Student Data – Educational Aspirations

Standardized Tests and Formative Assessments — Assessment Data

Assessment Data …. If you’re within listening distance of a classroom you’ve probably heard the words. The words can hold positive as well as negative connotations. Two different types of data are often used in the classroom – summative and formative. I think this picture helps show the difference between the two. If used appropriately, formative assessment data (exit card, common assessment, observation, journal, data binder, etc.) can be used to improve student learning. Many teachers that I’ve met through Twitter utilize formative or local assessments to maximize student learning. I believe that it’s possible to use student achievement data to identify specific strengths/concerns as well as assist teachers in developing interventions (remediation/enrichment) for students.

At times the word is also associated with standardized test scores and accountability. Those words combined might make a few teachers cringe and organizers protest. A school district’s standardized test scores may make news headlines and influence school improvement plans. The emphasis on standardized testing has caused teachers to allocate more time for test prep. Some districts begin the test prep process in January, or before, when the test actually occurs in March. That test prep time takes away time from many non-test related subject areas.

I’ve been told that the Common Core will change the standardized testing landscape. I can’t predict the future, but I believe standardized test scores will continue to dominate local and national headlines. It’s been well documented that there’s an overemphasis on standardized test scores in public schools in America. The emphasis on test scores impacts teacher instruction and will soon influence teacher evaluations. Is this a good thing?

I’m not advocating for or against standardized assessments, but I believe formative assessments should drive academic differentiation decisions in the classroom. Even though the overemphasis on standardized test scores seems to be the norm, I’m optimistic. Why? Many influential education leaders are starting to notice the impact of standardized testing on students, teachers, communities, and administrators. The leaders below are speaking out on the impacts of standardized testing. Feel free to follow the courageous people below.

Joshua Star @mcpssuper is the superintendent of MCPS, a large, diverse, and high performing district in Maryland. He has concerns over the validity of standardized tests and has asked for a moratorium on standardized testing.

Diane Ravitch @dianeravitch, is Research Professor of Education at New York University, wrote a blog post about the inequalities of standardized testing here.

Larry Ferlazzo @larryferlazzo, an ESL teacher in California, wrote a blog post comparing the difference between being data-informed and data-driven.

Image by Luigi Diamanti

As an educator, part of my job is to meet students’ academic needs. Every educator, at one time or another, asks the question – how can I meet the needs of all the students that enter my classroom? That’s a tough questions to answer, with multiple answers, depending on your philosophy of education. To start, you need to understand the current skill level of your students. You might want to give some type of pre-assessment to determine what type of skills that the students possess. A lot of vital data can be extracted by analyzing student assessment data. Student assessment data can often drive school-wide instructional decisions. Once assessment data has been collected and analyzed, you can begin to start to differentiate and individualize instruction. Differentiated instruction is an educational buzz word that has been around for quite some time now. What does it actually mean and isn’t it subjective? Here are a few definitions:

“Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms” – Carol Anne Tomlinson

Differentiating instruction ….”Maximize(s) each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction” – Diane Ravitch

“Rather than simply teaching to the middle by providing a single avenue for learning for all students in a class, teachers using differentiated instruction match tasks, activities, and assessments with their students’ interests, abilities, and learning preferences” Jennipher Willoughby

Throughout this post, I’m going to show one way to differentiate instruction in the classroom. Specifically, via a flexible grouping strategy.

After utilizing a pre-assessment, or some type of formative assessment, you can use the results to begin to group the students based on skill level. Generally, different “flexible” groups are created based on the skill level of each student. Each group will work towards achieving or mastering specific skills related to the curriculum. For example, one group might work on basic computation strategies related to practical application problems, another might practice critical thinking skills, and another group may complete enrichment projects related to statistics. What each group works on should focus on improving students’ skills. Student groups are fluid and can change throughout the school year as additional student data is collected. Individuals in each group will set their own goals through a goal setting process. By engaging in goal setting, students are given the opportunity to gain responsibility for their own learning. Shifting some of the responsibility to the student gives ownership, therefore assisting in intrinsically motivating a student to achieve their goal.

This is only one form of differentiated instruction. I’ve provided a list of resources on differentiated instruction below.

Disclaimer (unfortunate but necessary) : The thoughts and opinions expressed in these pages are my own, and not necessarily the opinions of my employers.