Present: Tim Whalen (MES, grade 4); Alison Fischer (KES, grade 1); Fran Staccio-Smith (KES, grade 4); Carolyn Sweeney (MES, grade 1); Maria Juliano (KES, grade 2); Andrea Kortright (KES, K); Darlene O'Donnell (MES, K); Elizabeth Turner, Standards Area Chair; Michelle Donlon, Assistant Superintendent
Commendations to all for the successful administration of benchmark pilot assessments. Teachers met as grade level teams across buildings to debrief about the assessments themselves and the performance of their students relative to the assessments. This session is an opportunity to share vertically what came out in those horizontal sessions.
When the assessments were initially developed, teachers expected to revisit certain questions, i.e., administration time, number of sessions, whether or not the test should be read to students, and the use of color on the actual assessment.
The assessments are not to be used for quarterly reports at this time because we are piloting. They are to provide information and should not become part of a grade. Teachers should keep the assessments. Because they will be used from one year to the next, they should be kept secure.
Feedback from the different levels was as follows:
Kindergarten: There was discussion about paper and pencil tasks for students. Suggestions were to enlarge the graphics; use manipulatives and/or reduce/eliminate cutting activity as part of the assessment.
Grade 1: A suggestion was made to administer the test in 30 minute segments. The first test was not administered consistently across all teachers at the grade level.
Grade 2: The burning questions is whether or not to read the test to the students.
Grade 3: The first test was administered in a 70 minute session. Some teachers felt that this was too long.
Grade 4: Needs to give the Geometry part of the assessments.
Next steps:
K: all quarter assessments are done; revisions are being made on 2nd and 3rd quarter assessments. Diary mapping
1: all quarter assessments are done; revisions are being made on 2nd quarter assessment; 3rd quarter assessment being reviewed; considering date of next administration
2: reviewing past assessment and incorporating suggested revisions; beginning of 3rd quarter assessment.
3: beginning 3rd quarter assessment
4: revising past assessment; beginning an end-of-year assessment
There will be an administration of the next pilot assessment (dates to be determined) after which time, the mapping cabinet will reconvene. A date for the cabinet will be set after state assessments in May.
Commendations to all for the successful administration of benchmark pilot assessments. Teachers met as grade level teams across buildings to debrief about the assessments themselves and the performance of their students relative to the assessments. This session is an opportunity to share vertically what came out in those horizontal sessions.
When the assessments were initially developed, teachers expected to revisit certain questions, i.e., administration time, number of sessions, whether or not the test should be read to students, and the use of color on the actual assessment.
The assessments are not to be used for quarterly reports at this time because we are piloting. They are to provide information and should not become part of a grade. Teachers should keep the assessments. Because they will be used from one year to the next, they should be kept secure.
Feedback from the different levels was as follows:
Kindergarten: There was discussion about paper and pencil tasks for students. Suggestions were to enlarge the graphics; use manipulatives and/or reduce/eliminate cutting activity as part of the assessment.
Grade 1: A suggestion was made to administer the test in 30 minute segments. The first test was not administered consistently across all teachers at the grade level.
Grade 2: The burning questions is whether or not to read the test to the students.
Grade 3: The first test was administered in a 70 minute session. Some teachers felt that this was too long.
Grade 4: Needs to give the Geometry part of the assessments.
Next steps:
K: all quarter assessments are done; revisions are being made on 2nd and 3rd quarter assessments. Diary mapping
1: all quarter assessments are done; revisions are being made on 2nd quarter assessment; 3rd quarter assessment being reviewed; considering date of next administration
2: reviewing past assessment and incorporating suggested revisions; beginning of 3rd quarter assessment.
3: beginning 3rd quarter assessment
4: revising past assessment; beginning an end-of-year assessment
There will be an administration of the next pilot assessment (dates to be determined) after which time, the mapping cabinet will reconvene. A date for the cabinet will be set after state assessments in May.