Assessment Data Can be used to Prove Growth in Arkansas Classrooms

Data collection plays a crucial role in both science and education, as it enables educators to make informed decisions about teaching and learning. In classroom, data gathered from assessments, particularly through statement outcomes, can provide valuable insights into student progress. When comparing assessments, which are conducted during the learning process, with summative assessments that evaluate learning at the end of an instructional period, educators can identify trends in student growth. This comprehensive approach allows teachers to tailor their instructional strategies to better meet individual student needs, ultimately enhancing the overall learning experience.

Assessment Planning and Creation

Phase ONE

Design based on Outcomes for Unit

Phase One: Develop the Assessment Using Outcomes
Goal: Build a strong foundation for the assessment using well-defined outcomes aligned to standards and key skills.

Steps:

Unpack the Standard
- Identify the core content and skills required.
- Determine the Depth of Knowledge (DOK) level expected.
Develop Learning Outcomes
- Write student-friendly "I Can" statements that describe what students should know and be able to do.
- Focus on outcomes that are measurable and observable.
Identify Key Learning Targets
- Determine the skills and concepts students must demonstrate mastery in (e.g., critical thinking, problem solving, modeling, communication).
- Create a Blueprint or Table of Specifications:
- Align each learning outcome to the number and type of items you plan to assess.

Phase TWO

Question Format and Structure Determined by Outcome

Phase Two: Design Question Structure and Format

Goal: Create assessment items that accurately measure the depth of skill in each outcome.

Steps:

Select the Right Item Types by matching the item formats to the skills in the outcome:
- Recall ➜ multiple choice, matching
- Analysis ➜ short answer, open-ended responses
- Synthesis or Application ➜ performance tasks, extended response, design challenges
Use a Variety of Formats:
- Include multiple item types to assess different aspects of the outcome.
- Incorporate formative elements (self-assessment, reflection, peer feedback).
Build Question Scaffolding:
- Start with low-level DOK items and gradually increase complexity.
- Use prompts or supports when needed, especially for early learning phases.
- Align Each Question to a Specific Outcome:
- Tag each item to the outcome and skill it targets.
- Avoid including "extra" questions that do not directly connect to the measured outcomes.

Phase THREE

Determining Efficiency within each of the Outcomes on the Assessment

Phase Three: Determine Efficiency to Evaluate Growth

Goal: Analyze the assessment’s ability to measure student growth for each outcome and make data-driven adjustments.

Steps:

Score by Outcome, Not Just Overall:
- Group questions by outcome and score them collectively.
- Calculate percentage or rubric-based growth for each outcome.
Establish a Growth Scale:
- Use a scale such as: Beginning (1), Developing (2), Proficient (3), Advanced (4)
- Compare pre-assessment to post-assessment to determine movement.
Analyze Patterns of Strength and Need:
- Identify which outcomes had the highest growth and which had limited progress.
- Consider reteaching or modifying instruction based on outcome-level data.
Evaluate Assessment Efficiency:
- Was the number and type of questions per outcome sufficient?
- Were students able to show growth across all levels of complexity?
- Use for Instructional Decisions:
- Determine if outcomes need to be revisited.
- Use data to guide personalized learning, grouping, and interventions.

Tips and Tricks

Use Backward Design to Create Unit

Use Backward Design to plan lessons or units in order to determine what outcomes, assessments, and lessons you will use to deliver content.

Growth Mindset

Maintain a growth mindset—students should see assessments as checkpoints on the road to mastery.

Use Assessments for Reflection

Use assessments not only as evaluation tools but also as opportunities for feedback, reflection, and goal-setting.

Transparent, Aligned, and Flexiable

Design assessments that are transparent, standards-aligned, and flexible enough to support various student needs.

Example Outcomes and Assessments

Target Statements - These are outcomes set based on the standards. I have students rate themselves three times during the unit using a different color for each rating. The scale is based on 1-3 where 1 means they have not be exposed to the content, 2 means they have heard about it but do not feel confident, and a 3 rating means that they already understand the information. They complete reflection questions after rating to determine what in the unit they are understanding, enjoying doing, or want to see more of.

Pre-Test- Students take a pretest for the unit begins in order to determine if students are familar with the content and in order to establish a baseline to determine growth.

CFA - During the middle of the unit or lessons, students take a formative assessment to identify areas of strength and weakness with the material. I usually plan this before a project or activity. Students use this data to determine what content, skill, or material they are struggling in and helps them to develop a study plan.

CSA - At the ending of the unit or lesson, students take the summative assessment to determine mastery of the skills and content taught. These scores are compared against the pretest scores to determine growth within each of the outcomes. It is given a grade overall, but growth is not reflected in the total score but for each outcome or target statement. The scale used to determine mastery is 80% or above in the section. If the students score an 80% or above they are given a 3. If they score a 2, then the scores are between 65% and 80%, and a 1 is anything below. Students can compare their self rating to the final to determine their own growth, areas of weakness, and areas of strength.

Full links can be found below for each!

Physical Science - Forces

Unit Design Using Assessment

Improving Test Scores One Student at a Time using Common Assessments, Backwards Design, and Intervention

Setting Target Statements

What do you want students to learn? The key question to any lesson is identifying the key skills students need to master when the unit is complete. Target statements can be used for student reflection of their own learning. These "I can" statements keep the learning process transparent throughout the unit.

Lab Safety Targets

Assessments

Before planning activities, writing meaningful higher order assessments that test the students mastery of the skills learned is the key to building a unit where students thrive in their learning environment.

Lab Safety Assessment

Lesson Planning

I specialize in Group Lessons, and know how to get my students to excel through personalized attention, patience, a lot of practice, and hard work. I make learning fun through a variety of engaging and outside-the-box activities. Teaching is a skill, but great teaching is more of an art that only a few can master.

Schedule a Lesson

Intervention

What do I do if the students are still struggling with mastery of the content? Developing a meaningful intervention is important to the success of ALL students. Planning intervention comes from the data analysis from test results. Identifying the common problems, misconceptions and reasons for this mistakes are important to the intervention process.

Sample Intervention Plan

Assessment Data Can be used to Prove Growth in Arkansas Classrooms

Assessment Planning and Creation

Phase ONE

Phase TWO

Phase THREE

Tips and Tricks

Example Outcomes and Assessments

Unit Design Using Assessment

Setting Target Statements

Assessments

Lesson Planning

Intervention

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