Using+Assessment+in+Instruction

Component 3D: Using Assessment in Instruction Assessment is a tool that informs instructional decisions. [|Assessment Table.docx] [|Online Assessment Resources.docx] [|Assessment Table.doc] [|Online Assessment Resources.doc] Remember, assessment takes a variety of forms. Despite common belief, assessment is not equivalent to testing, but instead can be accomplished in a variety of ways. · question and answer · problems at the board · notes · peer tutoring · daily assignments · temperature checks · visual cues · discussion · trivia · think-pair-share · walk-about · daily review · coffee talk · tickets out the door · admit slips Below you will find an example of a tiered approach to assessment and intervention, much like you would use in a Response to Intervention model.
 * Charlotte Danielson **// Rationale and Explanation: //

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Assessment Process <span style="font-size: 14pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 14pt; font-family: 'Calibri','sans-serif'; text-align: center; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; msoasciithemefont: minor-latin; msohansithemefont: minor-latin;"> <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step One: determine essential skills/learning targets gleaned from the standards that need to be mastered in your current grade level/content area //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">C. Students use persuasive word choice, engaging voice, and __correct sentence structure__. D. Students use grade-level-appropriate conventions of __capitalization__, spelling, __punctuation__, __grammar__, __verbs that agree with compound subjects__, and __semicolons to connect independent clauses__. //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Two: design the assessment based on the learning targets you’ve established //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Example: In the sentences unit there are four essential skills students must learn. <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Three: develop a series of classroom activities that align with the essential skills to be learned for the assessment and determine the length of the unit //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Four: post the learning targets/ essential skills in the classroom //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Example: Learning Target: write effective sentences //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Five: make students aware of the learning targets for the unit, as well as the approximate date of the common assessment //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; msoasciithemefont: minor-latin; msohansithemefont: minor-latin; mso-spacerun: yes; msospacerun: yes;"> <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">This step puts the responsibility for learning the necessary material in the hands of the student. It makes the process fair by allowing students ownership in their learning. //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Six: Teach students the necessary material. Use formative assessment daily to adjust as you move through the unit. Are there concepts students are struggling with? How do I address these problems in the classroom on a day-to-day basis? Use a variety of instructional activities including auditory, visual, and kinesthetic to ensure we address the needs of every learner. Intervene in any way necessary throughout the unit to address student needs and difficulties with the content as they arise. //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (Question and answer, problems at the board, notes, peer tutoring, daily assignments, temperature checks, visual cues, discussion, trivia, think-pair-share, walk-about, daily review, coffee talk, tickets out the door, admit slips, etc.) //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Seven: administer the common assessment //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> Inform students of the intervention process as you move through it. As you intervene with students, be honest. Ask students what they are doing to reach the learning targets. Ask students what they are doing to prepare themselves for the assessment. Put the ball in their court. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Also, establish at this time that if they aren’t successful on the assessment in the first attempt, they will have additional opportunities to learn the material in the form of a scheduled, daily intervention. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Here I might say, “Today is assessment day. If you made your best effort to learn the material, but you are unsuccessful on the assessment today, that is ok. It just means you need additional time and support to learn the material. That additional time and support will be provided to you in the form of intervention during 8th period. The intervention will be one week long, and we will be working on the same learning target. At the conclusion of the week, you will have another opportunity to pass the assessment. It is very important that the students in intervention are students who truly need extra help. Please give your best effort to be successful on this assessment on the first attempt.” //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Eight: score assessments and determine who needs intervention //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Nine: Once you’ve targeted students, use their assessment data to determine intervention needs //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">look at the areas where each individual student experienced difficulty <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">is there a common thread or concept that all students struggled with <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">decide what is most important to address during a week long intervention <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">create materials that align with the needs of each individual student in your intervention <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Example: A student who is only struggling with run-on sentences will only practice and focus on run-on sentences during the week of intervention. //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Ten: run intervention and re-administer the assessment //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Eleven: use data to determine best practices //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Twelve: If a student is still unsuccessful after intervention, what else can we do to help this student learn? //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> //<span style="font-size: 11pt; background: yellow; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">Step Thirteen: If a student persists in being unsuccessful, even with all of these interventions (Tiers 1-3 on the Academic Interventions Pyramid and Tiers 1-3 on the Behavior Interventions Pyramid), the child may be a candidate for special education testing. //<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">
 * <span style="font-size: 11pt; background: lime; color: black; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: lime; mso-themecolor: text1;">Tier 1 on the Academic Interventions Pyramid **<span style="font-size: 11pt; color: black; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-themecolor: text1;">
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Example: The first essential skill in 6th grade Language Arts is the ability to write sentences. Obviously, if students can’t construct a correct sentence, they will not have the necessary skills to construct paragraphs.
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">This skill is aligned with Language Arts Standard 2, Benchmark 1, Descriptors C and D
 * 1) <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Students learn the parts of a complete sentence (subject/verb identification, complete thought) to ensure correct sentences
 * 2) <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Students learn four simple sentence formulas
 * 3) <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Students learn two compound sentence formulas
 * 4) <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Students learn to identify and correct sentence fragments and run-ons in the context of their writing
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I might say to a student: “It seems you are having difficulty with run-on sentences. Let’s take a look at your writing. Here are some spots where you have run-ons. Let’s look at each sentence. What makes this sentence a run-on sentence? How can we correct that error? What could you do to help make sure you don’t have any run-on sentences in your writing? Do you think it would help if you checked over each of your sentences carefully? Are there any other questions I can answer; what else can I do to help?”
 * <span style="font-size: 11pt; background: lime; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: lime;">Tier 2 of the Academic Interventions Pyramid **<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">what is the cut-off score to qualify students for intervention (District requires 70%, but you could choose to include more students depending on numbers)
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">determine how many students will be attending intervention (obviously, to intensively intervene, numbers need to be kept as low as possible)
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">coordinate intervention within your team
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">The 6th grade team is experimenting with using the attached Intervention form to assist in putting learning in the hands of the student. It also helps us track who has been in intervention, how many times, and why. This also would help determine if students may be good candidates for BIT referrals, because we are identifying consist struggles in learning in core classes.
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Reflect with your common teacher on the unit, the assessment, and the data. Was one of you more successful in teaching the unit than the other? Why? What teaching strategies were used? Was the assessment effective? Did it address the learning targets? What did the data show us? Are there areas of strength in our students? Areas of weakness in our students? Are there areas of strength in our teaching? Areas of weakness? Work to make any necessary changes.
 * <span style="font-size: 11pt; background: lime; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: lime;">Tier 3 on the Academic Interventions Pyramid **<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">At this point, you may consider alternative means by which the student can demonstrate learning.
 * <span style="font-size: 11pt; background: lime; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: lime;">Tier 4 on the Academic Interventions Pyramid **<span style="font-size: 11pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">