Ann M. Renker, PhD Assistant Superintendent of Teaching and Learning Assessment Ann M. Renker, PhD Assistant Superintendent of Teaching and Learning

Assessment is a critical part of district operations…

…and is a much more comprehensive component than many people imagine. There is a big difference between testing and assessment. Test = Standing alone, it delivers a single grade or measurement, and offers limited diagnostic information to identify areas for improvement. Assessment = A combination of measurements intended to improve student learning, as well as answer questions about how much students have learned, how the learning happened and why certain results occurred. This information is obtained through techniques in addition to tests, including observations, surveys, interviews, performance tasks, and portfolios. Thus, assessment is a comprehensive concept, centering its endeavors on student learning, and serving the purpose of student improvement and development through a variety of ways. (University of Stonybrook Assessment Center)

Assessment is a key factor in high quality instruction and student learning. Today, the word assessment is often linked to the end of the year testing required by the federal government. The end of the year test is a type of Summative Assessment, which is created to measure student learning at the end of a specific period of time or a specific segment of work. The Smarter Balanced Assessment (SBA) is an example of a summative assessment.

Assessment is a key factor in high quality instruction and student learning. There are other types of assessments; terminology can vary from state to state and district to district.

Assessment is a key factor in high quality instruction and student learning. There are other types of assessments; terminology can vary from state to state and district to district. Two critical types of assessment are linked to our classrooms:

Assessment is a key factor in high quality instruction and student learning. There are other types of assessments; terminology can vary from state to state and district to district. Two critical types of assessment are linked to our classrooms: Formative assessments are used to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments help students identify their strengths and weaknesses and target areas that need work.(Carnegie Mellon University)

Assessment is a key factor in high quality instruction and student learning. There are other types of assessments; terminology can vary from state to state and district to district Two critical types of assessment are linked to our classrooms: Formative assessments are used to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments help students identify their strengths and weaknesses and target areas that need work.(Carnegie Mellon University) Benchmark assessments are common assessments given periodically throughout the school year, at specified times during a curriculum sequence. The assessments evaluate students' knowledge and skills relative to an explicit set of longer-term learning goals. (UCLA School of Education)

Assessment is a key factor in high quality instruction and student learning. All benchmark assessments are formative assessments, but not all formative assessments are benchmark assessments.

Here is how formative assessment works in its most common location, the classroom. https://www.teachingchannel.org/videos/common-formative-assessment (Six minutes) https://www.teachingchannel.org/videos/guide-instruction-with-cfas (Nine minutes)

Assessment is a key factor in high quality instruction and student learning, as well as efficient district operations. Here are a few more types of assessment used in the district on a regular basis. Classroom-based assessments Curriculum-based assessments Community assessments Staff assessments Student perceptual assessments

Assessment goals this year…

Assessment goals this year… 1. Align district assessment practices with research and “best practice”,

Assessment goals this year… 1. Align district assessment practices with research and “best practice”, 2. Increase collection, analysis, and use of data to propel student achievement forward for ALL students,

Assessment goals this year… 1. Align district assessment practices with research and “best practice”, 2. Increase collection, analysis, and use of data to propel student achievement forward for ALL students, 3. Increase collection, analysis, and use of data to increase district efficiency in its operations, and

Assessment goals this year… 1. Align district assessment practices with research and “best practice”, 2. Increase collection, analysis, and use of data to propel student achievement forward for ALL students, 3. Increase collection, analysis, and use of data to increase district efficiency in its operations, and 4. Increase collection, analysis, and use of data to increase student, staff, and community voice in district operations.

We have an objective in each of the seven “Turnaround” areas: P1 – Strong leadership P2 – Professional Development P3 – Rethink the school day P4 – High-quality instruction P5 – Using data to drive decisions P6 – Safe school environments P7 – Community and parent engagement

We have an objective in each of the seven “Turnaround” areas: P1 – Strong leadership -- Increase SBA testing participation rate to meet 95% federal benchmark; Increase capacity in assessment literacy and data-driven decision making, including Data Walk data.

We have an objective in each of the seven “Turnaround” areas: P1 – Strong leadership -- Increase SBA testing participation rate to meet 95% federal benchmark; Increase capacity in assessment literacy and data-driven decision making, including Data Walk data. P2 – Professional development – Training for building administration, classroom staff in use of formative assessment processes, practices, and tools.

We have an objective in each of the seven “Turnaround” areas: P1 – Strong leadership -- Increase SBA testing participation rate to meet 95% federal benchmark; Increase capacity in assessment literacy and data-driven decision making, including Data Walk data. P2 – Professional development – Training for building administration, classroom staff in use of formative assessment processes, practices, and tools. P3 – Rethink the school day– Partner with BGC to collect and analyze academic data for SSD students attending summer programs with that organization; collect data to support more successful transitions from preschool into Kindergarten, from 5th to 6th grade, from 8th to 9th grade, and from high school to postsecondary life.

We have an objective in each of the seven “Turnaround” areas: P1 – Strong leadership -- Increase SBA testing participation rate to meet 95% federal benchmark; Increase capacity in assessment literacy and data-driven decision making, including Data Walk data. P2 – Professional development – Training for building administration, classroom staff in use of formative assessment processes, practices, and tools. P3 – Rethink the school day– Partner with BGC to collect and analyze academic data for SSD students attending summer programs with that organization; collect data to support more successful transitions from preschool into Kindergarten, from 5th to 6th grade, from 8th to 9th grade, and from high school to postsecondary life. P4 – High-quality instruction – Training from internal providers (Patra, Pam, Ann) and external providers (OSPI, ESD114, Curriculum PD) for classroom staff in use of curriculum-based formative assessments as well as OSPI data tools; systemic formative assessment via district-approved tools K-5 and 6-12.

We have an objective in each of the seven “Turnaround” areas: P1 – Strong leadership -- Increase SBA testing participation rate to meet 95% federal benchmark; Increase capacity in assessment literacy and data-driven decision making, including Data Walk data. P2 – Professional development – Training for building administration, classroom staff in use of formative assessment processes, practices, and tools. P3 – Rethink the school day– Partner with BGC to collect and analyze academic data for SSD students attending summer programs with that organization; collect data to support more successful transitions from preschool into Kindergarten, from 5th to 6th grade, from 8th to 9th grade, and from high school to postsecondary life. P4 – High-quality instruction – Training from internal providers (Patra, Pam, Ann) and external providers (OSPI, ESD114, Curriculum PD) for classroom staff in use of curriculum-based formative assessments as well as OSPI data tools; systemic formative assessment via district-approved tools K-5 and 6-12. P5 – Using data to drive decisions – PD for administrators and teachers in the use of OSPI Data Analytic tools and district-directed tools, like Homeroom and Skyward.

We have an objective in each of the seven “Turnaround” areas: P1 – Strong leadership -- Increase SBA testing participation rate to meet 95% federal benchmark; Increase capacity in assessment literacy and data-driven decision making, including Data Walk data. P2 – Professional development – Training for building administration, classroom staff in use of formative assessment processes, practices, and tools. P3 – Rethink the school day– Partner with BGC to collect and analyze academic data for SSD students attending summer programs with that organization; collect data to support more successful transitions from preschool into Kindergarten, from 5th to 6th grade, from 8th to 9th grade, and from high school to postsecondary life. P4 – High-quality instruction – Training from internal providers (Patra, Pam, Ann) and external providers (OSPI, ESD114, Curriculum PD) for classroom staff in use of curriculum-based formative assessments as well as OSPI data tools; systemic formative assessment via district-approved tools K-5 and 6-12. P5 – Using data to drive decisions – PD for administrators and teachers in the use of OSPI Data Analytic tools and district-directed tools, like Homeroom and Skyward. P6 – Safe school environments – Assess and monitor behavioral and perceptual patterns of students for use in Homeroom Risk-Modules.

We have an objective in each of the seven “Turnaround” areas: P1 – Strong leadership -- Increase SBA testing participation rate to meet 95% federal benchmark; Increase capacity in assessment literacy and data-driven decision making, including Data Walk data. P2 – Professional development – Training for building administration, classroom staff in use of formative assessment processes, practices, and tools. P3 – Rethink the school day– Partner with BGC to collect and analyze academic data for SSD students attending summer programs with that organization; collect data to support more successful transitions from preschool into Kindergarten, from 5th to 6th grade, from 8th to 9th grade, and from high school to postsecondary life. P4 – High-quality instruction – Training from internal providers (Patra, Pam, Ann) and external providers (OSPI, ESD114, Curriculum PD) for classroom staff in use of curriculum-based formative assessments as well as OSPI data tools; systemic formative assessment via district-approved tools K-5 and 6-12. P5 – Using data to drive decisions – PD for administrators and teachers in the use of OSPI Data Analytic tools and district-directed tools, like Homeroom and Skyward. P6 – Safe school environments – Assess and monitor behavioral and perceptual patterns of students for use in Homeroom Risk-Modules. P7 – Community and parent engagement – Comprehensive Needs Assessment; PD for staff in use of data to write proposals for program funding from 3rd party partners.

Questions?