1. Summative & Formative Data Outcomes Understand Summative and Formative Assessments. Understand Summative and Formative Assessments. Review FCAT Reading Parent Report and Norm Referenced Test Data. Review FCAT Reading Parent Report and Norm Referenced Test Data. Apply Formative Data collection for intrinsic motivation. Apply Formative Data collection for intrinsic motivation. Apply Sampling and Item Analysis to 6 Point Writing assessment. Apply Sampling and Item Analysis to 6 Point Writing assessment.

2. Why, why, why???

3. Root Causes and the Jefferson Memorial

4. How can we improve the failed strategies? Fear Fear Blame Blame Ranking Ranking Incentives Incentives “These 4 are based upon belief you and I are the problem.” Lee Jenkins, Ph.D. “ NO !”

5. Dr. Deming taught us that 96% of the problems come from the system. 96% of the problems come from the system. 4% of the problems come from the people. 4% of the problems come from the people.

6. MOTIVATION People are born motivated. Adults De-motivate. Most people, once discouraged, stay that way.

7. Senioritis? 5 incentives a day. 180 days a year. 13 years of incentives. Equals 11,700 incentives. This does not work!

8. My History of English Learning Feelings How do you feel about English? Love it Like it Okay Dislike it Hate it Grade Level 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th Why Do I Feel The Way I Do? 1 st Grade _________________________________________________________________________________ 2 nd Grade ________________________________________________________________________________ 3 rd Grade _________________________________________________________________________________ 4 th Grade _________________________________________________________________________________

9. Monthly Enthusiasm Record Feelings How are you feeling this month about Language Arts? Love it Like it Okay Dislike it Hate it Months Sept.Oct.Nov.Dec.Jan.Feb.MarchAprilMay Questions to Ponder 1.What went well in our classroom? ______________________________________________________________________ 2.What can we do to improve things?________________________________________________________________

10. Types of Data Results (Summative) Data used to make decisions about student achievement at the end of a period of instruction. Process (Formative) Data gathered at regular intervals during the instructional period; used to provide feedback about student progress and to provide direction for instructional interventions.

11. A Closer Look at Results Data Examples:

15. A Closer Look at Formative Data Quizzes Chapter Tests DIBELS District Math Assessments

16. FCAT Writes + Parent Report

17. Step 3: Have students select a prompt type. Select from seven prompt types.

18. Step 7: Have students review their analytic feedback. Analytic Feedback

19. Student Data Collection Students copy from teacher rubric and transfer data to the scoring sheet (next slide).

20. Data Collection Tool Students track progress of their writing throughout the school year. Students track progress of their writing throughout the school year.

21. Holt Model essays can be viewed and printed out at: http://my.hrw.com/support/hos/hostmodels4.html Note that the interactive annotations are lost when the models are printed. Holistic rubrics can be accessed at: http://my.hrw.com/support/hos/hostfeedback4.html#1 Analytic rubrics can be accessed by clicking the document link below: Analytic Rubrics Analytic Rubrics For school tutorial, contact Mary.Devore@hrw.com. Mary.Devore@hrw.com FCAT Sample Test Books and Answer Keys (2005-06) http://www.firn.edu/doe/sas/fcat/fcatitem.htm

22. OTHER ESSAY SCORING TOOLS CRITERION – See Caloosa Middle School or Sanibel MS teachers for more information. (School based) Coming soon… SKILLWRITER from Glencoe and Bookette to middle schools.

23. Item Analysis Use to: Determine mastered content. Determine most common mistakes.

24. CLASSROOM TEST ANALYSISBENCHMARKASSESSEDITEM#NUMBERCORRECTNUMBERINCORRECTNUMBERPARTIALCREDITNUMBERDISTRACTORA/1NUMBERDISTRACTORB/2NUMBERDISTRACTORC/3NUMBERDISTRACTORD/4NUMBERNOANSWER 1 2 3 4 5 6 7 8 9 10

25. Always the REFEREE; rarely time to be the COACH. The ever-present responsibility to evaluate students overwhelms the heart- tug to coach their students to higher levels of success. What is your REFEREE to COACH ratio?

26. Sampling of Essays for Writing Data Analysis Teach Rubrics; model excellence Teach Rubrics; model excellence Assign writing Assign writing Randomly select 5 essays per class; score by rubric Randomly select 5 essays per class; score by rubric Itemize errors from 5 selected Itemize errors from 5 selected Look at grand total of errors for 5 selected Look at grand total of errors for 5 selected Teach based upon error analysis Teach based upon error analysis Repeat with next assignment Repeat with next assignment Grade one class set of essays Grade one class set of essays Count for grade: best paper or random selection Count for grade: best paper or random selection

27. Benefits of Writing Analysis Bad News: You still have to grade writing papers. Bad News: You still have to grade writing papers. Good News: You grade only five of each assigned essay with the exception of one. You get your weekends back! Good News: You grade only five of each assigned essay with the exception of one. You get your weekends back! Best News: Students ask how to improve their writing—not their grades. Re-teaching using item analysis improves overall writing scores. Best News: Students ask how to improve their writing—not their grades. Re-teaching using item analysis improves overall writing scores.

28. Scoring Rubric for Paragraphs and Essays

29. Item AnalysisTotalAverage Development4455184.5 Main Ideas3455174.25 Examples3344143.5 Logic4565205 Word Choice2434133.25 Organization3545174.25 Transitions2524133.25 Errors3434143.5

30. 6 Point Line Chart