Grades 9-12 Assessment USING FORMATIVE AND INTERIM ASSESSMENTS TO IMPROVE INSTRUCTION BARR, JEFF

Overall Objective “The best use of assessment is to plan, guide and target instruction” (Hoy and Hoy, p. 264, 2013)

Types of Assessment Formative assessments are given before, or even during, instruction to guide instructional planning (Hoy and Hoy, 2013). They are also non-evaluative, meaning they do not impact students grades (2013). A teacher can complete these assessment ad hoc throughout the lesson in only a few minutes (Perie, Marion, Gong, & Wurtzel, 2007). Interim Assessments are used at the classroom level and the district level (2007). Teachers may use an interim assessment to measure students progress towards a learning goal, or a district may implement an interim assessment to monitor a new learning initiative (2007). Similar to a formative assessment, the interim assessment helps instructors make more informed decisions about their instruction. However, the crucial difference is that they can be applied to student grading and district level decision making (2007). Summative Assessments occur at the conclusion of assessment and are used to evaluate student progress – these are the most important in teaching (Hoy and Hoy, 2013).

Examples of Formative Assessment Formative:  Cold Call Cuing  Pre-testing  Random number generation/Names from a hat  Visual Representations  Rubrics and scales  ELL Screening  Bell-ringer discussion questions

Using Formative to Guide Instruction Example A: During a classroom discussion of the bell-ringer topic on the First Amendment to the Constitution, all students participated in an active debate and thoughtful analysis of their protected freedoms. The teacher has the ability to progress through the standard pertaining to the First Amendment without as much scaffolding, and is able to provide curriculum of greater depth on the topic. Example B: The students are given a pretest on the materials pertaining to the Seven Years War. Nearly all of the students failed, or performed at an unsatisfactory level. Therefore, the teacher must present students with background reading and material to assist with student understand, and regularly perform interim assessments to measure student progress. Any students that performed at a higher level on the assessment should receive enrichment materials.

Examples of Interim Assessment Interim:  F.A.I.R.  Classroom Quizzes  Seminole Writes  Practice Advanced Placement Exams  Semester Exams  Career Technical Practice and Skills Assessment

Using Interim to Guide Instruction Example A An administrator and a math teacher meet discuss progress monitoring of their students. The teacher compiles and aggregate of the students scores on a recent set of interim assessments on math word problems. The administrator and teacher notice a significant achievement gap in between male students and female students. After reviewing the interim assessments with the administrator, it is determined that the tests contained significant assessment bias in the form of numerous football and boxing related analogies contained in the word problems (Hoy and Hoy, 2013). Example B Upon completion of this year’s Seminole Writes, a campus-wide 6-12 th grading writing assessment, the English Language Arts department finds that students are performing above grade level on essay organization and thesis writing, but have serious deficits in the use of vocabulary. The instructors create an action plan, and work with administration to add their goals to the School Improvement Plan. Additionally, the teachers plan horizontally with other content area teachers to include more content specific and general vocabulary in their lessons to add to students proficiency.

Examples of Summative Assessment  Advanced Placement Exams  District Assessment Measures  Industry Certification: Nursing and Culinary  End-of-Course Exam  Florida Standards Assessments  Art Portfolios  Concerts/Skills Assessments

Using Summative to Guide Instruction Example A A teacher’s students have performed at a high level for the past several years on the end-of- course geometry test. However, the most recent cohort had a below average pass rate. The principal calls the teacher to discuss the recent results with the teacher, and decide what they may do to assist in improving their scores. After a coaching session, the instructional leader has paired the teacher with a mentor to assist in building more reliable and valid interim assessments for their course (Hoy and Hoy, 2013). In addition, the administrator explains and models the use of scoring rubrics to accompany learning activities (2013). Example B The results of the Florida Standards Assessment in writing show incredibly positive results from in the areas of writing and reading. The instructional leader recognizes the success of the teachers most responsible, and encourages them to share some of their most successful strategies in the areas of formative assessment preparedness on the next professional development day.

Conclusion  Instruction must involve formative, interim, and summative assessment  Many decisions and interactions at the school involve assessment performance (Achievement and Learning Gains)  Teachers should be thoughtful in their assessment delivery and feedback  Instruction should be informed by assessment, and vice versa

References Hoy, A. W. & Hoy, W. K. (2013). Instructional leadership: A research-based guide to learning in schools, 4 th ed. Boston: Allyn and Bacon. Perie, M., Marion, S., Gong, B., & Wurtzel, J. (2007). The Role of Interim Assessments in a Comprehensive Aassessment System. Measures That Matter.