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https://www.ets.org/s/ppa/pdf/ppat-task-2-requirements.pdf

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https://www.nctq.org/dmsView/Three_Parts_of_an_SLO_-_SLOHandbook_aspx

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Assessment and Student Success in a Differentiated Classroom Textbook

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Assessment and Student Success in a Differentiated Classroom Textbook

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https://docplayer.net/132667670-Assessment-and-student-success-in-a-differentiated-classroom.html

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Checklist for Evaluating K-12 Assessment Programs

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Checklist for Evaluating K-12 Assessment Programs

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https://wmich.edu/sites/default/files/attachments/u350/2016/K-12_Assessment_Program_Checklist-NOV16.pdf

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https://www.theedadvocate.org/pros-cons-teacher-designed-tests/

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The Pro’s and Cons of Teacher-Designed Tests - The Edvocate

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Spread the loveClassroom assessments are a big responsibility on educators’ plates. There are plenty of possible formats out there: summative, formative, essay, multiple choice – the list goes on and on. Rather than settling for a form response, many teachers design their own assessments. Whether pre-made or not, when developing classroom assessment tools, teachers should take the following criteria into account:  Purpose: How will it be used?  Impact: How will it impact instruction? Will it shrink the curriculum?  Validity: Is it designed to measure what it was supposed to measure?  Fairness: Will all the students have […]

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https://www.uen.org/core/

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Click on a grade level to view the Utah Core standards for that grade. Click on the subject title to view all grades for that subject.
Use the UEN Curriculum Search to to search the core and to find lesson plans.

K-12 Standards Career and Technical Education Standards Adult Education College and Career Readiness Standards

K-12 Standards

Career and Technical Education Pathways

Adult Education College and Career Readiness Standards

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Click on a grade level to view the Utah Core standards for that grade. Click on the subject title to view all grades for that subject. Use the UEN Curriculum Search to to search the core and to find lesson plans.

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https://www.youtube.com/watch?v=zTkQjH-_97c

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Assessment in Education: Top 14 Examples

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https://www.home-speech-home.com/support-files/bell-curve-chart.pdf

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Testing, Measurement, and Statistical Terms Guide

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Testing, Measurement, and Statistical Terms Guide

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https://www.hmhco.com/~/media/sites/home/hmh-assessments/hmhassessments_testingtermglossary.pdf?la=en

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https://www.ceuonestop.com/attachments/File/Assessment/Guidelines_for_Selecting_Appropriate_Tests.pdf

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https://www.youtube.com/watch?v=PZDDWd-jUzM

https://www.youtube.com/watch?v=Nuxg-qoqPTw&feature=youtu.be

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https://www.lonestar.edu/documents/7-How_to_Create-SLO_Assessment_Plan-Rev.pdf

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http://literacyreferencelem.pbworks.com/f/Henk___Melnick_1995_RSPS.pdf

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How to Write Good Self-Assessment Questions

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How to Write Good Self-Assessment Questions

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file:///C:/Users/brean/Downloads/How%20to%20write%20good%20self-assessment%20questions-2%20(2).html

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Administering an Informal Reading Inventory

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Administering an Informal Reading Inventory

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https://www.youtube.com/watch?v=nJ42T4Jv2X4

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How to Administer an Informal Reading Inventory

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https://www.gettingsmart.com/2017/05/27/6-tips-for-creating-powerful-assessments-for-your-students/

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By Melissa Maypole
Assessments are no longer simply tests that students fret about or neglect to study for. As you may well know, today's environment of heightened accountability for educators has made assessments stressful for not only students, but for teachers as well. Not to worry, though. Assessments can actually be powerful (and even fun!) tools to evaluate how well your students are mastering the material you're covering in class and how well you're doing covering said material. Just follow these 6 simple tips:

1) Begin with the end in mind.

For years, teachers have planned their lessons in a linear fashion. First, we create daily lessons aligned with objectives followed by tests to assess the objectives each lesson addresses. Logical, right? Sure, but this traditional method of teaching and assessing learning may not necessarily be the most effective way to go about things. Instead, try creating an objectives-based assessment first, and then plan activities that target the learning goals the assessment evaluates. This not only ensures that the assessment aligns to your students' learning objectives, but it also allows the assessment to help drive your instruction, meaning you'll know for sure that you've actually taught the material and skills that require mastery.

2) Communicate your purpose.

The purpose of a traditional pencil and paper test may be fairly cut and dry to your students-I answer a bunch of questions and it tells the teacher if I've learned the material-but this may not be the case for a more open-ended assessment such as a project or essay that a student may see as busy work. In order to get the outcome you want from your students, it's important to let them know why they are doing something, including what skills and knowledge you're expecting them to demonstrate mastery of. One of the best ways to do this is to create a clear rubric and give your students a copy prior to beginning work on the assignment. This way, there will be no question as to what you expect your students to demonstrate, and it may even motivate many to perform.

3) Blend assessments into your teaching.

Highly effective educators use assessments to adapt and enhance instruction. Instead of treating assessments as intimidating bookends to curriculum units, successful teachers assess learning more frequently and less formally with the intention of using the results of the assessment as an arrow toward the next steps in the learning process. Create opportunities for non-threatening, formative checkpoints in your instruction. Give deliberate and targeted mini-quizzes that allow you to assess common misconceptions and truly know in real-time where your students are tracking. Craft your quiz by following assessment-writing best practices outlined in this article.

4) Identify and avoid bias.

Since assessments are such an important tool in your teaching toolbox, it's important to ensure that they are as authentic and targeted as possible. This means making an intentional effort to check for any biases that may affect students' performance or invalidate your results. An assessment should be designed in parts that specifically test single, targeted skills, and unintended bias will quickly invalidate your efforts. Although it may seem impossible to create an assessment with zero bias, we can still do our due diligence to identify and remove bias.

The most common types of bias in assessments are those that inadvertently assume knowledge other than the specific skill being tested. This bias can be blatant such as assuming knowledge of a certain cultural group, for instance, or it could be hidden. Hidden biases are often found in the language of the assessment. Teachers must be especially careful not to create written assessments that are on a higher reading level than their students, so that a mathematics assessment, for example, doesn't unintentionally assess how well the student can read the problem as well as the specific skills.

5) Consider non-traditional assessments.

Nothing crushes classroom morale faster than announcing a pop quiz or traditional paper and pencil test. In order to incorporate some fun into your assessment repertoire and keep your students engaged in their learning, you'll need to think outside of the box. Create a game or activity based on specific learning objectives to mix things up while bringing out the very best in your students. Or consider tying in a cross-curricular semester-long project that connects the material together and forces a higher level application of skills. You can pepper in traditional mini-assessments throughout the span of the project to determine where your students are, but the journey here is much more fun.

We all know that assessments provide feedback to us teachers-they let us know which material students have mastered and which material they still need to work on. They also tell us how well we're delivering the necessary information and facilitating learning in our classrooms. Don't forget, though, that assessments can and should provide vital feedback for your students as well. After all, if we want them to be in charge of their learning (and we do!), then we must give them the necessary information to make and reach their learning goals. Reviewing the results of a quiz or test has the potential to help students realize their deficits and detect meaningful patterns in their errors. These are discoveries that are crucial to correcting misconceptions and directing future learning. When planning a review or follow-up on an assessment, keep in mind that sooner is always better. The quicker you provide learners with feedback on their performance, the more meaningful this information will be.

When crafted carefully, assessments can be incredibly powerful tools for learning. Well-planned assessments provide teachers and students with the necessary information to gauge progress and plan the next steps in the learning process. When we assess learning clearly, frequently and without bias, we get a better picture of how well we're doing with instruction and how to best serve our students in the future.

For more, see:

Melissa Maypole is an English Teacher with a Master's of Science in Education, and is a contributor at .
Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update

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6 Tips for Creating Powerful Assessments for Your Students

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By Melissa Maypole - Today's heightened accountability for educators has made assessments stressful for teachers. Here's how to do them right.

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https://www.youtube.com/watch?v=9l5m66Y607U

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"Authentic" Assessment at School of the Future

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https://www.youtube.com/watch?v=OWP-rUe1xy0

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https://www.schools.utah.gov/curr/umtss?mid=923&tid=1

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Overview

UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

UMTSS Eight Critical Components:

1. High Quality Instruction

2. Data-Based Decision Making

3. Team-Based Problem Solving

4. Equitable Education for Each Student

5. College and Career Readiness

6. Proactive School Climate and Structure

7. Parent and Community Involvement

8. Supportive Leadership

Objectives
Infrastructure and Collaboration
UMTSS is designed to support Utah LEAs and schools in developing sustainable, evidence-based practices and provide supports for students within a multi-tiered system. The purpose of UMTSS is to provide guidance and resources for LEAs as they build infrastructure. Website and online resources help LEAs integrate academic and behavior systems, implement systems and interventions with fidelity, utilize data, and sustain efforts over time to positively impact student outcomes.

Note: The contents of this website were developed under a grant from the United States Department of Education, #H323A120022. However, those content do not necessarily represent the policy of the United States Department of Education, and you should not assume endorsement by the Federal Government. Project Officer Paula Maccini.

Multi-Tiered System of Supports (MTSS)

MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2014). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students' progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

Utah's MTSS Model

MTSS is a framework for implementing systemic, evidence-based practices to maximize student achievement in academics and behavior in preparation for and leading to College and Career Readiness. The MTSS model includes Universal, Targeted, and Intensive levels of support, which are defined in the Utah MTSS 3-Tier Definitions for several identified critical components, such as academics, behavior, and educational equity.
Utah MTSS 3-Tier Critical Components Definitions
Universal (Tier 1) represents those supports provided to all students. Tier 1 practices should be implemented with fidelity prior to addressing practices for Tier 2 or 3. Targeted (Tier 2) represents additional supports provided to remediate or accelerate student success. Intensive (Tier 3) represents individually-responsive supports intended to further remediate or accelerate student success and do not necessarily equate to special education services. Individually-responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction.

Utah Multi-Tier System of Supports (UMTSS) staff and grant funds focus on building critical infrastructure and sustainable systems at the Local Education Agency (LEA) and school levels. UMTSS supports LEAs in building effective leadership and implementation teams capable of implementing and sustaining MTSS practices with fidelity.

Conferences

2021

July 28-29
2021 Virtual System Conference

2020

Utah Systems Conference: Cancelled

2018

June 18-19
Utah Systems Conference: Alignment, Collaboration and Equity Within a Tiered System of Supports
Utah Valley Convention Center, Provo, Utah

June 20
State Personnel Development Grant (SPDG) Post-Conference Meeting
Utah Valley Convention Center, Provo, Utah

2017

June 21-22
Achieving Equity and Opportunity: Access to Quality Learning Through Tiered Supports

Online Training Courses

UMTSS Canvas Course Series

The UMTSS Canvas Course Series introduces the foundational concepts and tools to help guide Local Education Agencies (LEAs) level teams during the early stages of implementation. Course content includes best practices in supporting students within a multi-tiered framework, providing evidence-based professional learning, effective coaching, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas.

Getting Started

Enroll in courses by selecting the link below:

Once enrolled, courses are accessible with USBE Canvas.

Hints for Navigation

1. Click Previous or Next buttons at the bottom of each page to navigate through the course.

2. Avoid using the browser back button when submitting assignments and quizzes.

3. Enable pop-ups in the web browser to visit helpful hyperlinks within the course.

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utah multi-tiered system of supports (umtss)

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Utah Multi-Tiered System of Supports (UMTSS)

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Utah Multi-Tiered System of Supports (UMTSS)

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https://schools.utah.gov/file/03b9dbf0-c344-42d2-ac7e-1a5727eacf09

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https://www.schools.utah.gov/file/ff0a8f0c-66ce-486d-b51e-0509ff33f533

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Utah State Board of Education Dyslexia Handbook

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Utah State Board of Education Dyslexia Handbook

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https://www.schools.utah.gov/file/3ba7e72d-e077-4d6c-bb21-2a0b3c6d9980

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Positive Behavior Interventions and Supports System

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Positive Behavior Interventions and Supports System

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https://www.pbisworld.com/

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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https://udlguidelines.cast.org/?utm_medium=web&utm_campaign=none&utm_source=cast-about-udl

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

UDL Rising to Equity

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST.

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https://kappanonline.org/formative-assessment-heritage/

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To many of today's teachers, assessment is synonymous with high-stakes standardized tests. But there is an entirely different kind of assessment that can actually transform both teaching and learning. Ms. Heritage describes what the skillful use of formative assessment would look like.

Formative assessment, if used effectively, can provide teachers and their students with the information they need to move learning forward. But after more than a hundred years of exhortations and a significant body of research on the topic, the idea that assessment and teaching are reciprocal activities is still not firmly situated in the practice of educators. Instead, assessment is often viewed as something in competition with teaching, rather than as an integral part of reaching and learning.

In our current accountability environment, assessment is not regarded as a source of information that can be used during instruction. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. In the process, the reciprocal relationship between teaching and assessment has been lost from sight. In a context in which assessment is overwhelmingly identified with the competitive evaluation of schools, teachers, and students, it is scarcely surprising that classroom teachers identify assessment as something external co their everyday practice.

Educators recognize that annual state tests provide too little information that arrives too late for planning instruction, and this has prompted districts and schools to supplement state assessments with interim or benchmark assessments. These typically consist of item banks, administration tools, and customized reports, and they usually are administered uniformly co all students three to four times a year. Their greater frequency notwithstanding, these assessments still do not provide teachers with information they can use for ongoing instruction. Despite the enthusiasm for these assessments at the district level and the considerable resources that are being expended on chem, the face remains chat they cover too long a period of instruction and provide coo little detail for effective use in ongoing instructional planning. At best, they function more as snapshots of student progress and as predictors of student performance on the end-of-year, statewide tests. Indeed, Dylan Wiliam and Marnie Thompson suggest that they might better be described as "early warning summative" tools rather than as tools chat can be formative co instruction. ¹ Furthermore, teachers do not control how or when these tests occur, what the purpose of the assessment is, or who is assessed. Yet these are the assessments that "count," even though they offer little help to teachers in their daily practice.

Compounding these difficulties is the fact that assessment has traditionally not been a focus of preservice and inservice courses. As Richard Stiggins laments, U.S. educators are "a national faculty unschooled in the principles of sound assessment." ² Teachers learn how to teach without learning much about how to assess. Moreover, their administrators also lack training in assessment and therefore do not have the skills to support the development of assessment competencies.

What is missing in assessment practice in this country is the recognition that, to be valuable for instructional planning, assessment needs to be a moving picture - a video stream rather than a periodic snapshot. If assessment is used to inform effective instruction, then that assessment is quickly rendered out of date. Student learning will have progressed and will need to be assessed again so that instruction can be planned to extend the students' new growth.

Formative assessment practices, if implemented effectively, can provide teachers and their students with the data that they need. Moreover, there is empirical evidence that formative assessment, unlike benchmark assessments, is effective in improving student achievement. ³ However, in a profession that already feels burdened by the amount of assessment, there is a danger that teachers will see formative assessment as yet another external demand that takes time away from teaching.
What is formative assessment?
Formative assessment is a systematic process to continuously gather evidence about learning. The data are used to identify a student's current level of learning and to adapt lessons to help the student reach the desired learning goal. In formative assessment, students are active participants with their teachers, sharing learning goals and understanding how their learning is progressing, what next steps they need to take, and how to take them.

Formative assessment involves a variety of strategies for evidence gathering, which can be categorized into three broad types: on-the-fly assessment, planned-for interaction, and curriculum-embedded assessment. ⁴

On-the-f ly assessment. On-the-fly assessment occurs spontaneously during the course of a lesson. For example, a teacher listening.to group discussions hears students expressing misconceptions about the science concept she has been teaching. She then changes the direction of her lesson to provide a quick "pop-up" lesson. ⁵ The pop-up lesson enables the teacher to clear up the misconceptions before proceeding with her planned instructional sequence.

Planned-for interaction. In planned-for interaction, teachers decide beforehand how they will elicit students' thinking during the course of instruction. For example, teachers plan the questions they will ask during the course of the lesson in order to enable students to explore ideas, and these questions can elicit valuable assessment information. ⁶

C urriculum-embedded assessments. There are two kinds of curriculum-embedded assessments, those that teachers and curriculum developers embed in the ongoing curriculum to solicit feedback at key points in a learning sequence and those that are part of ongoing classroom activities. For example, student mathematical representations created during lessons can function as formative assessments, as can students' science notebooks that are also part of students' regular classroom activity. ⁷
Elements of formative assessment
There are four core elements of formative assessment: 1) identifying the "gap," 2) feedback, 3) student involvement, and 4) learning progressions. Teachers need to have a clear understanding of each of these elements.

Identifying the gap. In a seminal paper in 1989, Royce Sadler established the essential purpose of formative assessment as the means to identify the gap between a student's current status in learning and some desired educational goal. He stressed that this gap will vary from student to student and spelled out the consequence for pedagogy: "If the gap is perceived as too large by a student, the goal may be unattainable, resulting in a sense of failure and discouragement on the part of the student. Similarly, if the gap is perceived as too 'small,' closing it might not be worth any individual effort. Hence, to borrow from Goldilocks, formative assessment is a process that needs to identify the 'just right gap.'" ⁸

Educational psychologists call this "just right gap" the zone of proximal development (ZPD). Originating with Lev Vygotsky's still-influential formulation, the ZPD is defined as the distance between what the child can accomplish during independent problem solving and the level of problem solving that can be accomplished under the guidance of an adult or in collaboration with a more expert peer. ⁹ The teacher's task is to identify and build on immature but maturing structures and, through collaboration and guidance, to facilitate cognitive growth. In the process, the child internalizes the resources required for solving a particular problem, and these resources become part of the child's independent developmental achievement. The term "scaffolding" characterizes the support that adults give to learners in the ZPD to move them from what they already know to what they can do next. ¹⁰ Effective formative assessments, then, should identify what a student might achieve in his or her ZPD and enable teachers to adapt teaching to close the gap between the student's current state of learning and the desired state.

Feedback. Formative assessment is designed to provide feedback at multiple levels. First, it provides feedback to the teacher about current levels of student understanding. This feedback also informs what the next steps in learning should be.

Feedback also is central to guiding students through their own next steps. Sadler's model strongly emphasizes feedback to students through the use of the feedback loop. This loop involves teachers and their students in an ongoing process. Effective feedback from teachers provides clear, descriptive, criterion-based information that indicates to the students where they are in a learning progression (defined below), how their understanding differs from the desired learning goal, and how they can move forward. The teacher takes steps to close the gap between the students' current learning and the goal by modifying instruction, assessing again to give further information about learning, modifying instruction again, and so on. In formative assessment, learners must be able to use feedback to improve their learning. ¹¹ Another important aspect of the relationship between feedback and learning is that feedback has a strong effect on students' motivation and their sense of self-efficacy - how they feel about their various abilities -both of which are major influences on learning.

Student involvement. Improving learning through formative assessment also depends on the active involvement of students in their own assessment. ¹² In formative assessment, students learn the skills of self- and peer assessment so that, as Sadler suggests, they collaborate with their teachers in developing a shared understanding of their current learning status and what they need to do to move forward in their learning. In doing so, they are using metacognitive processes. They reflect on their learning, monitoring what they know and understand and determining when they need more information. They also develop self-regulation strategies and are able to adapt their learning tactics to meet their own learning needs. Students must also collaborate with their teachers to determine the criteria for success for each step along the learning progression.

Most state standards, by themselves, do not provide a clear progression for understanding where students are relative to desired goals.

Learning progressions. If formative assessment is to provide guidance to teachers and students, it must be linked to a learning progression. The learning progression should clearly articulate the subgoals that constitute progress toward the ultimate goal. Most state standards, by themselves, do not provide a clear progression for understanding where students are relative to desired goals. In fact, many state standards do not even provide a clear picture of what learning is expected. Developing learning progressions toward standards is a critical element of formative assessment. Learning progressions provide the big picture of what is to be learned, and they help teachers locate students' current learning status on the continuum along which students are expected to progress.

Students also need to have short-term goals, which are derived from the learning progression and described in terms of success criteria. Success criteria are the guide to learning while the student is engaged in the learning tasks. The success criteria provide the framework within which formative assessment takes place and make possible the interpretation of evidence. ¹³
The knowledge teachers need
To use formative assessment successfully in the classroom, teachers need specific knowledge and skills. Four basic elements of teacher knowledge are critical: 1) domain knowledge, 2) pedagogical content knowledge, knowledge of students' previous learning, and 4) knowledge of assessment.

Domain knowledge. Teachers must know the concepts, knowledge, and skills to be taught within a domain, the precursors necessary for students to acquire them, and what a successful performance in each looks like. With this knowledge, they are able to define a learning progression of subgoals toward the desired learning that will act as the framework to guide assessment and instruction. A sufficiently detailed progression will also supply the success criteria for recognizing when students have demonstrated a successful performance and when they have not and for providing students with substantive feedback.

Teachers also need to understand student metacognition as it relates to assessment. As noted earlier, students develop the ability to monitor and assess their own learning so that they recognize when they are learning and when they are not. Linked to self-assessment is self-regulation, the will to act in ways that result in learning. And when students recognize they are not learning, they have the strategies to do something about it. Finally, teachers need to know that students' motivational beliefs - for example, beliefs about their general level of competence or self-efficacy - may influence their learning. ¹⁴

Pedagogical content knowledge. To effectively adapt instruction to student learning, teachers' pedagogical content knowledge must include familiarity with multiple models of teaching for student achievement in a specific domain and knowledge of which model of teaching is appropriate for what purpose. As already noted, the gap between current status and learning goals will differ from student to student, so teachers will need differentiated instructional strategies and a knowledge of how to use them in the classroom. To support student self-assessment, teachers will also need to be familiar with multiple models of teaching metacognitive processes and self-assessment skills.

Students' previous learning. If teachers are to build on students' previous learning, they need to know what that previous learning is. Students' previous learning includes: 1) their level of knowledge in a specific content area, 2) their understanding of concepts in the content area (i.e., the degree to which they can make generalizations through a process of abstraction from a number of discrete examples), 3) the level of their skills specific to the content area (i.e., the capacity or competence to perform a task), 4) the attitudes the students are developing (e.g., the value the students place on the subject, the interest they display, and their levels of initiative and self-reliance), and 5) their level of language proficiency.

Assessment knowledge. Teachers must know about the range of formative assessment strategies so that they can maximize the opportunities for gathering evidence. In addition, even though formative assessment strategies will not always meet accepted standards of validity and reliability, teachers need to understand that the quality of the assessment is an important concern. The overriding issue is consequential validity. Because the purpose of formative assessment is to promote further learning, its validity hinges on how effectively learning takes place in subsequent instruction. Teachers also need to know how to align formative assessments with instructional goals, and they need to ensure that the evidence from the formative assessment and the inferences they draw from it are of sufficient quality to enable them to understand where the learner is along a learning progression. ¹⁵ Finally, teachers need to know that their own assessments of learning are not the only available sources of evidence; students' self- and peer assessments provide important opportunities for establishing their current learning status.
The skills teachers need
In addition to an appropriate knowledge base, the successful implementation of formative assessment requires specific teacher skills. Teachers need to be able to 1) create classroom conditions that allow for successful assessment, 2) teach the students to assess their own learning and the learning of others, 3) interpret the evidence, and 4) match their instruction to the gap.

Creating the conditions. If students are going to be involved in assessment, two things need to happen. First, teachers must create a classroom culture that supports self- and peer assessment. This means that the classroom is a place where all students feel that they are respected and valued and that they have an important contribution to make. Second, teachers must have the skills to build a community of learners, characterized by a recognition and appreciation of individual differences. Classroom norms of listening respectfully to one another, responding positively and constructively, and appreciating the different skill levels among peers will enable all students to. feel safe in the learning environment and to learn with and from one another. Above all, teachers will need the skills to model the "safety" norms of the classroom in their own behavior.

Student self-assessment. Teachers must teach students to assess their own learning and the learning of others. This involves helping students to set goals and criteria for success, to reflect on their own and others' understanding, and to evaluate learning according to the criteria. Strategies to involve students in self-assessment can be as simple as asking students to reflect on their performance through such questions as "Do you think that your response demonstrated understanding? If so, why do you think this? If not, why do you think you did not demonstrate understanding?" From this basis, students can learn to be more independent and can recognize when they do not understand, when they need to do something about it, and what they can do to improve.

Teacher skills also include helping students learn to give constructive feedback to their peers that can provide for future growth. From simple beginnings like sayming, "It wasn't clear to me when. . ." or "I didn't understand your point about . . . ," students can progress to a detailed analysis of their peers' performance against specific criteria. Once again, the teacher must model all of this in the classroom so that students see that they are collaborators with their teacher and peers in developing a shared understanding of their current learning status and what they need to do to move forward.

Interpreting evidence. Teachers' skills in drawing inferences from students' responses are crucial to the effectiveness of formative assessment. No matter what the assessment strategy -observation, dialogue, asking for a demonstration or a written response -teachers must examine students' responses from the perspective of what they show about their conceptions, misconceptions, skills, and knowledge. This involves a careful analysis of the responses in relation to the criteria for success. In essence, teachers need to infer what the "just right gap" is between the current learning and desired goals, identifying students' emerging understanding or skills so that they can build on these by modifying instruction to facilitate growth.

The analysis of student responses takes place in different time frames, depending on the method of assessment. In on-the-fly assessments, teachers have to make inferences on a moment-by-moment basis. A curriculum-embedded analysis of student work might take place after the lesson and will provide more time for close examination. In both instances the importance of domain knowledge to analysis cannot be overstated; the success of the analysis is wholly dependent on it. Without a strong base of domain knowledge there is a danger that teachers' analyses will focus on the surface aspects of learning at the expense of deeper levels of understanding. An inaccurate analysis of the students' learning status will lead to errors in what the next instructional steps will be.

The analysis of student responses also provides the substance for feedback to students. Teachers need the skills to translate their analyses into clear and descriptive feedback, matched to the criteria for success, that can be used by students to further their learning.

Matchin g instruction to the gap. It is axiomatic to formative assessment that, if the next instructional steps to close the gap are too hard for the student, frustration will almost certainly result, and if they are too easy, boredom and disaffection are potential outcomes. Therefore, teachers need the skills to translate their interpretations of the assessment results into instructional actions that are matched to the learning needs of their students. This involves selecting the learning experiences that will place appropriate demands on the student and ordering these experiences so that each successive element leads the student toward realizing the desired outcome. Having matched the next steps in learning to the gap, teachers' scaffolding skills come into play. Their skills in deciding on the appropriate strategy must be complemented by their skills in executing the strategy. Their job is to ensure that the student receives appropriate support so that new learning is incrementally internalized and ultimately becomes pan of the student's independent achievement.

Matching the instruction to the gap cannot be done successfully without differentiating classroom instruction. In any classroom, one student's "just right gap" will not always be the same as another's. Clearly it is not practical for teachers to engage in one-on-one instruction with each student. However, strategic questioning in a whole-class lesson can provide scaffolding for a range of learning levels, while forming subgroups for instruction, assigning individual activities, and employing a combination of didactic and exploratory approaches help accommodate differences.
Conclusion
Even if teachers have all the required knowledge and skills for formative assessment, without the appropriate attitudes toward the role that formative assessment can play in teaching and learning, their knowledge and skills will lie dormant.

Teachers must view formative assessment as a worthwhile process that yields valuable and actionable information about students' learning. If they do not, formative assessment will be seen as "yet another thing" that is being externally imposed on them. Teachers must view formative assessment and the teaching process as inseparable and must recognize that one cannot happen without the other.

Also, if students are going to be successfully involved in monitoring and assessing their own and their peers' learning, then they need to be regarded by their teachers as partners in learning. This is not an attitude that has traditionally been prevalent in the profession.

If formative assessment is to be an integral pan of professional practice, there needs to be a major investment made in teachers. This investment must begin with changes in preservice training. No teacher should exit a professional training program without the knowledge to assess student learning. Furthermore, beginning teachers must have opportunities to develop and practice the skills of assessing before they are responsible for a class of students. Teacher educators have a significant role to play in ensuring that teacher education programs equip their students with the knowledge and skills necessary to integrate teaching and assessment in classroom practice.

The investment in teachers must continue with inservice professional development that involves a commitment by leaders at all levels of the education system. Rather than providing teachers with more tests, leaders at the state, district, and school levels should invest in a coordinated effort to establish structures and provide resources that support effective professional development.

This investment is a long-term project that should not be shortchanged. The payoff will be improved teacher practices and improved student learning, and that is surely worth it.
References

1. Dylan Wiliam and Marnie Thompson, "Integrating Assessment with Learning: What Will It Take to Make It Work?," in Carol Dwyer, ed., The Future of Assessment: Shaping, Teaching and Learning (Mahwah, N.J.: Erlbaum, 2006).

2. Richard Stiggins, "Assessment Crisis: The Absence of Assessment FOR Learning," Phi Delta Kappan, June 2002, pp. 758-65.

3. Paul Black and Dylan Wiliam, ".Assessment and Classroom Learning," Assessment in Education: Principles, Policy and Practice, 5, November 1998, pp. 7-73.

4. Richard J. Shavelson, "On the Integration of Formative Assessment in Teaching and Learning with Implications for Teacher Education," paper prepared for the Stanford Education Assessment Laboratory and the University of Hawaii Curriculum Research and Development Group, 2006, available at www.stanford.edu/dept/SUSE/SEAL.

5. H. Margaret Heritage, Norma Silva, and Mary Pierce, "Academic Language: A View from the Classroom," in Alison L. Bailey, ed., Language Demands of Students Learning English in School· Putting Academic Language to the Test (New Haven, Conn.: Yale University Press, 2006).

6. Paul Black et al., Assessment for Learning: Putting It into Practice (New York: Open University Press, 2003).

7. H. Margaret Heritage and David Niemi, "Toward a Framework for Using Student Mathematical Representations as Formative Assessments," Educational Assessment, vol. 11, 2006, pp. 265-82; and Pamela Aschbacher and Alicia Alonzo, "Examining the Utility of Elementary Science Notebooks for Formative Assessment Purposes," Educational Assessment, vol. 11, 2006, pp. 179-203.

8. D. Royce Sadler, "Formative Assessment and the Design of Instructional Systems," Instructional Science, vol. 18, 1989, p. 130.

9. Lev Vygotsky, Mind in Society (Cambridge, Mass.: Harvard University Press, 1978); and idem, Thought and Language (Cambridge, Mass.: MIT Press, 1986).

10. David Wood, Jerome Bruner, and Gail Ross, "The Role of Tutoring in Problem Solving," journal of Child Psychology and Psychiatry, 17, 1976, pp. 89-100.

11. Assessment Reform Group, Assessment for Learning: Beyond the Black Box (Cambridge: University of Cambridge, School of Education, 1999).

12. Ibid.

13. Shirley Clarke, Formative Assessment in the Secondary Classroom (London: Hodder Murray, 2005).

14. Wynne Harlen, "The Role of Assessment in Developing Motivation for Learning," in John Gardner, , Assessment and Learning (London: SAGE, 2006), pp. 61-80.

15. Gordon Stobart, "The Validity of Formative Assessment," in Gardner, 133-46.

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Formative assessment: What do teachers need to know and do? - kappanonline.org

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To many of today's teachers, assessment is synonymous with high-stakes standardized tests. But there is an entirely different kind of assessment that can actually transform both teaching and learning . Ms . Heritage describes what the skillful use of formative assessment would look like.

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https://edulastic.com/blog/diagnostic-assessment/

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Diagnostic assessments are pretests. They usually serve as a barometer for how much pre-loaded information a student has about a topic. The word diagnosis is defined as an analysis of the nature or condition of a situation, which is exactly how teachers tend to use them.

Diagnostic tests help to tell the teacher (and the student) how much they know and don't know about an upcoming topic. This helps to inform the teacher's lesson planning, learning objectives, and identify areas that may need more or less time spent on.

Components of a Diagnostic Assessment

Happen at the beginning of a unit, lesson, quarter, or period of time.

Goal of understanding student's current position to inform effective instruction

Identify strengths and areas of improvement for the student

Low-stakes assessments (Usually do not count as a grade)

Difference Between Diagnostic and Formative Assessments

Though both diagnostic assessments and formative assessments aim to inform teachers to instruct more effectively, they emphasize different aspects. Formative assessments are taken during a unit to assess how students are learning the material that the teacher has been teaching ( click here to learn more). Diagnostic assessments come before this, analyzing what students have learned in the past, many times from different teachers or classes. Both are very helpful for the teacher, and the results are used to identify areas that need more attention in future instruction.

Diagnostic Assessments Examples

At the beginning of a unit on Ancient Greece, a teacher may give a pre-test to determine if the class knows the basic geography, history or culture. The class' responses will determine where the teacher begins and how much time is dedicated to certain topics. The teacher may learn from this diagnostic assessment that many students already have knowledge on cultural aspects of Greece, but know little about its history. From this, they may adjust the lesson plan to spend a bit more time on the history and origins of Ancient Greece and slightly less on culture.

Keep In Mind

Another valuable use of a diagnostic pre-test is to give the students an idea of what they will have learned by end of the learning period. When combined with a post test, their score on a pre-test will show students just how much knowledge they have gained. This can be a powerful practice for building esteem in students. In fact, some teachers even use the same pre-test and post-test to make this difference more evident. This strategy provides great data on how students have progressed is a sure-tell way to measure and analyze growth over the year.

The grading scale for a diagnostic assessment is usually not based on the number of correct answers and holds little weight for a student's final grade. You might consider this type of test to be a low-stakes assessment for students.

Diagnostic Assessment Tools

Teachers use Edulastic to find or develop diagnostic assessments in a number of creative ways. Some teachers set up diagnostics in the form of introductory activities, classic multiple-choice assessments, or tech-enhanced "quizzes". The automated grading feature of Edulastic makes it easy to instantly know how much information the class as a whole already knows.

Love using @Edulastic to help prepare for online assessments during a review lesson! pic.twitter.com/hhu8s0HqJM

- Mrs Bell (@MrsBellWHS) December 7, 2017

Diagnostic assessments happen at the start to gauge pre-knowledge.

Access Free Diagnostic Assessments

Start off the year strong and know where student are at when they begin the school year. Access FREE grade level SmartStart diagnostic assessments for grades 3-12 ELA and Math. Click here to learn more or use the button below to log in and explore these diagnostic assessments and more in the Edulastic Test Library.

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A diagnostic assessment is a pre-test or barometer for how much information a student already knows about a topic. Read on to learn more.

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https://blog.edmentum.com/benchmark-assessments-4-best-practices

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https://www.youtube.com/watch?v=bDvKnY0g6e4

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https://www.youtube.com/watch?v=pGLTJw0GSxk

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National Center on Universal Design for Learning

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https://www.edmentum.com/sites/edmentum.com/files/resource/media/AC044-08%20Formative%20Assessment%20Booklet%20-%20Interactive.pdf

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http://www.rtinetwork.org/learn/research/progress-monitoring-within-a-rti-model

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Sign up to receive the RTI Action Network e-newsletter.

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007).

Additional Articles

Additional Resources

The purpose of this article is to discuss progress monitoring within a Response-to-Intervention (RTI) model and to assist the reader in making informed decisions when selecting and interpreting progress-monitoring measures. To that end, this article answers the following questions:

1. What is progress monitoring?

2. How does progress monitoring work in RTI?

3. What are the elements of effective progress-monitoring measures?

4. What are some common progress-monitoring measures?

5. What progress-monitoring measures were used in the RTI models in the research review of RTI field studies?

6. What can we conclude from the research and what directions look promising for future research?

What Is Progress Monitoring?

In the context of an RTI prevention model, progress monitoring is used to assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure (e.g., reading, mathematics, social behavior). It is the method by which teachers or other school personnel determine if students are benefitting appropriately from the typical (e.g., grade level, locally determined, etc.) instructional program, identify students who are not making adequate progress, and help guide the construction of effective intervention programs for students who are not profiting from typical instruction (Fuchs & Stecker, 2003). Although progress monitoring is typically implemented to follow the performance of individual students who are at risk for learning difficulties, it can also follow an entire classroom of students (Fuchs & Fuchs, 2006).

How Does Progress Monitoring Work in RTI?

As soon as a student is identified as at risk for achievement deficits by the universal screening measure, his or her progress should be monitored in relation to Tier 1 instruction (Fletcher, Lyon, Fuchs, & Barnes, 2007). Progress should be monitored frequently, at least monthly, but ideally weekly or biweekly (Fuchs & Fuchs, 2006). A student's progress is measured by comparing his or her expected rate of learning (e.g., local or national norms) and actual rate of learning (Fuchs, Fuchs, & Zumeta, 2008). A teacher can use these measurements to gauge the effectiveness of teaching and to adjust instructional techniques to meet the needs of the individual student. A student who is not responding adequately to Tier 1 instruction moves on to Tier 2 and increasingly intensive levels of intervention and instruction. The current recommended time period for measuring response to Tier 1 instruction is 8-10 weeks (McMaster & Wagner, 2007; Fuchs & Fuchs, 2005; Vaughn, Linan-Thompson, & Hickman, 2003) and nonresponsiveness is typically determined by a percentile cut on norm-referenced tests (e.g., < 20 th percentile) or cut score on a curriculum based measurement (CBM).

According to the National Center on Student Progress Monitoring, progress monitoring has the following benefits when it is implemented correctly: 1) students learn more quickly because they are receiving more appropriate instruction; 2) teachers make more informed instructional decisions; 3) documentation of student progress is available for accountability purposes; 4) communication improves between families and professionals about student progress; 5) teachers have higher expectations for their students; and, in many cases, 6) there is a decrease in special education referrals. Overall, progress monitoring is relevant for classroom teachers, special educators, and school psychologists alike because the interpretation of this assessment data is vital when making decisions about the adequacy of student progress and formulating effective instructional programs (Fuchs, Compton, Fuchs et al., 2008).

Elements of Effective Progress-Monitoring Measures

To be effective, progress-monitoring measures must be available in alternate forms, comparable in difficulty and conceptualization, and representative of the performance desired at the end of the year (Fuchs, Compton, Fuchs et al., 2008). Measures that vary in difficulty and conceptualization over time could possibly produce inconsistent results that may be difficult to quantify and interpret. Likewise, using the same measure for each administration may produce a testing effect, wherein performance on a subsequent administration is influenced by student familiarity with the content.
By using measures that have alternate forms and are comparable in difficulty and conceptualization, a teacher can use slope (e.g., academic performance across time) to quantify rate of learning (Fuchs & Fuchs, 2008). Slope can also be used to measure a student's response to a specific instructional program, signaling a need for program adjustment when responsiveness is inadequate (Fuchs et al., 2008).

Effective progress-monitoring measures should also be short and easily administered by a classroom teacher, special education teacher, or school psychologist (Fuchs & Stecker, 2003). According to Fletcher et al. (2007), there is much research to support the use of short, fluency-based probes in deficit areas such as word reading fluency and accuracy, mathematics, and spelling. However, for areas such as reading comprehension and composition, there is less research support for specific kinds of probes because these domains demonstrate less rapid change and require methods for assessing progress over longer periods of time (Fletcher et al., 2007; McMaster & Wagner, 2007).

Common Progress-Monitoring Measures

Progress can be monitored by a variety of methods. From a norm-referenced standpoint, it is possible to use widely available assessments such as the Test of Word Reading Efficiency (TOWRE; Torgesen et al., 1999) or the Woodcock-Johnson Achievement Battery (Woodcock, McGrew, & Mather, 2001). With such tests, alternate forms are available to demonstrate student improvement over time, but usually there is at least three months between administrations (Fletcher et al., 2007). Other measures, such as the Dynamic Indicators of Basic Literacy Skills (DIBELS; Good, Simmons, & Kame'enui, 2001), have been reviewed by the National Center for Student Progress Monitoring and vary considerably in reliability, validity, and other key progress-monitoring standards.

CBM, one approach to progress monitoring, has the most well supported measures in the research base. According to Fuchs and Fuchs (2006),

More than 200 empirical studies published in peer-review journals (a) provide evidence of CBM's reliability and validity for assessing the development of competence in reading, spelling, and mathematics and (b) document CBM's capacity to help teachers improve student outcomes at the elementary grades (p. 1).

CBM is a form of classroom assessment that 1) describes academic competence in reading, spelling, and mathematics; 2) tracks academic development; and 3) improves student achievement (Fuchs & Stecker, 2003). It can be used to determine the effectiveness of the instruction for all students and to enhance educational programs for students who are struggling (McMaster & Wagner, 2007). Finally, findings of over 200 empirical studies indicate that CBM produces accurate, meaningful information about students' academic levels and growth, is sensitive to student improvement, and when teachers use CBM to inform their instructional decisions, students achieve better (Fuchs & Fuchs, 2006).

Fuchs and Stecker (2003) warn that most classroom assessment is based on mastery of a series of short-term instructional objectives or "mastery measurement." To implement this type of assessment the teacher determines the educational sequence for the school year and designs criterion-referenced tests to match each step in that educational sequence. According to Fuchs and Stecker, problems with mastery measurement include: 1) the hierarchy of skills is logical, not empirical; 2) assessment does not reflect maintenance or generalization; 3) measurement methods are designed by teachers, with unknown reliability and validity; and 4) the measurement framework is highly associated with a set of instructional methods. CBM combats these problems by making no assumptions about instructional hierarchy for measurement, so it fits with any instructional approach and by incorporating automatic tests of retention and generalization. According to Fuchs and Fuchs (2006), CBM and mastery measurement have another significant difference:

CBM also differs from mastery measurement because it is standardized; that is, the progress monitoring procedures for creating tests, for administering and scoring those tests, and for summarizing and interpreting the resulting database are prescribed. By relying on standardized methods and by sampling the annual curriculum on every test, CBM produces a broad range of scores across individuals of the same age. The rank ordering of students on CBM corresponds with rank orderings on other important criteria of student competence. For example, students who score high (or low) on CBM are the same students who score high (or low) on the annual state tests. For these reasons, CBM demonstrates strong reliability and validity. At the same time, because each CBM test assesses the many skills embedded in the annual curriculum, CBM yields descriptions of students' strengths and weaknesses on each of the many skills contained in the curriculum. These skills profiles also demonstrate reliability and validity (p. 2).

The tasks measured by CBM include 1) pre-reading (phoneme segmentation fluency; letter sound fluency); 2) reading (word identification fluency; passage reading fluency; maze fluency); 3) mathematics (computation; concepts and applications); 4) spelling; and 5) written expression (correct word sequences).

Progress Monitoring in Field Studies

In our research review of RTI field studies, all but one mentioned progress monitoring. However, the specific progress-monitoring measures and frequency of use varied significantly between studies. Table 1 provides information (e.g., type of measure and frequency) on progress-monitoring measures used in each of the 11 studies found in our research review.

Table 1: Progress Monitoring in the Field Studies

Authors*Model Name**Progress Monitoring Mentioned? Type How Often?

O'Connor et al. (2005)
TRI

Yes

WRMT-R sub-tests; CBM Reading

Not reported

*Click author name to view field study
**Model name

SPMM - Standard-protocol mathematics model
SCRED - St. Croix River education district model
RBM - Idaho results-based model
BSM - Behavior support model
IST - Pennsylvania instructional support teams
MPSM - Minneapolis problem-solving model TRI - Tiers of reading intervention
FSDS - Illinois flexible service delivery system model
IBA - Ohio intervention-based assessment
STEEP - System to enhance educational performance
EGM - Exit group model

Conclusion and Directions for Future Research

Progress monitoring is paramount in determining if students are benefitting appropriately from the typical instructional program, identifying students who are not making adequate progress and guiding the construction of effective intervention programs for students who are not profiting from typical instruction. However, it is important to note that while CBM and other measures can be helpful tools for monitoring progress; there are some potential challenges to successful implementation. Teachers must be trained to use these assessments effectively, as well as to use the data to quantify rates of progress and, subsequently, adjust the educational program for struggling students (Fuchs, Fuchs, & Zumeta, 2008). Without that training, the usefulness of any progress monitoring-measure is greatly limited. It is crucial that schools and districts support data-driven approaches and make training available to all teachers.

References

Learning disabilities: From identification to intervention. New York: The Guilford Press.

Fuchs, D., Compton, D. L., Fuchs, L. S., & Bryant, J. (2008). Making "secondary intervention" work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study at the National Research Center on Learning Disabilities. Reading and Writing: An Interdisciplinary Journal, 21, 413-436.

Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38, 57-61.

Fuchs, D., & Fuchs, L. S. (2006). Introduction to responsiveness-to-intervention: What, why, and how valid is it? Reading Research Quarterly, 4, 93-99.

Fuchs, L. S., & Fuchs, D. (2008). The role of assessment within the RTI framework. In D. Fuchs, L. S. Fuchs, & S. Vaughn (Eds.), Response to intervention: A framework for reading educators (pp. 27-49). Newark, DE: International Reading Association.

Fuchs, L. S., & Stecker, P. M. (2003). Scientifically based progress monitoring. National Center on Student Progress Monitoring: Washington, DC. Retrieved May 15, 2009.

Good, R. H., Simmons, D. C., & Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. S cientific Studies of Reading, 5, 257-288.

McMaster, K. L., & Wagner, D. (2007). Monitoring response to general education instruction. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.). Handbook of response to intervention: The science and practice of assessment and intervention (pp. 223-233). New York: Springer.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., & Conway, T. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.

Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409.

Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III. Itasca, IL: Riverside Publishing.
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Progress Monitoring Within a Response-to-Intervention Model

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Progress monitoring is implemented in RTI to follow the performance of students who are at risk for learning difficulties.

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National Center on Student Progress Monitoring

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National Center on Student Progress Monitoring

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https://files.eric.ed.gov/fulltext/ED502450.pdf

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https://www.youtube.com/watch?v=0jdX22qM8JA

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How to Make a Line Graph in Excel - From Simple to Scientific

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https://www.hmhco.com/~/media/sites/home/hmh-assessments/clinical/woodcock-johnson/pdf/wjiv/wj_iv_author_newsletter_winter_2014.pdf?la=en

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National Association for Gifted Children

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National Association for Gifted Children

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https://www.nagc.org/resources-publications/gifted-education-practices/identification/tests-assessments

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Tests should be aligned within the characteristics of gifted and talented students within a specific domain area. The variety of characteristics within the federal definition-intellectual, creative, artistic, leadership, and specific academic fields-require more than one assessment to identify. Quantitative instruments such as those listed below use scores to describe the student's performance in relation to others or the degree to which a student possesses a particular characteristic in relation to a standard level of performance.

Achievement Tests

Achievement tests determine what the students already have learned and if they are more advanced than their grade level peers. They may be academic specific (i.e. Math or Language Arts) or standardized tests (such as SATs, ITBS, SRA, and MATs). These assessments should not have a ceiling so students are able to show all of what they know. Tests specifically designed for the gifted population include Test of Mathematical Abilities for Gifted Students or Screening Assessment for Gifted Elementary Students (SAGES).

Ability Tests

Intelligence quotient (IQ) or cognitive abilities test scores are also used to identify gifted and talented students. While these tests provide information for the intellectual domain, these tests are not as helpful in identifying someone with creative, leadership, or other abilities. Typical ability tests include:
Individual
Nonverbal tests, such as the Naglieri Nonverbal Ability Test or the Test of Nonverbal Intelligence, may be more effective for students from culturally and linguistically different or low-income backgrounds to eliminate barriers.
Group

CogAT

Otis-Lennon

Hemmon-Nelson

Ravens Progressive Matrices

Matrix Analogies Test

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Tests are common assessment tools for identification, but should not serve as the sole source of identification. Tests often exclude underserved gifted students who are English Language Learners (ELLs), disabled, or from minority or low-income backgrounds.

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Utah State Board of Education Assessment and Accountability

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Utah State Board of Education Assessment and Accountability

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https://schools.utah.gov/assessment/assessments?mid=1173&tid=0

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Kindergarten

Utah's Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students. The information gained from the profile will be used to:

provide insights into current levels of academic and social-emotional performance upon entry and exit of kindergarten,

identify students in need of early intervention instruction and promote differentiated instruction for all students,

analyze the effectiveness of programs, such as extended-day kindergarten and preschool,

provide opportunities for data-informed decision-making and cost-benefit analysis of early learning initiatives,

identify effective instructional practices or strategies for improving student achievement outcomes in a targeted manner, and

understand the influence and impact of full-day kindergarten on at-risk students in both the short- and long-term.

Administrative Rule

R277-489: Kindergarten Entry and Exit Assessment. Enhanced Kindergarten Program
Utah State Board of Education Administrative Rules

Assessment Administration Windows

KEEP Entry

Entry (Beginning of Year): 3 weeks before the first day of school until 3 weeks after Kindergarten starts

Data entry due by September 30, 2022

KEEP Exit

Exit (End of Year): Last 4 weeks of Kindergarten

Data entry due by June 15, 2023

Reports
KEEP School Year 2022-2023 KEEP School Year 2021-2022 Utah's 2020-2021 KEEP Report Utah's 2019-2020 KEEP Report Utah's 2018-2019 KEEP Report Utah's 2017-2018 KEEP Report
Testing Materials

KEEP Entry
Utah's KEEP: Student Materials Utah's KEEP Entry: Test Administration Manual Utah KEEP Data Entry: Getting Started
KEEP Exit
Utah's KEEP: Student Materials Utah's KEEP Exit: Test Administration Manual KEEP Exit Additional Guidance Questions 7 and 13 Scoring
Alternate KEEP
Guide to the Kindergarten Entry and Exit Alternate Assessment (KEEPAA) For Students with Significant Cognitive Disabilities (SCD) KEEP Alternate Assessment Literacy and Numeracy Rubric KEEPAA (Presentation)
Resources
KEEP Cut Scores
Training Information

KEEP Trainings
YouTube

Self-directed Canvas Training
Enroll in KEEP Entry Training Enroll in KEEP Exit Training
Contact

Teresa McEntire
Elementary English Language Arts Assessment Specialist
Phone: (801) 538-7542 | E-mail

Readiness Improvement Success Empowerment (RISE)

The RISE assessment is a computer adaptive criterion referenced assessment system that includes summative tests for English Language Arts (ELAs), Mathematics, Science, and Writing. The summative tests are scheduled to be delivered to the following grades.

Portal
Utah RISE Portal
Testing Window Information

Testing Window information for the RISE Assessment is broken down in the Assessment Director Resource Guide.
2023-2024 Assessment Director Resource Guide
Training

RISE Trainings
YouTube

Contacts

Utah Aspire Plus

The Utah Aspire Plus assessment is a hybrid of ACT Aspire and Utah Core test items. It is a computer delivered, fixed form end-of-grade-level high school assessment for students in 9 and 10. Utah Aspire Plus includes four subtests:

Students receive predicted ACT score ranges for each subtest, as well as an overall predicted composite ACT score range. The assessment also provides proficiency scores for end-of-grade-level expectations for 9th and 10th grade students in English Language Arts, Mathematics, and Science.

Portal
Utah Aspire Plus Portal
Testing Window

Testing Window information for the Utah Aspire Plus Assessment is broken down in the 2023-2024 Assessment Director Resource Guide.

Testing Times

Tests cannot be divided into sections. Each test must be completed in one sitting, unless a student has an Individualized Education Program (IEP) or 504 accommodation for stop-the-clock breaks or for securely extending the test over multiple days.

Access blueprints, reporting guides, sample reports and other reporting resources.

Additional Reporting Resources
Pearson Education, Utah Aspire Plus

Resources
ACT College and Career Readiness Standards
Training

Utah Aspire Plus Trainings
YouTube

Contacts

High School (HS) Core Benchmarks

Utah Core Standards Benchmarks for Grades 9-12

The Utah Core Standards Benchmark Assessments are a productivity tool for Utah teachers and students that focus on specific strands within the Utah Core Standards. The Benchmarks are testlets-typically between 8 and 15 items, depending on the content area-that are designed to give teachers and students an opportunity to identify strengths and weaknesses with specific knowledge, skills, and abilities outlined in the Utah Core Standards.

Available Benchmarks

The following are available as part of the Utah Core Standards Benchmark Assessments:

Biology

Chemistry

Earth and Space Science

Physics

Reading Informational

Reading Informational 10

Reading Literature 9

Reading Literature 10

Listening Comprehension 9

Listening Comprehension 10

Editing 9

Editing 10

Secondary Mathematics I

Secondary Mathematics II

Secondary Mathematics III

If you have any questions, please contact Aliese Fry at aliese.fry@schools.utah.gov or Kim Rathke at kim.rathke@schools.utah.gov.

WIDA

Utah is a member state of the WIDA Consortium. WIDA advances academic language development and academic achievement for children and youth who are culturally and linguistically diverse through high quality WIDA English Language Development (ELD) Standards, assessments, research, and professional learning for educators. Utah uses WIDA Screener for Kindergarten and WIDA Screener Online (Grades 1-12) identify English Learners (ELs). Assessing Comprehension and Communication in English State-to-State (ACCESS) for English Language Learners (ELLs) is given to all EL students during the annual testing window to measure proficiency and growth toward academic language proficiency in English.

All who administer WIDA assessments must completed the online test administer trainings annually. It is the responsibility of the LEA to ensure these trainings are being completed in the WIDA Secure Portal.

ACCESS Testing Requirements

ACCESS for ELLs Online is Utah's online summative assessment of EL students. It is developed and maintained by WIDA.

This assessment is administered for a number of purposes:

to measure individual students' progress in achieving proficiency in speaking, listening to, comprehending, reading, and writing academic English,

to determine the success of language development programs in individual schools and school districts, and

to fulfill federal requirements of The Every Student Succeeds Act (ESSA) of 2015 and Title III law.

All EL students must be tested annually using the ACCESS assessment. When students earn an Overal Composite score of 4.2 or higher with a Speaking score of 3.5 or higher, they are considered fluent in English. Students are then re-designated to monitoring status for four years. Students are not required to take the ACCESS assessment during these four years of monitoring. The Local Education Agency (LEA) may use appropriate data, evaluation, and team-based problem solving to consider reclassifying the student as EL if, while in monitoring status, the student demonstrates consistent and continued need for increased language support services.

For students in grades 1 through 12, LEAs are required to give WIDA ACCESS for ELLs Summative Assessment. ACCESS Paper is allowable for students with specific needs (e.g. students with disabilities; recently arrived English Learners, such as immigrant and refugee students).

Students with significant cognitive disabilities who take Dynamic Learning Maps (DLM) Utah State Board of Education Special Education Accessibility, are eligible for WIDA Alternate ACCESS for ELLs.

Students in Kindergarten are administered WIDA Kindergarten ACCESS for ELLs.

Screener Testing Requirements

LEAs are required to administer a WIDA Screener to newly enrolled students who indicate on the home language survey that they speak any language other than English. Screener is available to LEAs all year; however, federal and state law requires that students must be administered Screener within 30 days of enrollment within the first month of school, and within 10 days of enrollment thereafter. Screener should only be administered once during a student's enrollment in Utah schools.

Students are eligible for EL services if they earn a score of 1-4.9 on Screener for grades K-12.

For students in grades 1 through 12, LEAs are required to give WIDA Screener Online. WIDA Screener Paper is allowable for students with specific needs (e.g. students with disabilities; recently arrived English Learners, such as immigrant and refugee students). Both Screener online and Screener Paper are provided by Utah State Board of Education at no cost to LEAs.

Students in Kindergarten are given the WIDA Screener for Kindergarten.

WIDA Measure of Developing English Language (MODEL) is also an acceptable tool for screening for grades K-12 that can be purchased by the LEA.

2023-2024 Test Dates

Screener: Available all year

ACCESS Testing Window: January 8, 2024 through March 8, 2024

Detailed ACCESS Dates
WIDA

2023-2024 Professional Development and Training

Register through Massively Integrated Data Analytics System (MIDAS) using Course Number 62899.

The following trainings will be available in person, in a hybrid, or in a virtual setting:

Self-Paced Workshops in the WIDA Secure Portal: September 1, 2023 through August 31, 2024
Interpreting ACCESS for ELLs Score Reports for Instruction (in-person): September 14, 2023
Nurturing Speaking Growth (webinars and self-paced): November 2, 2023 through November 9, 2023
ACCESS for ELLs Test Coordinator (webinar): November 15, 2023
Alternate ACCESS Overview (webinar): November 15, 2023
Scaffolding Learning through Language (webinars): November 30, 2023, December 7, 2023, and December 14, 2023

Frequently Asked Questions

Do LEAs have to screen students arriving from another WIDA state and have previous WIDA ACCESS scores?
Yes, students need to be screened in order to qualify for EL services in Utah.

If a student lived in Utah, moved out of state, then returned to a Utah school, do they need to be screened?

Yes, if it is during 2 different school years.

No, if it is during the same school year.

If a student arrives in Utah from another WIDA state and reached an Overall Composite score of 4.2 or higher with a Speaking score of 3.5 or higher on their ACCESS test, do they need to be screened?

Yes, to ensure they do or do not need EL services in Utah.

What Screener grade band should be used?
Please see the Online Screener TAM grade band for guidance.

Are LEAs be required to purchase Kindergarten Screener kits?
No, all materials are available in the WIDA Secure Portal for printing. If LEAs want professionally printed materials on high quality paper, they will be responsible for purchasing those materials through the WIDA Store.

When can LEAs begin using the Kindergarten Screener?
July 1 prior to the new school year

Resources
ACCESS Native Language Codes Utah Identification and Placement Guide
Utah Testing Ethics Policy (Testing Policies and Reporting Obligations)
Data Recognition Corporation (DRC) - WIDA's scoring and materials handling contractor. All ACCESS testing materials are ordered through DRC, and all testing materials are subsequently returned to DRC for scoring.
Utah WIDA Website WIDA Website WIDA Assessment Management System (AMS)
To request WIDA or DRC Accounts

WIDA Secure Portal Permissions:

Test Administrators should contact LEA Test Coordinator for permissions.

WIDA DRC/AMS Permissions:

Test Administrators should contact LEA Test Coordinator for permissions.

District Testing Coordinator Permissions:

LEA Assessment Directors, Testing Coordinators, and Alternate Language Services (ALS) Directors should contact the below state assessment contacts for WIDA and WIDA AMS accounts and permissions.

Contact Us

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A standardized questionnaire, administered to parents or surrogate parents, designed to gather information on competencies and problem behaviors of children aged 2 to 3 or 4 to 18 years

In Manual for the child behavior checklist/4-18 and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry

OCLC number 1109435231 in Worldcat

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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Skip to main content A standardized questionnaire, administered to parents or surrogate parents, designed to gather information on competencies and problem behaviors of children aged 2 to 3 or 4 to 18 years In Manual for the child behavior checklist/4-18 and 1991 profile.

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Have you ever wondered about the difference between Webb’s Depth of Knowledge and Bloom’s Taxonomy?

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https://utahparentcenter.org/behavior-lrbi/

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The Utah State Board of Education has developed a manual with ideas for schools to use to manage behavior. This manual is called the LRBI (Least Restrictive Behavioral Interventions) Technical Assistance Manual and can be easily accessed on the USBE website by clicking here. The primary purpose of this manual is to provide guidance and information in creating successful behavioral systems and supports within Utah's public schools for students in preschool through high school.

Most of the laws, rules, and policies apply to all students and are explained first in each section. Those that apply only to some students, usually those with identified disabilities, are addressed in the next section.

This document is a recommended practices technical assistance and a description of required state and federal educational policies/rules for behavior-related services consistent with the IDEA - Public Law 108-446, Utah Code Annotated (UCA), and Utah State Board of Education (USBE) Rules.

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The Utah State Board of Education has developed a manual with ideas for schools to use to manage behavior. This manual is called the LRBI (Least Restrictive Behavioral Interventions) Technical Assistance Manual and can be easily accessed on the USBE website by clicking here.