Education Week - October 22, 2014 - Special Report - S24

S24 Taking Stock of Personalized Learning > www.edweek.org/go/personalized
|
EDUCATION WEEK OCTOBER 22, 2014
n
Adaptive Testing Guiding Teachers' Instruction
Some districts
are finding that
assessments
have value that
extend well
beyond getting a
reading of
students' test
scores
A
By
Robin L.
Flanigan
t the Waukesha
stem AcademySaratoga
Campus,
students
can find themselves
taking
adaptive tests
once a day, or
once a month, depending on the
subject matter and how quickly
they work through the curriculum.
But the Wisconsin charter school
found the customized assessments
that adjust the level of difficulty
based on the responses of
the test-taker so beneficial that
school leaders siphoned funds
away from a full-time educational
position to buy more of this personalized
testing.
Students have performed well
on the adaptive tests, which appears
to have translated to state
testing. Less than 5 percent scored
in the 24th percentile or lower on
state tests, compared with nearly
20 percent five years ago when the
school was not using adaptive testing
tools.
But it was an inadvertent benefit
of adaptive testing that demonstrated
to educators at
the 336-student school
just how individualized
their instructional
approach could
be, whether in the
classroom or during
pullout interventions.
Because each student
tends to use this type of testing
differently, the school has students
fill out "learner profiles" within the
first month of each school year to
help teachers best use adaptiveassessment
software like Assessment
and Learning in Knowledge
Spaces, or aleks, which measures
an understanding of math concepts,
and Achieve 3000, which
supports reading comprehension
and writing proficiency. The profiles
ask about preferred learning
methods (videos, interactive activities,
direct instruction) and learning
environments (collaborative,
one-on-one, noise-level impact), and
solicit opinions on instructional
techniques the school's 6th, 7th,
and 8th graders believe are least
and most effective.
"We were amazed when we realized
we could dive deeper into
every student as an individual
learner and not just think about
where they should be, based on
their age," said Principal Jim Murray.
"We were able to reformulate
how we were approaching kids."
Both the results of the adaptive
tests, and the student profiles,
are used to shape instruction at
Waukesha stem Academy. Students
discuss their performance
with their teachers,
who analyze it with a data
coach before results are
passed on to parents. If a
student's scores on adaptive
tests differ significantly from
scores on regular coursework,
another form of assessment-a
preference
taken from the learner
profile-can be used
to tailor instruction to
their specific needs.
Lessons Learned
Computer-adaptive
expected to do in this program is
about reflecting and responding,
and our conversations are so much
richer now because of the opportunities
they have to share their
ideas and let their voices be heard."
SuccessMaker, a reading and
"
testing continues to
become more prevalent
and more sophisticated. It
is being used by 22 states
in the Smarter Balanced Assessment
Consortium, one of two
main groups of states crafting tests
aligned to the Common Core State
Standards. Meanwhile, algorithms
for classroom-based adaptive-testing
software have evolved to track
not just academic proficiency but
metacognitive skills such as confidence
and the ability to reflect.
A growing number of districts
around the country are integrating
adaptive testing into their daily
routines. As a result, administrators
and teachers have had time to
learn important lessons about what
works-and what doesn't-when it
comes to using technology-based
assessments to tailor instruction.
Milissa Crum, a general education
teacher at the 1,500-student
Highland Middle School in Anderson,
Ind., uses iLit, an adaptive
literacy program-which embeds
adaptive testing into the curriculum-every
day with 51 6th graders,
nearly half of whom have individualized
education programs and
all of whom are at least two grades
below level in reading.
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The program helped her realize
that the goals she was encouraging
students to set, such as earning an
A, were too general. She now has
students keep intricate data from
their personalized adaptive assessments
in binders, with specific objectives-such
as reading 100,000
words every month, or improving
reading-level scores by a certain
percentage.
And there have been other teachable
moments through iLit: "I need
to shut my mouth some of the
time," Ms. Crum acknowledged.
"So much of what students are
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math curriculum that integrates
adaptive testing, is used with
special education students in the
42,000-student Killeen Independent
School District in Texas.
School officials say the curriculum
has fostered a
sense of academic ownership
in a
We
were amazed
when we realized we
could dive deeper into every
student as an individual learner
and not just think about where
they should be, based on
their age."
school system
with a student-mobility
rate of nearly
30 percent, movement
attributable to the district's
proximity to the Fort
Hood military base. Students use
the program four times a week, 30
minutes each day for reading and
15 minutes for math.
The disruption in education
that comes with frequent military
transfers is especially formidable
for the district's 4,700 students
with special needs, according to
Lynn Young, the executive director
for special education. But adaptive
testing has succeeded with the
population where previous efforts
have fallen short, she said.
Because the program gathers
baseline data, a step Ms. Young
said the district hadn't previously
considered, schools can correlate
their adaptive testing results with
state standards and offer quicker
interventions.
"We can now zero in on why
a student may not be getting a
concept because earlier concepts
are lacking, [and] then increase
practice in areas where extra support
is needed," she said. Students
who may need to review the same
concept 50 times to understand it
can now do so at their own pace
without getting frustrated, she
added. One 8th grader, Ms. Young
noted, credited the program with
helping him pass the Texas Essential
Knowledge and Skills assessment-the
first time he'd passed
JIM MURRAY
Principal
a state assessment since his first
attempt in 3rd grade.
Test-Taking Accommodations
At the 570-student Bunker Hill
Elementary School in Middletown,
Del., some students are permitted
to take adaptive state assessments
over two sessions instead of one,
noting that they feel less stressed
and more confident when there is
time to pace themselves and check
over their work.
"It's good to take breaks," said
Evan Bush, a 5th grader. "The next
time you come back [to the test],
you know exactly what to do. You're
more focused because you've got
the routine down."
Adapting to the tests has
been essential, pointed out
Principal Laurie Wicks.
"We have some children
who have focus issues,
and you can see halfway
through the test
that all they do is click,
click, click, so we typically
give the tests over
a couple of sessions," she
Waukesha, Wis.,
STEM Academy
said. On the other hand,
"a high percentage of our
really top kids want to sit
there and plug and plug.
We've found if you
split the tests for
them, they don't
do as well because
they have that
drive and don't
Saratoga Campus
want to stop. You
have to know your
students and what
works best for them."
Adaptive assessments are
also driving instructional changes
at Bunker Hill. Teachers make it
a point to show the youngest students,
who tend to wrestle with
questions that measure mastery
of content in multiple ways, a variety
of assessment prompts and
vocabulary words before test time
to minimize confusion and frustration.
And teachers have been able
to gain a deeper understanding of
the ability levels of students who
score extremely high on adaptive
assessments.
Still, Ms. Wicks would like to see
adaptive assessments improve to
the point where they are dispensing
more useful information to educators.
She wants to know not only
whether students have difficulty
with math when it comes to geometric
reasoning, for example, but
also the type of question and which
concept within that strand causes
the trouble.
"The data that I want and that
I think is beneficial needs to be
drilled down to tell me specifically
what a child can and can't do," she
said, instead of validating with
documentation what teachers often
already know. "What we get is too
general. ... This is definitely an
area that needs refinement in the
future."l
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Education Week - October 22, 2014 - Special Report

Table of Contents for the Digital Edition of Education Week - October 22, 2014 - Special Report

Education Week - October 22, 2014 - Special Report - SR1
Education Week - October 22, 2014 - Special Report - SR2
Education Week - October 22, 2014 - Special Report - S1
Education Week - October 22, 2014 - Special Report - S2
Education Week - October 22, 2014 - Special Report - S3
Education Week - October 22, 2014 - Special Report - S4
Education Week - October 22, 2014 - Special Report - S5
Education Week - October 22, 2014 - Special Report - S6
Education Week - October 22, 2014 - Special Report - S7
Education Week - October 22, 2014 - Special Report - S8
Education Week - October 22, 2014 - Special Report - S9
Education Week - October 22, 2014 - Special Report - S10
Education Week - October 22, 2014 - Special Report - S11
Education Week - October 22, 2014 - Special Report - S12
Education Week - October 22, 2014 - Special Report - S13
Education Week - October 22, 2014 - Special Report - S14
Education Week - October 22, 2014 - Special Report - S15
Education Week - October 22, 2014 - Special Report - S16
Education Week - October 22, 2014 - Special Report - S17
Education Week - October 22, 2014 - Special Report - S18
Education Week - October 22, 2014 - Special Report - S19
Education Week - October 22, 2014 - Special Report - S20
Education Week - October 22, 2014 - Special Report - S21
Education Week - October 22, 2014 - Special Report - S22
Education Week - October 22, 2014 - Special Report - S23
Education Week - October 22, 2014 - Special Report - S24
Education Week - October 22, 2014 - Special Report - S25
Education Week - October 22, 2014 - Special Report - S26
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http://ew.edweek.org/nxtbooks/epe/ew_01162013
http://ew.edweek.org/nxtbooks/epe/qc_01102013
http://ew.edweek.org/nxtbooks/epe/ew_01092013
http://ew.edweek.org/nxtbooks/epe/ew_12122012
http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com