story to the student and asked nine questions. These questions assess the child’s skill in responding to:

• the structure of the story • inferences • concepts and vocabulary knowledge • a personal response.

Page 13: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Oral comprehension cont.Additional points are given for some questions when a student uses specific vocabulary contained within the story. For example, a student may receive three points for one question, one point for the correct response to the question and two points for using specific vocabulary words within their response. Oral comprehension is scored as the total number of correct responses out of 21.

Page 14: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Counting forward

Students are asked to count aloud beginning with the number one. The assessor stops them when they reach 35 or records the highest number counted in order. It is scored as the highest number counted consecutively.

Page 15: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Counting backward

Students are asked to count aloud backwards from 10. It is scored as the lowest number counted consecutively.

Page 16: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Ordering numbers

Selected number cards 0-21 are presented to students. They are asked put them in order. It is scored as the total number of correct number sequences. A number sequence is any two numbers in the correct order.

Page 17: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Number identification

Number identification is assessed by using a card that contains randomly ordered numbers 0-100. Students are asked to say the number they see. It is scored as the total numbers named in one minute.

Page 18: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Before/after and sums

Students are asked to say:what number comes after the target number what number comes 2 numbers after the target number what number comes before the target number to add one digit numbers

Page 19: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

End of Kindergarten

All of the measures administered in the fall are repeated in the spring. In addition passage reading is assessed.

Page 20: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Passage Reading

The last item on the end of the year assessment is passage reading. Students are asked to read pre-primer passage and a total number of words read correctly in minute is recorded.

Page 21: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Minneapolis Beginning of Kindergarten Assessment District Results 2008-2010

Phonemic Awareness

Alphabetic Principle

Language Total LiteracyTotal 

Numeracy

2008 60% 72% 64% 66% 48%

2009 68% 78% 65% 70% 50%

2010 68% 77% 66% 71% 49%

60%

72%64% 66%

48%

68%

78%

65%70%

50%

68%77%

66%71%

49%

0%

20%

40%

60%

80%

100%Percent of Students at Meets or Exceeds the Benchmark

ELL Free/Reduced Lunch

2009 25% 56%

2010 27% 60%

25%

56%

27%

60%

0%20%40%60%80%

100%

Student Demographics  2009‐2010

Page 22: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

NEW! Basic Literacy Benchmarks 2009

Benchmarks are now grouped into four domains: the alphabetic principle, phonemic awareness, language and numeracy. The Alphabetic Principle Domain is calculated by adding the letter sound and letter naming scores. The Phonemic Awareness Domainis calculated by adding the rhyming and alliteration scores.

Page 23: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Basic Literacy Benchmarks 2009 cont.

The Language Domain is calculated by adding the vocabulary and oral comprehension scores. The Numeracy Domain is calculated by adding the numeracy items together in a weighted formula.

Research, Evaluation and Assessment Minneapolis Public Schools

Page 24: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Benchmarks have been calculated based on data from the Grade One Oral Reading Assessment and Grade Three Minnesota Comprehensive Assessment. The table below shows the benchmarks for each domain for beginning and end of kindergarten.

Page 25: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

Basic Literacy Benchmarks 2009MCAII Grade 3

FallPhonemic Awareness

FallAlphabetic Principle

Fall Language Domain

Fall Total Numeracy

WinterOnset Phoneme

WinterLetter Sound

SpringPhonemic Awareness

SpringAlphabetic Principle

Spring Language Domain

Spring Total Numeracy

Does not meet the standard

0‐5 0‐2 0‐29 0‐9 0‐11 0‐7 0‐16 0‐37 0‐38 0‐49

Partially meets the standard

6‐9 3‐6 30‐34 10‐29 12‐17 8‐14 17‐21 38‐53 39‐43 50‐69

Meets/ exceeds the standard 

10+ 7+ 35+ 30+ 18+ 15+ 22+ 54+ 44+ 70+

Page 26: Minneapolis Kindergarten Assessmentsrea.mpls.k12.mn.us/uploads/kind_summary_fall_2010_with_2009_bench_2.pdf · Research, Evaluation and Assessment Minneapolis Public Schools. Individual

Research, Evaluation and Assessment Minneapolis Public Schools

For further information, please contact Mary Pickart at 612-668-0569 or [email protected].