2011-2012 Assessment in FUSD
Interim Assessment
ACS
GLAS
ELDA
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Outcomes/Agenda For
Test Coordinator Inservice
1. Each Test Coordinator will be able to
articulate Key Assessment Concepts
2. Each Test Coordinator will
understand the logistics (nuts & bolts)
of Interim Test administration
3. Each Test Coordinator will improve
their knowledge about FUSD
Assessment systems
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FUSD Goals
1. All students will excel in
reading, writing, and math
2. All students will engage in arts,
activities, and athletics
3. All students will demonstrate the
character and competencies for
workplace success
4. All students will stay in school on
target to graduate
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Begin with the end in mind…
Three things to remember from this
presentation…
1. Interim Assessments (ACS,
GLAS, ELDA, etc.) are just one
part of an overall assessment
system
2. The assessments are good
3. Teachers can use the results to
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inform their teaching
Relationship between
Curriculum, Instruction and
Assessment
Curriculum
Instruction
Assessment
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Interim Assessment Overview &
Key Concepts
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Before we can achieve any of the
intended outcomes, we have to
establish that assessments are
good.
So here are four quick
assessment vocabulary terms…
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Common Test Vocabulary
• Does the test measure what it is
intended to measure?
• Does the test produce
consistent results?
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Common Test Vocabulary
• The purpose of item analysis is to determine if
ITEMS in an assessment are good (valid, reliable,
capable of discriminating performance levels, etc.).
It relies heavily upon statistical analysis.
• The purpose of RESPONSE analysis is to see how
well students did in response to an item. Response
analysis assumes that the item is “good”
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Response Analysis
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Technical Test Vocabulary
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Assessment Philosophy
3 Assessment Perspectives:
• Assessment for Accountability
– (State-mandated)
• Assessment of Learning
– (periodic status checks linked to
standards)
• Assessment for Learning
– (assessment during learning)
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Make Assessment work
for our kids
• In High-stakes accountability,
students and teachers are not
the primary users of
assessment
• When is assessment created for
students and teachers as the
primary users?
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Assessment works for
our kids when …
Black and William (1998) synthesized over 250 studies
linking assessment and learning, and found…
• The intentional use of assessment in the classroom
to promote learning improved student achievement.
• Increasing the amount of time on assessment,
however, does not necessarily enhance learning.
• Assessment promotes learning when teachers
use assessment to become aware of the
knowledge, skills, and beliefs that their students
bring to a learning task, and use this knowledge as
a starting point for new instruction, and monitor
students’ changing perception as instruction
proceeds,
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Assessment for Learning
What? Classroom assessments
Why? To direct future instruction
When? During instruction (daily, weekly)
Who? Users are students and teachers
Primary Question:
What does a student or class know
(or where they are stuck), in order to
understand what comes next so
students can learn
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Assessment for
Learning
 Students have a clear vision of the learning
target from the beginning of instruction
 Samples of strong and weak work with a
progression to competence laid out;
scaffolding for skills and concepts
 Descriptive feedback (versus evaluative)
provides information about how to improve
 Feedback guides future instruction
 Frequent and repeated self-assessment
 Students can communicate their achievement
status and direction for learning
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Descriptive Vs. Evaluative
Feedback
• Evaluative feedback: Grades,
points, judgments of quality
– Motivating for some students
• Descriptive feedback: Reinforces
direction or next steps in learning
• Link with student motivation
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Foundations
Classroom
•
Objective- kid friendly,
academic language
Accountable Communities
•
1.
2.
3.
4.
(What will students know,
understand, and be able to do?)
•
Instruction Aligned to
Objective
(How do instructional activities
align to objectives?)
•
Closure
•
(How do you
determine if students
are “getting it?”
How do you monitor
and adjust?)
What do we want students to learn?
How will we know they learned it?
How will we respond when they didn’t ?
How will we respond when they already know
it?
AC Agenda Framework
(What are the components for every meeting?)
•
(How do you close your lesson?)
• Assessment
Four Grounding Questions
Content Focuses on Student
Learning Needs as Defined by
Assessments
(How will we know they learned it?)
•
Intervention/Enrichment Needs Are
Addressed Through 3 Tiered System
of Support with Flexible Grouping
(How will we respond when they didn’t learn?
How will we respond when they already know it?)
• ...
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Planning
for Action
Reflection
CYCLE OF
CONTINUOUS
IMPROVEMENT
Analysis
Implementation
Strategies
Assessment
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Matrix of FUSD Assessments
ENGLISH LANGUAGE
ARTS
Preschool
Kindergarten
MATH
DRDP Desired Results Developmental Profile
• KAIG (Kindergarten Assessment of Individual Growth)
•Writing Sample
• GLAS
(Grade Level Assessment of Standards)
• GLAS
• Writing Sample
• BAS and Fluency
(Grade Level Assessment of Standards)
Middle Schools
• ACS
(Assessment of Critical Standards)
• Writing Sample
ACS
(Assessment of Critical
Standards)
High Schools
(ELA: Grades 9, 10, and 11);
(MATH: Algebra I, Geometry, Algebra II)
(SCIENCE: Earth Science, Biology, Chemistry);
(HISTORY: US History; Modern World History);
Grades 1-6
• BBF (Beyond the Basic Facts)
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Fit the following onto an
assessment timeline
Checking for Understanding
CELDT
GLAS/ACS/ELDA
Homework
Common Formative Assessment
CST/CMA
District Writing Samples
End of Unit Assessment
Fluency Assessments
Report Card Grades
CAHSEE
NOTE: Some of these may be used all the time, while some may only be
used a couple of days each year.
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Intent of Interim
Assessment Program
• Measure student performance on the
assessed standards/skills
• Provide a standardized measure
across schools
• Provide overall results in a manner
similar to CST results
• Enable teachers & administrators to
target students for appropriate
instructional interventions
• Allow teacher self-study of
standards/objectives taught
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Interim Assessment
Features
• The assessments are aligned to the California
State Standards
• The tests are NOT timed. Students should be
able to complete the test in a 60 minute class
period. Extra time may be given for students
continuing to make progress toward test
completion after the end of the class period.
• Test booklets are re-usable. Scanners are
provided. No writing in test booklets
• Testing format and procedures approximate
State testing
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Interim Assessments
• Testing may require special
schedules or doing tests over two
days
• As District Benchmark
Assessments
(Primarily Assessments OF Learning)
– The use of duplicate "campus" scanners is not
allowed.
– The use of any other school based scoring
system is also not allowed.
– REA will score and post results ASAP
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Nuts & Bolts
ACS Procedures for 11-12
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Ordering Test Materials
• REA Orders test materials two
(or more) weeks prior to the
testing window
• This means
– You may not have scanners for new
students
– You may get scanners for students
who recently left you
– You will have to hand bubble some
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scanners
Test Material Delivery
• Materials are delivered during the
week before the test window.
• Open the boxes in numerical
order to check the contents.
• Test materials include:
– Test Coordinator Package
– Classroom Packages
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Test Coordinators Package
•
•
•
•
Inventory Sheet
Copies of Class Rosters
Blank Answer Sheets (Scanners)
Test Booklets (GLAS & ELDA)
– Booklets for middle and high schools
are housed at school sites
• Grade 1 ELA & Math Scripts
(GLAS)
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Classroom Packages
•
•
•
•
Inventory
Class Roster
Directions for Administration
Pre-identified answer sheets
(Scanners)
• Blank Answer Sheets
• Grade 1 Scripts (GLAS)
• Test Booklets for the Class (GLAS)
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How to Order Additional
Materials
• GLAS
– http://rea.fresnounified.org
/GLASRequest.cfm
• ACS
– http://rea.fresnounified.org
/ACSRequest.cfm
• ELDA
– http://rea.fresnounified.org
/ELDARequest.cfm
Handout
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Test Administration
Procedures
• Put a Do Not Disturb sign on the door.
• Encourage students to perform as well as
they can.
• Make sure that each student has a #2 pencil.
• Give each student his/her pre-printed
(or hand-bubbled) answer sheet.
• Give each student the appropriate test
booklet.
• Hand Bubble answer sheets for students not
on roster or to make changes
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When a Student does not have
an Answer Sheet…
or their original gets messed up
• Hand-bubble an answer sheet for
students not listed on the rosters
that enrolled at your school
• Hand-bubble a new answer sheet
and destroy the pre-printed
answer sheet for students that
need to have their pre-printed
answer sheet changed.
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Hand-Bubbling Guidelines
Hand Bubbling
This is the last
page of the
Directions for
Administration
Teachers will
receive a new
copy of the
DFA for each
administration.
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Supervision During Testing
Be alert to the following:
• Students who do not have their correct answer sheet.
• Check that students are making uniform dark marks and
are erasing completely.
• Have students erase any stray marks on answer sheets.
• Redirect students who are marking answers next to the
wrong response number.
• Please do not let students make any marks on
test booklets.
• We want an accurate assessment, so watch for students
who appear to be looking elsewhere for answers whether
it's to other desks, their lap, cell phones, etc.
• Students with unapproved materials on their desks
(materials approved in IEPs or 504 plans are ok)
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When Testing is Completed...
• Collect scorable & non-scorable
materials from teachers
• Consider REA’s Priority Scanning
Service (Two easy steps)
• 1) The ACS test coordinator records who has returned
tests and who still needs to complete a make up
• 2) Once step 1 is complete, any staff member from
your campus can deliver the scorable materials
(Answer Sheets) to REA at the Ed Center (2309 Tulare
– the corner of Tulare and M streets)
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REA’s Priority Scanning
Service
• DO NOT WAIT FOR EVERY SCANNER. For Priority
Scanning, site coordinators do not need to wait
until every student has tested to deliver scanners
to REA. If a test is given on Tuesday of the test
window, then make a list of who needs to make it
up and deliver the completed answer documents to
REA on Tuesday. The make ups can be scanned
and scored separately.
• For Priority Scanning, you only need to deliver the
scanners to REA.
• ALMOST ALL (89%) of the lag time in processing
results involves getting scanners from the site
toREA. Priority scanning service can eliminate this
lag time!
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REA’s Priority Scanning
Service
• Avoid parking hassles and call
us in advance so that we can
meet you at the loading dock in
ED Center
– Eric Wenrick x73876
– Carmen Rodriguez x73959
– Shaeng Vue x73829
– Jim Bertram x73987
– Gloria Alamillo x73719
– Mary Cedillo x73895
REA’s Priority Scanning Service
• Reporting of student performance on
tested standards will be available on
AIS by next day.
– Next morning turnaround service available
• Return ACS answer sheets to REA before 3:30
p.m.
• Teachers will be able to access their
class report using the AiS
(Assessment Information System).
The AiS will provide results for each
student tested in the class.
Testing
Material Pickup/Delivery
• Scorable Materials and
• Non-scorable materials
must be packaged…
…
separately
.
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GLAS & ELDA
Packaging Materials for Return
Non-Scorable Materials
• Include all Administration Guidelines
• Enclose all unused BLANK answer sheets
• Return ALL test booklets by grade level
• Use provided return labels to mark
the boxes separately by Math and
ELA
• Place the RETURN labels on the SIDE
of the boxes (remove all other
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labels)
Package GLAS/ELDA/ACS Answer
Sheets for Scanning Efficiency
•
Stack by subject.
•
DO NOT insert class rosters or teacher
inventory sheets between answer
sheets
•
No Post-it notes (if you need to use a
Post-it, please put those answer
sheets on top of stack)
•
Have teachers make sure no answer
sheets are left in test booklets
•
Make sure hand-bubbled answer
sheets are filled out correctly
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GLAS
Packaging Materials for Return
Scanning Efficiency
Grades 1 and 2
• Box test booklets by subject and
grade
• INSERT Answer Sheets AFTER THE
COVER, FACE UP
• Remove extra scratch paper from
math booklets
• ELA/Math answer sheets cannot be
used as a slip sheet
• On hand-bubbled Answer Sheets,
make sure to fill in student’s name, id,
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grade, birthdate, and test period
Packaging GLAS Scorables
Math Scorable boxes
•
•
•
•
Class rosters and answer sheets
marked absent should be at the
top of box 1. DO NOT insert an
absent form in the grades 1 and 2
booklets).
Hand-bubble a blank answer sheet
for students not listed on the
rosters.
Hand-bubble a blank answer sheet
and destroy the pre-printed form
for students that need to have
their pre-printed form changed.
Make sure this material is in Box 1 of ___.
GLAS Scorable Material
CLASS ROSTERS AND
ABSENT ANSWER
SHEETS
Hand-bubbled Grade 1 Books
Hand-bubbled Grade 2 Books
ELA Scorable boxes
CLASS ROSTERS AND
ABSENT ANSWER SHEETS
Hand-bubbled Grade 1 Books
Hand-bubbled Grade 2 Books
Hand bubbled Answer Sheets
Hand bubbled Answer Sheets
Grades 3-6
Answer
Sheets
Grades 3-6
Answer Sheets
Grade 1
Booklets
Grade 1
Booklets
Grade 2
Booklets
Grade 2
Booklets
Verify that ALL HAND-BUBBLED
FORMS are marked completely
and correctly.
• Use provided return labels to
mark the boxes
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Packaging ACS Scorables
ACS
Scorable Materials
 Include all answer sheets
 Please verify that all the
hand-bubbled answer sheets
are marked completely
 Separate the answer sheets
into hand-bubbled and preidentified Make sure handbubbled go on top.
 Include answer sheets for
students who were absent
next.
 It helps us when you separate
the answer sheets by specific
subject, but this IS NO
LONGER REQUIRED
•
Hand-Bubbled
Absent and Special
Conditions
Pre Identified
ANSWER
SHEETS
Use provided return labels to
mark the boxes on the SIDE
of the box (remove other
labels)
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Securing ACS Materials
for Storage
ACS Non-Scorable Materials
Administration Guidelines can
be recycled (they are not secure
and will be reissued)
Store all unused answer sheets
Make sure booklets are in a
locked room with limited
access
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Packaging ELDA Scorables
• ELDA answer sheets can all be
packaged together
• Make sure hand-bubbled go on top
pre-identified answer sheets.
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Returning GLAS & ELDA
(Elementary)
• Will be picked up by REA
• Have packages ready for pick
up in school’s main office
• Our drivers are on a tight
schedule, if the material for
pickup is not in the front office
when needed, you will be
responsible for coordinating
delivery to REA
Returning ACS & ELDA
• Return materials to REA in person
by end of test window
• Avoid parking hassles and call us
in advance so that we can meet you
at the loading dock in ED Center
–
–
–
–
–
–
Eric Wenrick x73876
Carmen Rodriguez x73959
Shaeng Vue x73829
Jim Bertram x73987
Gloria Alamillo x73719
Mary Cedillo
Misc. Nuts & Bolts:
Scanning and Scoring Timeline
when waiting until last day
 Following the “Scanning
Efficiency” steps at the site
results in quicker reporting for
GLAS grades 3-6, ACS, ELDA.
 GLAS Grades 1-2 booklets that
come in at the end of the window
will take three to five days to
appear on AiS
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Misc. Nuts & Bolts:
Linking State and Interim
Assessments
• The general principle is, IF it’s something you would do
for state assessment, then we want to offer if for Interim
Assessment if possible.
– Writing in Interim Assessment test booklets (except for 1st and 2nd grade)
is not feasible due to the budget (We need to reuse test booklets)
• USE the interim assessments as an opportunity to
“rehearse” how you will do the CSTs/CMAs.
– Where will you send students who need more time?
– Who at your campus has accommodations and/or modifications?
• You do not need to “scrub” classrooms clean and cover
up graphic organizers, etc.
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Misc. Nuts & Bolts:
Accommodations
• Students in special education programs with
Individualized Education Plans (IEP) and students with
current plans under Section 504 may be allowed
accommodations IF they are specified in the plans.
– Large print
– Braille
– Use of Reader
• Testing variations/accomodations may be made for EL
students and may include extended time to take the test
with a bilingual proctor (who may read the instructions
and answer procedural questions), and testing in a small
group setting.
• If you need help in making large print editions or other
special editions of the tests, please contact the REA ACS
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coordinator.
Scoring and Reporting of Results
AiS, LARS, ATLAS and Beyond
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Scoring & Reporting
• Score and reporting of student
performance on tested standards
will be available within a few days
after each testing period is
completed.
• Teachers will be able to access
their class report using the AiS
(Assessment Information System).
The AiS will provide results for
each student tested in the class.54
AIS, LARs, ATLAS and
Beyond
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Beyond Our Current Systems
Comments on Future of
Assessment Programs
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Building a Formative
Assessment System in FUSD
•
•
•
•
Assessment Philosophy
Developing Assessment Literacy
Assessment for Learning
Building the Formative System
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California Standards for the
Teaching Profession
STANDARD 5:
Assessing Students for Learning
1. Applying knowledge of the purposes, characteristics, and uses of different types of
assessments
2. Collecting and analyzing assessment data from a variety of sources to inform
instruction
3. Reviewing data, both individually and with colleagues, to monitor student learning
4. Using assessment data to establish learning goals and to plan, differentiate, and
modify instruction
5. Involving all students in self-assessment, goal setting, and monitoring progress
6. Using available technologies to assist in assessment, analysis, and communication
of student learning
7. Using assessment information to share timely and comprehensible feedback with
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students and their families
A New Written C
• Common Core
• Smarter Balance
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Wrap-Up
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Answers to Frequently
Asked Questions
61
Tips n’ Tricks
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For Help with Logistics
Contact any member of our
Local Assessment Team
– Eric Wenrick x73876
– Carmen Rodriguez x73959
– Shaeng Vue x73829
– Jim Bertram x73987
– Gloria Alamillo x73719
– Mary Cedillo
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Key Concepts
Three things to remember from
this presentation…
1. Interim Assessments are just
one part of an overall
assessment system
2. The Interim Assessments are
aligned and predictive
3. Teachers can use the results to
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inform their teaching
Final Thought
The impact of Interim
Assessment depends
on our ability to fit it into
its appropriate place as
part of a comprehensive
assessment system
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Questions?
Eric Wenrick
x73876
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