student assessment
TRANSCRIPT
Prairie Rose School Division
Using Summative Assessment Data to Set Goals
Purpose and Audience of MYA
• Primary purpose: to enhance student learning and engagement through classroom-based assessment processes.– Audience = student / teacher / parent
• Second purpose: gather summative information about the levels of achievement in literacy, numeracy, and engagement– Audience = parents / school / division / department
Source: Middle Years Assessment Policy.
Assessment Reform in Manitoba
• Assessment for and as Learning– Setting criteria that define success– Giving and obtaining feedback– Planning next steps
• Assessment of learning– Provides feedback to the school,
division, and province so that appropriate supports for further learning are provided
– Communicates progress to stakeholders
Popham: Transformative Assessment
• Formative assessment is a planned process in which classroom assessment evidence of a student’s status is used – by the teacher to adjust their ongoing
instructional procedures – or by students to adjust their current learning
tactics.
Why Use MYA Data?
– To improve achievement in key areas for all learners
• Key areas = “Guaranteed and viable curriculum”
– To provide focus for school plans and professional development efforts
• Goal-oriented, professional learning culture
– To address issues of equity• Using data to close the achievement gap
ADOPT “SIMPLE PLANS” to create & sustain LEARNING COMMUNITIES
1. DATA - informed (academic!) priorities
2. GOALS: that are measurable / tied to an assessment
3. TEAMWORK that produces short-term assessment results
…Anchored by a GUARANTEED & VIABLE CURRICULUM
Source: Mike Schmoker www.nsdc.org
TEAMWORK
DATA GOALS
Looking at Data in PLCs
Simple Three Point Agenda:• identify strengths and needs evident in the data,
and suggest reasons for and give context to the results.
• priorize ideas for improvement, stating them as achievable goals.
• share ideas and resources for achieving the goal.
1. Identify Strengths and Needs Evident in the Data
– Ask clear questions:What does the data tell you…
– …about what students do well?– …about where students are weak?
• Make 3 – 4 observations about the data.– For example, “I notice that more than half (61%) of
Prairie Rose students do not meet expectations for responding critically.”
Grade 7 Student Engagement - Prairie Rose SD (2008 - 166 Students)
22.3
33.1
23.5
13.3
19.9
34.3
23.5
27.7
46.4
47.6
4.8
3
3.6
2.4
4.228.3
38.0
45.2
40.4
38.6
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Demonstrating an interest inhis/her learning.
Engaging in self-assessment.
Being aware of learning goalsof a unit of student and/orpersonal learning goals.
Participating in lessons.
Accepting responsibility forassignments.
Grade 7 Number Sense & Number Skills - Prairie Rose SD (2008 - 166 Students)
4.8
2.4
9.6
25.3
13.3
59.6
72.9
71.1
28.9
46.4
3
3
3
3.6
3.636.7
42.2
16.3
21.7
32.5
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Student orders fractions
Student orders decimals
Student uses number patterns tosolve mathematical problems.
Student understands that a givennumber may be represented in a
variety of ways.
Student solves mathematicalproblems using knowledge of
number patterns and mathstrategies.
Grade 8 Reading Comprehension - Prairie Rose SD (2008 - n=195)
1.5
1.5
1.5
6.2
9.7
29.7
35.4
49.7
62.1
56.9
39
6.7
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Student understands keyideas and messages in a
variety of texts.
Student interprets a variety oftexts.
Student responds critically toa variety of texts.
Grade 8 Expository Writing - Prairie Rose SD (2008 - n=195)
1.5
1.5
1.5
9.2
14.4
45.1
50.8
32.8
48.7
38.5
51.3
4.6
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Student generates, selects, andorganizes ideas to support the
reader’s understanding.
Student choose language (wordchoices and sentence patterns)
to make an impact on thereader.
Student uses conventions(spelling, grammar and/or
punctuation) and resources(spell checker, thesaurus,
dictionaries, etc.) to edit andproofread to make meaning.
Suggest Reasons for and Give Context to the Results
1. Has the assessment changed?
2. Has instructional practice changed?
3. What students factors are relevant to this data set?
4. What other factors may have affected results? Time? Staffing?
Advanced: Suggest Reasons for and Give Context to the Results
• Consider equity issues by blocking data– Are there patterns by ethnic group or gender?– How are groups doing? Who is behind? Who is on target? Who
is ahead?– Do the data surprise you, or do they confirm your perceptions?– How might some school or classroom practices contribute to the
successes and failures for particular groups of students?– How do we continue doing what is working and address what is
not working for students?
Source: Using Data to Close the Achievement Gap
Priorize Ideas for Improvement, Stating them as Achievable Goals
• Feed this process into – Department, school, division goals– Professional Development plans
• SMART goals: Specific, measurable, attainable, relevant, timed.
What Data are Available?• Data available from Manitoba Education
– Enrollment data– Middle Years Assessment– Grade 12 Standards Tests (individual scores, means, pass
rates, feedback report)– Retention
• Data available at the school / division level– Male / female– Aboriginal, colony, EAL, or other subgroup status– Geographic or feeder school data– Risk factors: In care, single parent family, social assistance
Vygotsky
Zone of Actual Development
Zone of Potential Development
THE ZONE
What a student can do independently now
What a student can do independently in
future
zone of proximal development
What a student can do with scaffolded help from the teacher.
On track for proficient
Proficient
Advanced
2% Consistently low performing
1% Alt Assessment
Modify materials and
response formats
Additional scaffolding?
Many students here. Differs
for each kid by subject.
What can they extend?
Wiggins: “Inevitable Adjustments”
• Write curriculum backwards starting at the big ideas and transfer tasks, and creating cornerstone assessments, complete with task description and criteria
• Design spiralling, scaffolded opportunities for performance and opportunities for feedback
Wiggins “Inevitable Adjustments”
• Performance Analogies– Soccer coaches assess players at the beginning of the
season by watching them scrimmage and making notes about strengths and areas for development
– Marv Levi, football coach for the Buffalo Bills, doesn’t spend the first four weeks of the season on rules and skills. The Bills play football on Sunday, and every Monday the coaches watch game tape, noticing where adjustments need to be made to achieve the ultimate aim – a winning season.
Wiggins: “Inevitable Adjustments”• Coaches make priorities. If the content of the textbook IS
the course, then you are unable to priorize. Until you sort out what the curricular priorities are, you can’t coach.
• Most curricula identify critical thinking as a priority, but most assessment tasks are on the bottom end of Bloom’s taxonomy.
• Match BIG IDEAS (economic protectionism vs. free trade) with TRANSFER TASKS (think critically) in a CORNERSTONE ASSESSMENT
Wiggins: Inevitable Adjustments
• Develop a “troubleshooting guide” that will help all faculty deal with inevitable problems with performance. For example, students do not use the process writing structures when asked to write independently, instead only writing weak first drafts. What adjustment will you make?
Evidence of Achievement for Grade 8 Reading ComprehensionStudent ___________________________
Legend
Level 1 = Does not meet expectations Level 2 = Approaching expectations Level 3 = Meets expectations
Achievement Evidence for Sept-Oct
Poetry Reading
and Response
Short non-fiction
Independ- ent novel (Lit Circle
#1)
Shared novel
Group Inquiry
So far
Sept 9 Sept 19 Sept. 28 Oct 13 Oct. 17
Understanding 2General sense
1Fragment
ary
2 2 2
Interpretation 2 2 3Clear
interp + support
3 3+Comple
xity; variety
3
Critical response 1 1Undevelop
ed personal opinion
2 1Restates opinions;
no support
2Own
ideas, some
support
*
* Inconsistent
Adapted from O’Connor Warren Nickerson.
Cautions
• Consider where summative assessment data doesn’t yield a complete picture
• Example: contrast the standards test results when students who wrote the test are compared to who should have written the test (next two slides)
Brownnell, M et al. (2004). How Do Educational Outcomes Vary With Socioeconomic Status?: Key Findings from the Manitoba Child Health Atlas 2004. Winnipeg, Manitoba: Manitoba Centre for Health Policy. Accessed 12/-Oct.-2007 online at http://umanitoba.ca/centres/mchp/reports/pdfs/ch.atlas.pdf p.6
Brownnell, M et al. (2004). How Do Educational Outcomes Vary With Socioeconomic Status?: Key Findings from the Manitoba Child Health Atlas 2004. Winnipeg, Manitoba: Manitoba Centre for Health Policy. Accessed 12/-Oct.-2007 online at http://umanitoba.ca/centres/mchp/reports/pdfs/ch.atlas.pdf p.6
Manitoba Kids at Risk
• Poverty - family receiving income assistance (14%)
• Having a teen mother (17%)• Child in care or protection (17%)
31% of Children have at least 1 riskSource: Noralou P Roos, Marni Brownell, Randy Fransoo. Investing in At-Risk Kids: the Path to Increased Productivity and Decreased Social Costs.
PowerPoint Presentation, January 31, 2008.
Children with High Risk Characteristics are Overwhelmingly Low Risk at Birth
Birthweight GE 2500 gr
94.40%91.70%
94.40%93.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 1 2 3
Number of Risk Factors
Per
cen
t
Gestational Age GE 36 weeks
95.60%93.30% 94.40% 95.20%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 1 2 3
Number of Risk Factors
Per
cen
t
Apgar Score GE 7
97.9%95.3%
97.1% 97.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 1 2 3
Number of Risk Factors
Pe
rce
nt
Source: Roos, Noralou P, Marni Brownell, and Randy Fransoo. Investing in At-Risk Kids: the Path to Increased Productivity and Decreased Social Costs. PowerPoint Presentation, January 31, 2008.
Failure to Graduate within Six Years of Entering Grade 9
20.5%
44.5%
66.9%
48.9%
62.5%
88.5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Number of Risk Factors
Per
cen
t F
ailin
g t
o G
rad
uat
e
Family/IA
In Care/Protection
Had teen mom
No risk
79.8%76.7%
0 1 2 3
Source: Roos, Noralou P Marni Brownell, Randy Fransoo. Investing in At-Risk Kids: the Path to Increased Productivity and Decreased Social Costs. PowerPoint Presentation, January 31, 2008.
Graduation Rates According to Number of Grade 9 Credits (by Risk Groups)
7.9
13.711.4
14.6
50
43.2
68
54.9
68.7
87.2
0
10
20
30
40
50
60
70
80
90
100
In Care Receivingservicesfrom CFS
Family IA Had teenmom
No risk
<8 credits
8 or more
Number of Grade 9 Credits
Source: Noralou P Roos, Marni Brownell, Randy Fransoo. Investing in At-Risk Kids: the Path to Increased Productivity and Decreased Social Costs. PowerPoint Presentation, January 31, 2008.
Distribution of average overall marks, 15 year-olds, by sex, 1999
Source: Statistics Canada. Youth in Transition Survey, Cohort A.
