| | Проверка на ученическите постижения | |
2.4.1 Plan assessment program (Process refers to assessments at the district and multi-school level, rather than teacher-made or single-school assessments) | | |
2.4.1.1 Assess current assessment program
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2.4.1.1.1 Determine goal of the assessment program in school or system improvement
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2.4.1.1.2 Identify mandatory testing by local, district, state, and federal agencies
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2.4.1.1.3 Identify diagnostic, formative, and any voluntary assessment for program
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2.4.1.1.4 Determine target populations of current assessments
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2.4.1.1.5 Analyze current frequency and scheduling of assessments
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2.4.1.1.6 Identify gaps in the assessment program; check for alignment
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2.4.1.2 Design assessment program
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2.4.1.2.1 Determine learning (skills) to be assessed on the assessment
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2.4.1.2.2 Determine performance standards for target populations
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2.4.1.2.3 Select most appropriate format
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2.4.1.2.4 Select vendor-developed assessment or develop the assessment
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2.4.2.1 Determine the scope of content and skills to be addressed
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2.4.2.2 Determine for each objective the most appropriate method to assess objective (multiple choice, open-ended, essay, performance, portfolio, etc.)
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2.4.2.3 Determine appropriate delivery format (paper/pencil, online, oral administration, etc.)
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2.4.2.4 Develop blueprint for test development, including number and format of items or tasks for each objective or strand
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2.4.2.5 Develop test item specifications (number of distracters, level of vocabulary, level of thinking or mental processing, performance required)
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2.4.2.6 For performance tasks and open-ended items, develop rubrics that outline requirements for successful response and scoring criteria
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2.4.2.7 Develop items or tasks (locally or contractor)
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2.4.2.8 Review items for content/adherence to blueprint and item specifications by peer review
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2.4.2.9 Develop key or refine rubrics as necessary
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2.4.2.10 Review items for sensitivity and bias
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2.4.2.11 Pilot items or tasks
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2.4.2.12 Review and pilot completed assessment
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2.4.2.13 Revise as needed
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2.4.3 Administer formative assessments | | |
2.4.3.1 Provide necessary training
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2.4.3.2 Distribute the tests or materials needed for assessments
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2.4.3.3 Assess students using appropriate procedures for the assessment
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2.4.3.4 Ensure compliance with assessment procedures
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2.4.3.5 Ensure provision of appropriate accommodations for students
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2.4.3.6 Collect data on participation and possible irregularities and report as appropriate
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2.4.3.7 Receive test materials from schools if stored and/or scored centrally
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2.4.3.8 If scoring is done by a contractor or outside organization, package and transmit materials per instructions
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2.4.4 Administer summative assessments | | |
2.4.4.1 Provide necessary training to schoolbased staff
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2.4.4.2 Distribute materials
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2.4.4.3 Assess students using appropriate procedures for the assessment
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2.4.4.4 Collect data on participation and possible irregularities and report as appropriate
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2.4.4.5 Receive and inventory test materials from schools as appropriate
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2.4.4.6 If scoring is done by a contractor or outside organization, package and transmit materials per instructions
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2.4.5 Score and compile assessment data | | |
2.4.5.1 Plan for scoring of assessment
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2.4.5.2 Train key staff in scoring the assessment
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2.4.5.3 Score summative/high-stakes assessments
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2.4.6.1 Identify and explore anomalies
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2.4.6.2 Disaggregate the data at the district, school, or classroom level as appropriate (e.g., grade levels, departments, subject areas, and subgroups [socio-economic status, ethnicity])
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2.4.6.3 Analyze for gaps and strengths in student achievement
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2.4.6.4 Check alignment of instruction with test content
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2.4.6.5 Identify trends (e.g., longitudinal, cohort)
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2.4.6.6 Identify over/under-achieving schools, programs, grade levels, teachers, etc.
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2.4.6.7 Determine gaps between actual student achievement and achievement targets or expectations
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2.4.6.8 Feed data/results to appropriate decision makers
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2.4.6.9 Provide feedback to state and federal testing agencies or test publishers on quality issues and needed improvements (keep but relocate)
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2.4.7 Provide training on analyzing and using data (other training needs are in 6.0 HR) | | |
2.4.7.1 Provide training on data analysis at the district, school, and classroom levels
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2.4.7.2 Provide data utilization training to district, school, and classroom levels
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2.4.8 Report results (this section assumes the reports are an input to other processes elsewhere in the PCF, such as curriculum development, school district improvements, etc.) | Докладване/разпространяване/обнародване на резултатите
(Тази част се базира на предположението, че тези доклади са суровина за други процеси в PSF, като развитието на уч.план, подобренията в уч.област/окръг, и т.н.) | |
2.4.8.1 Identify audiences
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2.4.8.2 Determine information needs of each audience
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2.4.8.3 Determine products to meet audiences’ needs
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2.4.8.4 Determine format and content and specifications for each product to meet audiences’ needs
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2.4.8.5 Develop timelines aligned with deadlines and audience requirements
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2.4.8.6 Produce each reporting product
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2.4.8.7 Publish each reporting product
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2.4.8.8 Present findings
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Представяне на откритията
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2.4.8.9 Gather feedback on the usefulness of the reports
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Събиране на мнения за ползата от докладите и рапортите
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