1	Monitoring Change How do I know if students are learning?
2	Recommended Assessment Sequence Identify the learning target, then Use a diagnostic test – a survey level (broad) sampling of the “domain” to get an idea of student needs Start teaching and use a formative measure – (specific level probe) during the learning process while errors can still be corrected. Summative tests are given at the end of a unit to “summarize” what has been learned
3	Formative measures… Formative measures are usually classroom measures taken directly from classroom curriculum. Timed samples (math, writing, …) Concept webs (think-to-write related concepts) Read aloud from text (reading fluency)
4	Important distinctions Performance is a single event such as …six of ten comprehension questions Evaluation is when performance is compared to a standard such as …60% with a target of 90%. Learning is change over time 60%, 70%, 80%, 80%, 90%
5	Performance and Evaluation Performance: A score… 73 A grade… B- A symbol …J A status… Yes/No Frequency counts…12 Evaluation (comparison of performance to a standard) 80^th percentile Met fluency standard of 120 words per min Scored 4 out of 5 on a rubric Met personal goal of 50% of field shots
6	Is this learning? Oral reading
7	Is this learning?
8	Is this learning? Project Steps Completed
9	This is learning. What else does it show? Spelling words mastered
10	Compare these two… Grade Book Scores Week 1 2 3 4 5 T.K. A A- B+ B+ B B.L. C+ C+ B- B B- T.N. A B B+ B+ A- D.P. B B B B B J.P. D C- C C+ B- S.Y. C- K C- B- B+ Rubric Scores Week 1 2 3 4 5
11	Visual displays are generally easier to analyze. These are T.K.’s scores charted on a graph.
12	Is this learning? 10
13	Is this learning? 10
14	Checklists are also useful… Students at work station and engaged at 9:00 bell: M T W R F M T W R F M T Margie Janie Joan Judy Doug Jim Dennis
15	Checklists, too, show change best when the information is charted Students at work station and engaged at 9:00 bell: M T W R F M T W R F M T
16	Taa Daa!! It’s an Applied Inquiry Project! Students at work station and engaged at 9:00 bell: M T W R F M T W R F M T W
17	How can you demonstrate positive impact on student learning? Focus on sampling curriculum-based learning targets (sample the tasks that are precisely what you want students to learn) Dailey or weekly (formative) samples of student performance in the same skill domain – chart it if you can. (better yet, have the student chart it!) Periodic random checklist samples
18	Why not pre-post tests? There are times when pre-post testing is appropriate… but for individual student monitoring – pre-post tests do not allow course adjustments while teaching/learning is occurring. September score: 65% December score: 70% Goal: 95% January lament… oh, oh. I didn’t know he wasn’t getting it!!
19	The bottom line… Good data will help you make good decisions. Students who monitor their own learning performance pay closer attention to what they need to learn. Students who chart their own performance can even learn to make “data decisions” and work with teachers to find a better way…