1. Chaffey Joint Union High School District

2. Develop Scales to assess student progress Collect assessment data using the scales Use data for formative, and instructional feedback purposes Use the Power Law or learning trend to determine summative grade Report student progress Have students track own progress Next steps?

4.  Formative Scores  Instructional Feedback  Summative Scores

5.  Taking and recording scores on assessments to determine where a student is a particular point in time  Assessment can take any form  Multiple formative scores can be used to develop a learning trend and ultimately develop a summative score  Used to track student progress towards a learning goal

6.  A score taken and recorded to determine where a student ends up on a learning goal  Typically used to determine and report a “grade”  Assessment can take any form  Should be used in conjunction with formative scores to determine summative score

7.  The same assessment can be used for both formative and summative purposes!  The use of the data from the assessment determines the type, not the structure of the assessment!

8.  Data from assessments used to determine and adjust course of instruction  Represents a student’s or class’s understanding or progress towards a learning goal at any point in time  Typically not recorded or scored

10.  Teachers use scales to assess students on a number of Measurement Topics per unit  Data is collected from a variety of sources and recorded for each topic  Student Progress is tracked over time  Students can track their own progress

11. The reliability of a typical classroom assessment varies from.45 to.75 SD = 12 points ReliabilityScoreMinimum ScoreMaximum Score.45705288.55705486.65705684.75705882 Remember, you can never rely on a single assessment!

12. Topic: Causes of the Civil War PretestFoldable summary Quiz – short constructed response Debate Probing discussion Summative Debbie1.03.0 2.03.0 Mark1.02.03.0 Lindsay1.52.0 3.02.5 Chayla2.02.53.54.0 Tina3.0 2.0 1.0 Ashley3.01.03.01.0 Mike1.0

13.  Assessments can be formative or summative in nature  Assessments can be written/designed to assess more than one measurement topic at a time  Assessment comes in many forms…

14. Three types of Assessment  Obtrusive – Instruction stops for assessment to start – the primary purpose of the activity is assessment  Unobtrusive – Observing the skill or knowledge to be assessed without stopping instruction or in non- classroom situations  Student - Generated – Placing the responsibility for initiating and designing the assessment on the student

15.  Organize test items by topic and score level  Divide test into sections for each topic and score level  Having questions that assess the same topic and score level clustered together make “grading” the test a lot easier  Typically, forced choice and fill in the blank are used for score 2.0 and short answer etc. are used for score 3.0 and 4.0

16.  YES! No reason to start over!  However...You need to do some prep!  Categorize each test question by topic and scale level  Add questions, if necessary to assess all levels of the scale – frequently score 4.0 is left out

17.  Essay questions or the requirements for oral reports can be constructed to assess all levels of the scale  Include required elements in the answer to assess vocabulary (2.0), isolated details or facts (2.0), the big picture (3.0), and the application (4.0)  Assess/Code each element in the essay/report separately

18.  All assessments can be designed to use the scale  Include student expectations that would assess each level of the scale  For Example, a poster project about the system of checks and balances built into the constitution could include  Definitions of vocabulary (2.0)  Isolated facts (2.0)  A graphical representation of the checks and balances (3.0)  An explanation of how the system works with historical examples (4.0)

19.  Designate the expected level of achievement in the scale  Translate rubric scores (i.e. 5 traits) to scale levels

20.  Use a simple coding scheme to assess student success on each element of the project or question on the test  C-Totally correct  I - Totally incorrect  HP – High Partial  LP – Low Partial

21. Use the pattern of responses to determine a scale score SectionItemItem codeScale Level I1234512345 CCCCCCCCCC 2.0 II678678 HP C LP 3.0 III9 10 IIII 4.0

22. SectionItemItem codeScale Level I1234512345 CICICCICIC 2.0 II678678 C HP C 3.0 III9 10 IIII 4.0

23.  Reasons…  The test item was flawed in some way  Inconsistent student effort  The evaluation of the response was inaccurate  Ways to deal with the aberrant pattern…  Ignore items that appear to be aberrant  Meet with student to check in  Reclassify items at higher or lower scale levels based on whole class patterns (if everyone got it wrong, it might be a score 4.0 rather than a 3.0)  Consider re - teaching consistent problems

24.  Look for unplanned opportunities to observe a student performing the skills or processes that you want to assess or…  Plan the activity so that you can observe the student performing the desired skill or assessment  Have a clear target for observation in mind

25.  Typically, students will use the student generated assessment as an opportunity to move from one scale level to another  Work with the student to assure that the student designed assessment meets the expectation for the new scale level

27.  Traditional grading systems use a measure of central tendency, typically the mean, to determine a score.  The Learning Trend or Power Law use a student’s scores on various assessments over time to determine a student’s current level of understanding of a given topic

28.  Averaging assumes no learning has taken place between or among the assessments  Assumes the content on respective assessments is completely different  Tends to include data points that don’t measure student knowledge  Averaging is a compensatory approach, meaning that high scores tend to compensate for low scores and vice versa

29.  Imagine that a student has received the following scores on a measurement topic:  1.0, 1.0, 1.5, 1.5, 2.0, 1.5, 3.0  What summative score would they receive?

31. In your professional judgment –  What summative score has each student learned?  Considerations:  Look at the trend in the data – is it going up? Down?  Have they demonstrated consistent success at any level?  Do you believe they can accomplish a specific level?  Do you need more data?

32.  The power law is the statistical calculation that underlies the learning trend  It is a mathematical function that takes into account the number of assessments, the score on each assessment and the time between assessments to calculate an estimated ‘true’ score  y=at b where y is a score on a particular assessment, t is the time at which the assessment was administered and a and b are constants

33. 3 2.5 2 1.5 1.5 0 Pre-Test Score 2 Score 3 Score 4 Score 5 Score 6 Post-Test Average Score = 1.64 Learning Trend = 2.21.71 1.24 1.55 1.78 1.94 2.08 2.21 Mode = 1.5 111.5 23 Observed Score

34.  The short answer is that you need as many as it takes to get a good picture - using professional judgment, assessment data, and your knowledge of the student - of what a student knows at any given period of time  4- 5 are ideal. The less certain you are about a student’s score, the more data you need  Not every student will require that same number of data points to get a valid score

35.  Students should not be given a zero for not completing or turning in an assessment!  A zero given because the student did not do an assessment is a measure of student behavior, not a measure of what the student knows or is able to do  Use other means to measure and report work completion, behavior etc. separate from the measure of knowledge and skills  A separate set of rubrics or a separate grade can be used

37.  Report summative scores for each of the topics studied in the reporting period  Reporting where a student started and finished gives one more piece of information – the “growth”  Summative scores from each topic can be combined to give an overall grade for the course/subject

38.  Up until now, averaging (the mean) has been a bad word!  However, when scores are aggregated across topics or learning goals – to come up with a “grade” – the mean is a viable option  Anything done to summarize topic specific data across topics is arbitrary, and there are no right or wrong answers!

39. TopicFormative ScoreSummative Grade 12.0 Average = 2.5 The teacher uses their best judgment to translate the computed average into the half point scale score that is the most probable representation of the students true score 22.5 33.0 41.5 53.5

40.  Unweighted average – all learning goals or topics are treated equally  Weighted Average – some topics or learning goals receive more “weight” than others  When weights are used, multiply the scale score times the weight…  Add all of them together…  And divide by the total number of weights

42. Mean Scale Score Across TopicsPossible Letter grade 3.75-4.0A+ 3.26-3.74A 3.00-3.25A- 2.84-2.99B+ 2.67-2.83B 2.50-2.66B- 2.34-2.49C+ 2.17-2.33C 2.00-2.16C- 1.76-1.99D+ 1.26-1.75D 1.00-1.25D- Below 1.00F

43. Mean Scale Score Across Topics Score Descriptor 3.5-4.0Advanced 2.5-3.0Proficient 1.5-2.0Basic/Partially Proficient 0.0-1.0Below Basic/Unsatisfactory

44. Mean Scale Score Across Topics Percentage Score 4.0100 3.595 3.090 2.580 2.070 1.565 1.060 Below 1.050

45.  The conjunctive approach employs goal or target scores determined by the teacher for each topic  Minimum scores are established for each grade on each topic  This approach is useful when the teacher has not addressed all levels of the topic.

46. A=Goal 1: 2.0 or above Goal 2: 2.0 or above Goal 3: 3.0 or above B=Goal 1: 1.5 or above Goal 2: 1.5 or above Goal 3: 2.5 or above

47.  If a student has met the goal for the topic – they would receive an “A” or equivalent  A teacher could average the topic grades if a student has achieved a combination of scores

48. Name:Aida HaysteadSubject Areas: Address:123 Some StreetLanguage ArtsB City:MathematicsB Grade Level:5ScienceD Homeroom:Ms. BeckerSocial StudiesA ArtB Language Arts : Word Recognition and Vocabulary3.5 for Main Idea2.5 Literary Analysis3.0 Writing: Language Conventions4.0 Organization and Focus2.0 Research and Technology1.5 Evaluation and Revision2.5 Writing Applications1.0 Listening and Speaking: Comprehension3.0 Organization and Delivery3.5 Analysis and Evaluation of Oral Media2.0 Speaking Applications2.0 Life Skills: Participation4.0 Work Completion3.0 Behavior4.0 Working in Groups2.5 Report Card with Overall Grades

49. Tracking student progress over time is one of the defining features of formative assessment.