Shasta

Nguyen

Advanced
Methods of
Performance
Assessment
EDUC 639

Fall
2018
 CCSD
Assessment
Plan

2018-19
 There has been difficulty in Cherry Creek
School District in regards to determining how
to manage / administer state mandated
testing, along with progress monitoring. The
following plan is a proposal to incorporate
both norm- and criterion-referenced
assessments, along with progress monitoring.

Historical CCSD testing results can be found at the following link.

 Federal
Requirements
 According to ESSA, federal requirements for
assessment are:
• Be the same academic assessments for all students in the state

• Be administered to all students in the state

• Be aligned to state academic standards

• Be valid and reliable, consistent with nationally recognized professional

and technical testing standards

• Be of adequate technical quality

• Involve multiple measures

• Provide for the participation of all students Works Cited

 State
Requirements
Colorado (in addition to Federal) requirements for
assessment are:

• The Colorado Department of Education will have decision-making

authority over test design, form development, and test administration
policies

• The English language arts and mathematics average standard testing

time for the operational assessments will not exceed 4 hours in length
(maximum of 8 hours in total)

• Individual student level results will be made available to the school

districts within 30 days of receipt of all tests

• Aligned to Colorado Academic Standards

Works Cited
Norm-Referenced vs.
Criterion-Referenced
Assessments
 Dimension Norm – Referenced
Purpose • Ranks students in their
achievement in broad areas
of knowledge
• Discriminates between low
and high achievers
Criterion – Referenced
• Determines if students have
achieved certain skills or
concepts
• Tells what a student can or
can’t do

Content • Measures broad skill areas • Measures specific skills

Score • Relative • Absolute

Interpretation
Norm-Referenced
Assessments
 SRT
CCSD should begin the process of veering away from norm-
referenced tests. I am proposing the use of the School
Readiness Test before entering 1st grade.

• Mathematical knowledge is also assessed

• Scores can be converted to criterion-referenced readiness categories

• Aid in identifying students with special needs

Criterion-Referenced
Assessments
 PARCC
All public school students enrolled in Colorado are required by
state law to take a standards-based summative assessment
each year in specified content areas and grade levels.

• Standards based assessment

• Collaboratively developed

• Aligned to the Colorado Academic Standards

• Designed to be administered on the computer

Progress Monitoring
Assessments
 EasyCBM
This tool consists of the following benchmarks and tests:

• Passage Reading Fluency I currently

• Vocabulary use this tool
• CCSS Reading in my job as a
• Numbers and Operations Learning
• Algebra Specialist.
• CCSS Math

• EasyCBM should be administered to those students receiving SPED

services, and students in the RtI process.
• Can be administered frequently (monthly), unlike norm-referenced
tests).
Schedule for
Assessments
 While assessment schedules will differ from elementary,
middle, and high school, the following is a rough draft
assessment schedule.
District or Assessment Testing Participants Tested Testing
State Window Subject(s) Method
Assessment
State PARCC April 8-26 Grades 3- Math, L.A., Computer
12 Science, S.S.

District SRT March-May Students Math and Paper

end of 1st preparing Lang. Arts
grade year to enter 2nd
grade
District EasyCBM Last week Students Math and Computer or
of each with IEP Lang. Arts Paper
month and/or RtI
Reliability, Validity,
and Bias
 The proposed assessments were chosen due to encompassing
the following:

Reliability Validity Bias

• Consistent over time • Evidence-based • Lack of bias in language

and/or story
• Have more than one • Measures what it claims
version to measure • Measures were
developed following
• Field-tested • Have criterion validity Universal Design for
correlations Assessment guidelines

• Large student samples • Systematically

structured

Works Cited
How will this be used to guide
instruction and school
improvement?
 Assessment guides instruction by:

• Guiding teachers in mapping next steps for learners

• Focusing on growth, as opposed to student competition

• Finding gaps in student learning

• Data analysis shows what students know

• Helping maintain educational focus

Assessment guides school improvement by:

• Improving district performance

• Data helps guide district goals

• Stakeholders strive towards a common purpose

• Providing measurable results to improve schools

• Guiding curriculum development and enrichment