1. Presented by Ronald H. May, Ph.D. Assessment, Research, and Technology Division of Assessments and Accountability August 2009

2. What is EAGLE?  Designed to be used as an online, classroom assessment tool  Available at any time to students, teachers, and administrators (password protected)  Teachers can create their own tests or quizzes AND have access to premade unit tests  Items in the EAGLE item bank are written specifically to the GLEs

3. Formative and Summative Summative Assessment (assessment of learning) includes but is not limited to interim tests, unit tests, and end-of- course tests, etc., that have usually been given after classroom instruction Formative Assessment (assessment for learning) is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning for the purpose of improving students’ achievement of intended instructional outcomes.* *Formative Assessment for Students and Teachers (FAST) SCASS meeting in Austin, Texas, Oct 2006. http://www.ccsso.org/projects/scass/projects/formative_assessment_for_students_and_teachers/11541.cfm

4. Characteristics of Formative Assessment*  Learning Progressions – show the path of learning along which students are expected to progress  Learning Goals and Criteria for Success – clearly identify and communicate learning goals and expectations to students. Work with students to establish clear learning goals (“I am learning to... ).  Descriptive Feedback – provide evidence- based feedback that is linked to intended instructional outcomes and criteria for success

5. Characteristics of Formative Assessment*  Self- and Peer-Assessment – to engage students in taking an active role to monitor, plan, and evaluate their own progress  Collaboration – to establish a classroom culture in which teachers and students become partners in the learning process *From ”Attributes of Effective Formative Assessment” – a work product coordinated by Sarah McManus, NC Department of Public Instruction, for the Formative Assessment for Students and Teachers (FAST) Collaborative. http://www.ccsso.org/projects/scass/projects/formative_assessment_for_students_and_teachers/11541.cfm (Continued)

6. How EAGLE can be used as a tool to support Formative Assessment (cont.) The Student Report by Test depicts a graphic representation of how far the student has progressed on the GLEs for each test completed and whether they have reached the goal set by the teacher. The Student Report by Test shows:  where the student should be (teacher’s goal)  where the student is currently on the path to the goal, and  which GLEs the student needs to work on most in order to move closer towards  that goal 6

7. Seven Strategies of Formative Assessment Where am I going? Strategy #1: Provide students a clear and understandable vision of each learning target. 7

8. How to create student-friendly learning targets  GLE 27—Identify and plot points on a coordinate grid in the first quadrant.  GLE Student-friendly version: Plot and name points on a coordinate grid. (Student friendly GLEs are available in EAGLE.)  Word(s) to be defined: ‘coordinate grid’  Definition(s): A coordinate grid has two perpendicular lines, or axes, labeled like number lines. The horizontal line is called the x-axis. The vertical line is called the y-axis. The point where the lines cross is called the origin. (Show the students a picture with the x- and y-axes and origin labeled.)  Student-friendly learning target: Have students use “I am learning to …” statements: “I am learning to plot and name points on an x, y grid.” Example: Grade 5 Math GLE 27

9. Seven Strategies of Formative Assessment Where am I going? Strategy #2: Use examples of strong and weak work.

10. Use Items and Scoring Rubrics to Show Examples of Strong and Weak Work.

11. Scoring Rubric Used to Score Item student’s answer to the item

12. Seven Strategies of Formative Assessment Where am I now? Strategy #3: Offer descriptive feedback on a regular basis. 12

13. Effective Feedback During Instruction  Feedback is most effective in improving achievement if it is delivered while there is still time to act on it, which means before the graded event.  Formative assessment should be used to move students’ learning along a forward path rather than merely score how much learning has occurred so far. Thus, assessment has to occur in the middle of instruction, not just at the end points (Shepard, 2001, p. 1086 in Chappuis).  When students take a quiz, the score does not have to be used for grading purposes; rather it can serve you and your students as information about what they understand and what they need to improve.

14. Seven Strategies of Formative Assessment Where am I now? Strategy #4: Teach students to self-assess and set goals.

15. Self Assessment for Students  Ask students to self diagnose before tailoring your comments  Use Student Reports and have students prepare their own chart showing the learning targets they already know and the ones they need to learn.  Have students analyze their own learning during their quiz responses by clicking on “I had to Guess” or “I know the answer.”  Ask students to complete the EAGLE the self- assessment report.

16. Seven Strategies of Formative Assessment How can I close the gap? Strategy #5: Design lessons to focus on one learning target or aspect of quality at a time. Strategy #6: Teach students focused revision.

17. Focused Learning and Focused Revision  For a Comprehensive Curriculum unit, make a list of major conceptual understandings and a list of common misconceptions for class discussion.  Some multiple choice items can be used in formative assessment contexts if they contain wrong answers that represent faulty reasoning, misconceptions, or partial understanding. Help students to understand how these can be used for assessment.  Use item analysis to determine how many students are distracted by a wrong answer and help them to understand why.  Develop an item in front of your class modeled on a rubric and perhaps even a multiple-choice item showing correct answer and faulty reasoning answers.

18. Seven Strategies of Formative Assessment How can I close the gap? Strategy #7: Engage students in SELF-REFLECTION, and allow them to keep track of and share their learning.

19. Teach Students to Reflect on their Achievement  What did I learn?  What learning targets have I mastered?  What are my strengths in this subject?  What do I still need more practice on?  Which learning targets have I not yet mastered?  What do I still have questions about?

20. www.LouisianaEagle.org or www.LouisianaSchools.net

21. Principals’ User Administrator List (Teachers with User IDs & PWs

22. EAGLE Sign-on Page Enter Guest/ Training Site Request a Guest User ID & PW

23. Training Site Sign on as a Teacher Training Enter Guest User ID (Teacher) and PW

24. Teacher Home Page

25. Help Screen

26. View Classroom Roster

27. School Roster

28. Create A Test Selection Method, GLEs, and Items

29. Item Card

30. Schedule A Test

31. Choose a Premade Test

32. EAGLE Item Development Schedule Release Date MATHELASCISS May 20074, 94 May 2008 8, 10 – 128 – 12 May 20093, 5, 6, 7 May 2010HS subjects May 20111, 2 4, 8 May 20123, 5, 6, 7 TOTAL 1 – 12 3 – 8, HS

33. EAGLE Hand-scoring Tutorial  Designed to train teachers how to score constructed response items  Includes sample items and rubrics  Shows examples of all constructed response item types: SA, ER, and WP  Guides teachers through the scoring process  Provides instructional feedback when an item is scored incorrectly

34. EAGLE Hand Scoring

35. Hand Scoring Tutorial

36. Sign on as a Student Created via Training Teacher

37. Message Center

38. My Schedule

39. Take a Test

40. Student Test Question

41. Grade 4 Math Interactive Item  Mean, Median, or Mode: GLE 35 Mean, Median, or Mode

42. Review or Finish Test

43. Check Scores/Reports

44. Self-Assessment Student Worksheet Report

46. Student Report by Test

47. EAGLE Classroom Reports

48. Instructional Needs by Grade-Level Expectation

49. Report by GLE Showing Individual Students’ Performance

50. Analysis of Test Questions Report

51. Instructional Resources

52. EAGLE Draft Release Schedule  May 2007 – Grades 4 and 9 Math Grade 4 ELA  May 2008 – Grades 8, 10, 11/12 Math Grades 8, 9, 10, 11/12 ELA  May 2009 – Grades 3, 5, 6, 7 Math Grades 3, 5, 6, 7 ELA

53. Draft Schedule (Continued)  May 2010 Physical Science, Biology, Chemistry, Earth Science, Physics, Environment Science, World Geography, Free Enterprise, Civics, U.s. History, World History

54. Draft Schedule (Continued) May 2011  Mathematics, grades 1 and 2  ELA, Grades 1 and 2  Science, grades 4 and 8  Social Studies, grades 4 and 8

55. Draft Schedule (Continued) May 2012  Science, grades 3, 5, 6, 7  Social Studies, grades 3, 5, 6, 7

56. EAGLE Item Bank Statistics 1,433 Math items 1,617 ELA items Grade 4 Grade 8 Grade 9 Math: 376Math: 287Math: 345 ELA: 427ELA: 266ELA: 327 Grade 10 Grades 11/12 Math: 241 Math: 184 ELA: 306ELA: 291

57. Grades 3, 5, 6, and 7 ELA and Math (over 5000 new items)

58. Support Services  EAGLE Training Site  User Guide  Software Tutorial  Hand-scoring Tutorial  Help Desks:  toll free: 1-866-552-5583  e-mail: help@louisianaEAGLE.org)