The Table Below Shows Data From a Survey About the Amount of Time High School Students Spent Reading

Get this folio equally a PDF: Guidance on Diagnostic and Formative Assessments (PDF)
Return to Stronger Together: A Guidebook for the Safe Reopening of California'south Public Schools

Groundwork

Due to the school closures resulting from the 2019 novel coronavirus disease (COVID-xix) pandemic, country and federal testing requirements for summative assessments for English language language arts/literacy, (ELA), mathematics, science, and English linguistic communication proficiency were waived. Deep concerns most learning loss have triggered an urgency that district and school staff have in place useful diagnostic assessments that can identify where students are in their learning within primal content areas when they return to schoolhouse so teachers tin can teach them nearly effectively.

Every bit we call up nearly the need for diagnostic assessments to help teachers address the variability that students are likely to exhibit after very different learning experiences this bound, it is important to recollect that each assessment is designed with a specific purpose. Researchers (Earl and Katz 2006) identify three primary purposes of assessments: assessment for learning, assessment every bit learning, and assessment of learning. Identifying the purpose of an assessment is important for ensuring its appropriate apply. Experts notation that formative assessments are for learning, while summative assessments are of learning. When assessments are performance-based—that is, when they inquire students to show what they know and tin practise by really doing certain tasks (e.g., writing an essay or designing an experiment)—they back up the learning process. These are examples of assessments equally learning, and they highlight the importance of the self-assessing and self-monitoring processes students employ during learning, which accept a high potential to engage students in fostering their own ongoing learning.

To mensurate learning progress over fourth dimension, it is of import that assessments be scaled across a multiyear continuum of learning that can evaluate how students are progressing in particular areas (due east.g., word recognition and decoding, reading comprehension, understanding of ratio and proportion).

Summative assessments typically sample a wide range of information to produce an overall score that evaluates what has been learned, but they do not provide sufficiently detailed information to guide personalized pedagogy and learning. Furthermore, statewide summative assessments used for federal accountability purposes focus primarily on form-level standards, which means they do not test skills above or below form level; hence, they cannot accurately show where a student's understanding of a specific skill or concept is nor what the teacher should focus on to ensure successful student learning.

Diagnostic assessments are intended to aid teachers identify what students know and can do in different domains to support their students' learning. These kinds of assessments may help teachers make up one's mind what students understand in order to build on the students' strengths and address their specific needs. Diagnostic and formative tools can guide curriculum planning and education in more specific means than near summative assessments.

In add-on to diagnostic assessments, teachers and students tin can use the formative cess process to monitor and adjust learning together. Determinative assessment practices provide feedback both to the teacher and the learner; the feedback is and so used to accommodate ongoing educational activity and learning strategies to improve students' attainment of curricular learning targets or goals. The formative cess process has four attributes:

• Clarify: decide what students will larn and how they will know they take learned it.
• Elicit: generate evidence of student learning, such as request questions.
• Interpret: review evidence to decide students' progress towards the learning goal(s).
• Act: accept instructional next steps to motility students from where they are to where they need to exist, such as reteaching using a different fashion. (Smarter Balanced Assessment Consortium 2009).

Examples of teachers in action, focusing on the four attributes, can be viewed in the Smarter Counterbalanced video "Formative Assessment Practices to Support Pupil Learning." [https://world wide web.teachingchannel.com/weblog/assessment-practices]

Researchers accept found that very large learning gains can occur when teachers: starting time, provide students with rich tasks that are well-supported; then, offer thoughtful feedback (comments, non grades) most what has been accomplished and what can be done adjacent; and so, provide opportunities for immediate practice and revision using the feedback. These formative assessment opportunities focus both students and teachers on how to meliorate (Black and Wiliam 2010).

Resources for formative assessment are provided in each of California'southward curriculum frameworks, along with examples to assist teachers, coaches, site- and commune-administrators, and counselors—for all subjects, including ELA, mathematics, and scientific discipline. Teachers can use tools such as rubrics to clarify expectations and to provide feedback; journals, quick writes, and discussions to see what students are thinking; pre-tests and exit tickets to come across where they are at the showtime and end of grade; strategic questioning and operation tasks during the lesson; observations of students working in small groups; educatee piece of work samples; and a variety of others.

Many of the diagnostic tools described subsequently in this guidance offer lessons in which formative tools are embedded, accompanied by instructional guidance on how teachers might respond to various conceptions or misconceptions students appear to hold.

In evaluating their students' knowledge and operation, teachers should use multiple measures (Brookhart 2009) from district, school, and classroom assessments; narrative report cards; essays; grade projects; and and then forth. Multiple measures from various data sources should be used to determine where students are in their learning and place areas in which they may need additional support.

In a return to school every bit complex every bit that anticipated this fall, teachers likely will want to use a diverseness of informal tools to assess educatee learning and operation—as well as their social-emotional well-being and habitation situation—in the outset week or two of schoolhouse and programme for a more than formal diagnostic cess subsequently students have grown comfortable in the learning community and have gotten used to being "dorsum at schoolhouse."

Guidance for Using State Resources

This guidance describes how local educational agencies (LEAs) tin can use California's approved assessments to evaluate where students are academically at the start of and throughout the schoolhouse twelvemonth. At the land level, the California Assessment of Student Performance and Progress (CAASPP) and the English language Language Proficiency Assessments for California (ELPAC) provide summative assessments for ELA, mathematics, science, and English language language proficiency to meet country and federal requirements. The assessment programs likewise provide resources for teachers that are aligned with California standards to assistance teachers implement the formative assessment process during instruction and when sharing information with other educators, students, and parents. These assessment tools include the Smarter Counterbalanced cess system, developed by the Smarter Balanced Assessment Consortium, which is freely available to all public schoolhouse districts, schools, and teachers in California.

The guidance also includes a number of additional tools approved for diagnostic assessment in grade two—all of which measure out the state standards and have the capacity to assess educatee progress across a longer continuum of operation, typically covering the ELA and mathematics domains in Chiliad–8 or K–12.

Smarter Balanced Assessment System

In California, the Smarter Balanced assessment system provides assessments for, as, and of learning in an integrated manner. The system has three components:

• Summative assessments, measuring grade-level standards for accountability purposes
• Interim assessments, designed to back up teaching and learning throughout the school year
• Tools for Teachers, a website designed to support classroom-based determinative assessment practices

All of these are designed to measure the Common Core Land Standards and all include functioning tasks as well as selected-response and open-ended response items.

Figure one. Continuous Process of Educational activity and Learning

Accessible version of Figure 1

Acting assessments and formative cess tools are available throughout the year to all K–12 teachers in all LEAs, including lease schools. Educators at nonpublic schools who provide direct teaching to California public school students also are eligible to use these assessments.

The Smarter Balanced Interim Assessments are fixed-form (nonadaptive) tests designed to provide meaningful data for gauging student progress toward mastery of the skills measured by the summative assessments, only they also can be used to delve more than deeply into particular domains and tin can exist used at whatever point forth the learning continuum. The acting assessments were developed for students in grades 3 through eight and high school, just may be administered to students at any grade level.

Although California Education Lawmaking (EC) Section 60642.7(b) does non allow the results from the interim assessments to be used for any high-stakes purpose, LEAs may desire to use the Acting Comprehensive Assessments for an overview of students' status on course-level standards for their grade level during 2019–2020, and and then follow up with groups of students in more specific domains that appear to need more reinforcement using the Interim Assessment Blocks, which provide more detailed information to guide teaching in particular areas (due east.g., multiplying and dividing within 100). The interim assessments are described below:

• Acting Comprehensive Assessment (ICAs) are built on the same blueprints as the summative assessments. The ICAs, typically 35 to 45 items in length, include the same item types and formats, including performance tasks, as the summative assessments, and yield results on the same vertical scales. The ICAs yield overall scale scores, overall operation level designations, and claim-level data.

  Interim Comprehensive Cess Blueprint for ELA (PDF) [https://portal.smarterbalanced.org/library/en/ela-literacy-interim-comprehensive-assessment-blueprint.pdf]
  Interim Comprehensive Assessment Design for Mathematics (PDF) [https://portal.smarterbalanced.org/library/en/mathematics-acting-comprehensive-assessment-blueprint.pdf]

• Interim Assessment Blocks (IABs) focus on smaller sets of targets and, therefore, provide more detailed information for instructional purposes. Beginning with the 2019–2020 schoolhouse twelvemonth, a new type of IAB—called the focused IAB—became bachelor. Focused IABs measure smaller bundles of content to requite teachers a ameliorate agreement of students' cognition and academic performance in specific areas and provide teachers with precise next steps for instruction. Teachers can assemble several focused IABs together to evaluate student learning in areas of concern.

  Acting Assessment Blocks Blueprint for ELA (PDF) [https://portal.smarterbalanced.org/library/en/english-language-artsliteracy-acting-assessment-blocks-fixed-form-blueprint.pdf]
  Interim Assessment Blocks Pattern for Mathematics (PDF) [https://portal.smarterbalanced.org/library/en/math-interim-cess-blocks-blueprint.pdf]
  Focused Acting Assessment Blocks Blueprint for ELA (PDF) [https://portal.smarterbalanced.org/library/en/english language-language-arts-literacy-focused-acting-cess-blocks-blueprint.pdf]
  Focused Interim Cess Blocks Blueprint for Mathematics (PDF) [https://portal.smarterbalanced.org/library/en/mathematics-focused-acting-cess-blocks.pdf]

• More than than 160 acting assessments are scheduled to be available August xx, 2020. Results from these assessments will be available electronically to educators within 20 minutes of assistants once any necessary hand scoring has been completed. A school or district coordinator will demand to create the educatee groups that allow teachers to access these results in the California Educator Reporting System.

Figure 2. ICAs, IABs, and Focused IABs

Accessible version of Figure two

• Tools for Teachers includes lessons and activities with interactive Connections Playlists that tin be used with interim assessments, loftier-quality resource aligned with learning standards, determinative assessment strategies embedded in each resource, and accessibility strategies. Teachers also can use formative assessment tools and instruction supports from Tools for Teachers. These instructional resources—including lessons and activities, recommended materials, and in-process assessments that can guide teaching strategies—are linked to the same standards as those for the interim and summative assessments.
  

Related Resource

• Interim Cess Video Series [https://www.cde.ca.gov/ta/tg/sa/iavideoseries.asp]
  This series consists of five video modules developed to help educators finer use the interim assessment systems and tools that are needed to select, administer, hand score, and view and use results from the Smarter Balanced Interim Assessments.
• Interim Assessments by Grade (PDF) [https://www.cde.ca.gov/ta/tg/sa/documents/sbiasbygrade.pdf]
  This document provides a list of all acting assessments bachelor by grade, including the claims and targets, total number of items, and number of items that are paw scored. This information is provided to assist LEAs in planning for the administration and local hand scoring of the interim assessments.
• Interim Assessments Overview (PDF) [https://portal.smarterbalanced.org/library/en/acting-assessments-overview.pdf]
  This document describes the acting assessments, including their purpose, apply, and varieties. For each grade and subject, this document provides a list of interim assessments available for the 2019–2020 school yr.
• Smarter Content Explorer [https://contentexplorer.smarterbalanced.org/]
  This user-friendly web tool combines the data provided in the Smarter Balanced Content and Item Specifications—key resources used in test and item development—into an easy-to-use search interface. This tool tin can assistance teachers improve sympathize how test questions are designed to provide evidence of what students know and tin can do.
• Tools for Teachers [https://www.smartertoolsforteachers.org/]
  This website includes standards-based lessons, activities, materials, and determinative assessments for each domain of the Mutual Core Land Standards.
• Smarter Balanced Remote Teaching and Learning [https://remote.smartertoolsforteachers.org/]
  This new website provides suggestions for how teachers can use Smarter Balanced assessment resources when engaged in remote education.

Practice and Training Tests

Furthermore, teachers and students can employ the CAASPP and the ELPAC practice and training tests in formative ways during didactics. These tests provide them with the opportunity to get familiar with the testing software before interim or summative assessments are administered. They also permit students to admission and respond to the unlike types of questions they volition see on the tests. Practice and preparation tests are available for the following:

• Smarter Balanced ELA
• Smarter Balanced Mathematics
• California Science Exam
• California Alternate Assessment (CAA) for ELA
• CAA for Mathematics
• CAA for Science
• California Spanish Cess
• ELPAC

For do or training resources, visit the CAASPP Online Exercise and Training Tests Portal [http://world wide web.caaspp.org/practise-and-training/] or the ELPAC Practice and Preparation Tests web page [https://www.elpac.org/resource/online-practice-and-grooming-examination/]. Guides for the administration of the CAASPP and ELPAC exercise and training tests are available on the Section of Education (CDE) Quick Reference Guides spider web page [https://www.cde.ca.gov/ta/tg/ca/caasppqrg.asp].

Other Diagnostic Tools

The CDE has approved a set of assessments for diagnostic testing in ELA and mathematics that meet the requirements of EC Section 60644. These assessments have been identified every bit aligned with the Common Cadre Country Standards and tin can exist used for tracking learning progress and for guiding instruction mapped to student needs. They are listed and described on the CDE website (refer to the Grade Two Diagnostic Assessments web folio [https://www.cde.ca.gov/ta/tg/da/]) as well as in table 1, below. (We note that other publishers have inquired near adding their resources to this listing; yet, funding is no longer available for vetting additional form two diagnostic assessments.) LEAs tin can certify to the CDE the number of students in grade ii who are administered these assessments pursuant to EC Department 60644 for the purpose of determining circulation funding as prepare by the California Country Board of Education annually.

These assessments were initially evaluated for form two diagnostic testing, only all are scaled assessments that testify how students are progressing along a continuum that extends across grade levels and can be used over multiple schoolhouse years to inform didactics. LEAs that already employ one of these assessments can examine student progress over time from prior years to the present and into the coming twelvemonth(s).

Table one. CDE-Approved Diagnostic Assessments

Cess	Notes
Acuity Common Cadre* K–12 ELA Math In English	Tin can be used multiple times per year. Assessments, which include performance tasks, tin can be used as designed, or can be modified by teachers to accost specific standards. Assessments are accompanied past instructional resources, which are recommended for each student in a personalized playlist that includes interactive projects and exercises, based on how students perform. Teachers tin can also create performance tasks using the job and rubric creation tool.
Developmental Reading Assessment K–8 ELA Reading and Writing In English language and Spanish	Typically used several times each year. Individually administered assessment that allows teachers to decide each student's independent and instructional reading level by evaluating oral reading fluency, and comprehension. The diagnostic DRA Word Analysis cess provides additional information on how struggling and emerging readers attend to and work with various components of spoken and written words. The resulting programme documents what each student needs to learn adjacent and enables teachers to differentiate educational activity and select books at the appropriate level.
Piece of cake CBM K–six (reading) Grand–eight (math) In English and Spanish	Typically used several times a yr. Assessments are designed for CCSS math and reading standards. Math, vocabulary and reading comprehension assessments are administered online; other measures (letter names, letter sounds, phoneme partitioning, discussion and passage reading fluency) are administered individually.
iReady Chiliad–12 ELA Math In English language	A suite of computer-based assessments is designed to provide a complete picture of student performance and growth across math and ELA. The suite includes diagnostic and standards mastery assessments, dyslexia screening, and oral reading fluency assessments that can be used coherently to monitor and support student progress. Reports include information about how to interpret both overall scores and growth as well as performance on individual items, highlighting what each student needs to acquire next. Results from the are connected to personalized learning pathways and accompanying teacher resources.
Measures of Academic Progress K–12 ELA Math In English language and Spanish	A suite of calculator-based assessments in math, ELA, and science includes: Growth: an interim cess designed to be administered up to 3 times per year to provide benchmarking and growth data. Reading Fluency: an assessment of oral reading fluency, foundational skills, and reading comprehension for grades Chiliad-3. Skills: designed to be used every bit often equally needed to provide progress monitoring information in betwixt administrations of MAP growth. MAP assessments are designed to provide specific data nearly what cognition and skills students are gear up to larn next and are connected to instructional resource. They are also connected to student profiles that provide both growth information and comparisons to other assessments that may be of interest, like Smarter Balanced assessments.
mCLASS: Reading 3D / mCLASS Math Thousand–6 ELA K–3 Math In English and Spanish	mCLASS reading 3D assessments are a suite of screening and progress monitoring measures that focus on comprehension and meaning making. These assessments are individually administered using leveled readers from a book set and completing a series of performance tasks that may include responding to oral comprehension questions, completing a retell, and/or writing responses to comprehension questions. Pupil scores are connected to developmental progressions and research-based benchmarks. mCLASS math assessments combine screening and progress-monitoring with guided diagnostic interviews to uncover mathematical reasoning and skills. Assessments can be administered one-to-1 or through written benchmark assessments, and the results of both assessments and diagnostic reviews are reported as diagnostic profiles with suggested instructional activities.
Performance Serial 1000–12 Reading two–8 ELA One thousand–12 Math In English and Castilian (for math grades 2–nine)	Computer adaptive diagnostic testing. Questions are multiple-choice, and student reports include ranking relative to national percentiles, class-level estimates, and placement of student performance into performance bands. Teachers can connect student functioning to customized learning plans that are related to CCSS learning goals.
Riverside Interim Assessments 2–11 ELA Math	Interim assessments can exist administered as pre- and post-tests to monitor learning before and after pedagogy. All items are selected response, either stand-alone (math and language) or paired with passages (reading). Student operation is reported through proficiency scores.
Star Assessment K–3, Star Early Learning packet (includes Star Early on Literacy and Star Reading) pre-K–3, Star Early Literacy K–12, Star Reading ane–12, Star Math In English and Spanish	Star Early Learning is a bundle of Star Early Literacy and Star Reading. Together, these literacy assessments measure both literacy and numeracy in a single assessment, providing information about phonological awareness, phonics, word recognition, fluency (including estimated oral fluency), vocabulary, and comprehension. Star Early Literacy tests a child's understanding of word knowledge and skills, comprehension, significant, and numbers and operations. It is normed for grades pre-M–3. Star Reading measures a student'south understanding of vocabulary, power to cover texts, and ability to analyze, understand, and evaluate literary and informational texts. Information technology is normed for kindergarten–form 12. Star Math assesses a educatee'south grasp of concepts including numbers and operations, algebraic thinking, geometry, measurement, information assay, statistics, and probability. Star Math is normed for grades ane–12.

*In addition to the resource listed to a higher place, many California districts participate in the Mathematics Assessment Project (MAP) [https://www.map.mathshell.org/], which offers an extensive sequence of formative assessment lessons and rich summative performance tasks to support the Common Core Country Standards. Sponsored by the Mathematics Assessment Resource Service (MARS) [https://world wide web.mathshell.org/ba_mars.htm] at the University of California at Berkeley, MAP works with states and networks of districts, including the Silicon Valley Mathematics Initiative, on the blueprint and implementation of operation assessments and on professional evolution for designers and teachers. Many of the tasks designed by MARS as function of its Balanced Assessment in Mathematics (BAM) have been incorporated into the Acuity materials described above.

References

Accessibility Appendix

Accessible Version of Effigy 1. Continuous Process of Teaching and Learning

Image from the Smarter Blanced Assessment Consortium that demonstrates a smarter assessment system, which includes a continuous procedure of teaching and learning. State standards lead to college and career readiness. Resources and data to support teaching and learning are provided past three integrated components: summative assessments, interim assessments, and instructional supports (tools for teachers).

Dorsum to Content Afterwards Figure 1

Accessible Version of Figure two. ICAs, IABs, and Focused IABs

Acting Assessments at a Glance

Interim Comprehensive Assessments

Image of a three by three by 3 cube with all parts filled.

Assess the aforementioned targets as the summative. Examples:

• Class 3 ELA
• Class iii Math

Current Acting Cess Blocks

Prototype of a 3 by 3 by three cube, with a two past 2 past two cube portion filled.

Assess ane-eight targets in math and ELA/literacy. Examples:

• Grade 3 ELA, Reading Literacy Texts
• Grade 3 Math, Operations and Algebraic Thinking

Focused Interim Assessment Blocks

Paradigm of a three by three past three cube with a ii by ane by one portion filled. The ii by i by one filled portion is within the portion that had been a two past ii by two portion.

Appraise 1-3 targets in math and ELA/literacy. Examples:

• Class 3 ELA, Reading Literacy Texts: Text Analysis
• Grade 3 Math: Multiply and Divide within 100

Back to Content After Figure 2

Concluding Reviewed: Tuesday, February 22, 2022

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Source: https://www.cde.ca.gov/ls/he/hn/guidanceonassessments.asp

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