Benchmark Assessments Using Data Effectively Using Assessment Results

Benchmark Assessments: Using Data Effectively Using Assessment Results to Improve Teaching and Learning

Teaching Standards Domain I: Planning and Preparation ◦ Standard 1. 6: “Lesson plans are informed by data analysis. ” Domain II: Classroom Environment Domain III: Instruction ◦ Standard 3. 3: “Differentiation of instructional delivery to engage all students in the lesson. ” ◦ Standard 3. 8: “Collects and analyzes data to adjust instructional practice. ” Domain IV: Professionalism

Transition to Common Core Standards New Scope and Sequence (PST) supports the transition to the Common Core Standards Each Benchmark will assess the skills and concepts specified in the Scope and Sequence for a single quarter

Benchmarks v Predictives Benchmarks (2012 -16) Predictives (2009 -12) INFORM INSTRUCTION Predict PSSA performance, show growth, inform instruction Test skills as defined by Scope & Sequence/PST Test PSSA skills as defined by PSSA blueprint Tests remain in schools Test returned to company 25 multiple choice 1 -2 constructed response (optional) 30 multiple choice

Testing Schedule Administration Testing Begins Materials Picked Up at Schools Testing Ends Benchmark 1 November 28, 2012 December 6, 2012 December 11, 2012 Benchmark 2 January 24, 2013 February 1, 2013 February 7, 2013 Benchmark 3 (HS) April 15, 2013 April 23, 2013 May 13, 2013 Benchmark 3 (3 -8) April 29, 2013 May 13, 2013

Gathering Data The primary reports for teachers to use for gathering data on student knowledge are: 1. Skill Analysis 2. Item Analysis 3. Standards Mastery

Skills Analysis

Skills Analysis Report

Item Analysis Report

Item and Distractor Analysis

Examine Instruction Guiding Questions (Teacher Protocol, page 1) Using Distractor Analysis can you identify potential reasons for errors? How was the skill/content taught? What does effective practice look like? Reflect on actual practice.

Standards Mastery Report Click a number to see student names.

Standards Mastery Report

Act Develop Action Plan Importance of connecting back to instruction Guiding Questions (Teacher Protocol, page 2) ◦ How will you group or regroup students? ◦ How will your teaching strategies (and resources used) change? ◦ What routine “checks for understanding” might you use?