Assessments empower students, teachers, and parents on the educational road. But how much do parents really know about the assessment tools and information gleaned from them in the classroom? The Galileo assessment used at almost every grade level three times a year is considered a teacher\u2019s tool to determine how well students are grasping core concepts throughout the year. Teachers can use the data to figure out who needs more help, who needs to be challenged, and what topics need to be revisited. It helps teachers individualize their teaching. But when students transition from the middle school to the junior high school, the Galileo is considered part of students\u2019 grades and has the potential to determine a student\u2019s path into high school. What\u2019s more, parents may or may not be privy to the test questions and results for their own children for the purpose of supplementing education at home on topics not grasped on the test. This has also captured my attention. Our school district has made great strides recently and we all have the same goal \u2014 to provide the best education for our kids. Hopefully you will find this exploration of how assessments are used in the Park City School District as informative as I did while gathering the information.<\/p>\n
Assessments, teaching methods, and curricula have changed over the years. With the Marzano Standards-Referenced Grading (SRG) method of teaching, assessing, and grading being gradually implemented in our Park City School District (PCSD), I wondered how other assessments were being used in conjunction with it. The more questions I asked, the deeper I drifted into a chasm of information.<\/p>\n
Presently, it appears that what assessments are used depends upon state requirements and district-hired companies and -adopted assessments. How assessments are used depends largely upon each individual teacher or Professional Learning Community (PLC). A PLC is a group teaching either the same grade level (e.g., 4th grade teachers in one elementary school) or the same subject (e.g., 9th grade math teachers) that gathers periodically to share information and make decisions.<\/p>\n
This is a convoluted topic one can get lost in, so to simplify, I first offer district information about what assessments are being used by grade or group. Then I offer additional information about some of these assessments.<\/p>\n
English Language Learner (ELL)<\/strong><\/span><\/p>\n From 2013 to 2015, ELL students were tested using the Utah Academic Language Proficiency Assessment (UALPA).<\/p>\n From 2015 to present, we are using ACCESS 2.0.<\/p>\n These are both annual assessments to determine skills in listening, speaking, reading, and writing in english.<\/p>\n Preschool<\/strong><\/span><\/p>\n Since at least 2013, we have been using the Essential Preschool Skills (EPS) program composed of materials and assessments, both in print and online, for early learning. I have explored neither the materials nor the frequency of assessments in this grade, but I assume it to be a comprehensive program with ongoing assessments.<\/p>\n Kindergarten<\/strong><\/span><\/p>\n From 2013 to 2017, we used a shortened version of the EPS program for assessment in skills.<\/p>\n In 2017, we adopted both Imagine Learning, which generates ongoing assessments in english and math, and the Kindergarten Entry and Exit Profile (KEEP) assessment, administered three times a year to determine the level of intervention needed for each student. Imagine Learning is used only in Jeremy Ranch and Parley\u2019s Park Elementary Schools.<\/p>\n 1st Grade<\/strong><\/span><\/p>\n From 2013 to present, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark tests are administered three times per year to measure literacy and reading. However, if a student is identified as needing much help (red), further assessment and monitoring occurs every week; as needing some help (yellow), it happens every other week; and as doing well (green), it happens once a month in order to monitor progress.<\/p>\n From 2014 to 2016, Galileo assessments were administered three times per year to assess understanding in math, english, and science.<\/p>\n From 2016 to present, iReady is used weekly as an adaptive assessment in reading and math.<\/p>\n Beginning in 2017, PCSD adopted Imagine Learning, which uses ongoing assessments in english and math. It is used only in Jeremy Ranch and Parley\u2019s Park Elementary Schools.<\/p>\n 2nd Grade<\/strong><\/span><\/p>\n Same as 1st Grade, above, except for Imagine Learning.<\/p>\n 3rd Grade<\/strong><\/span><\/p>\n From 2013 to present, DIBELS benchmark tests are administered three times per year to measure literacy and reading. However, if a student is identified as needing much help (red), further assessment and monitoring occurs every week; as needing some help (yellow), it happens every other week; and as doing well (green), it happens once a month in order to monitor progress.<\/p>\n From 2013 to present, Student Assessment of Growth and Excellence (SAGE) is administered annually to assess understanding in english, math, and science.<\/p>\n From 2014 to present, Galileo assessments are administered three times per year to assess understanding in english, math, and science.<\/p>\n From 2015 to present, iReady is used weekly as an adaptive assessment in reading and math.<\/p>\n From 2015 to 2017, the state of Utah required the\u2026 buckle your seatbelt\u2026 American Council on the Teaching of Foreign Languages Assessment of Performance toward Proficiency in Languages (AAPPL) assessment to be administered to Dual Language Immersion (DLI) students to determine understanding in listening, speaking, reading, and writing. Our district still uses AAPPL. These assessments seem to be ongoing and task-related within the classroom setting, based on the ACTFL website information (https:\/\/www.actfl.org\/assessment-professional-development\/assessments-the-actfl-testing-office\/aappl\/aappl-measure-faqs).<\/p>\n 4th Grade<\/strong><\/span><\/p>\n In 2013, DIBELS benchmark tests were administered three times per year to measure literacy and reading. However, if a student was identified as needing much help (red), further assessment and monitoring occurred every week; as needing some help (yellow), it happened every other week; and as doing well (green), it happened once a month in order to monitor progress. Starting in 2014, these tests have been administered only as needed.<\/p>\n From 2013 to present, SAGE is administered annually to assess understanding in english, math, and science.<\/p>\n From 2014 to present, Galileo assessments are administered three times per year to assess understanding in english, math, and science.<\/p>\n From 2016 to present, iReady is used weekly as an adaptive assessment in reading and math.<\/p>\n From 2015 to 2017, the state of Utah required the AAPPL assessment to be administered to Dual Language Immersion (DLI) students to determine understanding in listening, speaking, reading, and writing. Our district still uses AAPPL. These assessments seem to be ongoing and task-related within the classroom setting, based on the ACTFL website information.<\/p>\n 5th Grade<\/strong><\/span><\/p>\n Same as 4th Grade, above.<\/p>\n 6th Grade<\/strong><\/span><\/p>\n In 2013, the Scholastic Reading Inventory (SRI) was administered as needed (possibly monthly) to determine students\u2019 reading level (a Lexile level, which is a type of standard). Our district did not use the SRI in 2014 and 2015, and started using it again in 2016 to present.<\/p>\n From 2013 to present, SAGE is administered annually to assess understanding in english, math, and science.<\/p>\n From 2014 to present, Galileo assessments are administered three times per year to assess understanding in english, math, and science.<\/p>\n From 2016 to present, iReady is used weekly as an adaptive assessment in reading and math.<\/p>\n From 2016 to present, the state of Utah required the AAPPL assessment to be administered to Dual Language Immersion (DLI) students to determine understanding in listening, speaking, reading, and writing. Our district still uses AAPPL. These assessments seem to be ongoing and task-related within the classroom setting, based on the ACTFL website information.<\/p>\n 7th Grade<\/strong><\/span><\/p>\n Same as 6th Grade, above.<\/p>\n 8th Grade<\/strong><\/span><\/p>\n From 2013 to present, SAGE is administered annually to assess understanding in english, math, and science.<\/p>\n From 2013 to 2015, PCSD used ACT Explore for english, math, reading, and science. For the 2015-2016 school year to present, this was dropped.<\/p>\n From 2014 to present, Galileo assessments are administered three times per year to assess understanding in english, math, and science.<\/p>\n From 2016 to 2017, iReady was used weekly as an adaptive assessment in reading and math.<\/p>\n From 2016 to present, the state of Utah required the AAPPL assessment to be administered to Dual Language Immersion (DLI) students to determine understanding in listening, speaking, reading, and writing. Our district still uses AAPPL. These assessments seem to be ongoing and task-related within the classroom setting, based on the ACTFL website information.<\/p>\n From 2016 to present, the SRI is administered as needed (possibly monthly) to determine students\u2019 reading level.<\/p>\n 9th Grade<\/strong><\/span><\/p>\n From 2013 to present, SAGE is administered annually to assess understanding in english, math, and science.<\/p>\n From 2014 to present, Galileo assessments are administered three times per year to assess understanding in english, math, and science.<\/p>\n From 2016 to present, the SRI is administered as needed (possibly monthly) to determine students\u2019 reading level.<\/p>\n In school year 2016-2017 only, iReady was used weekly as an adaptive assessment in reading and math.<\/p>\n Advanced Placement (AP) tests are optional for students who want to enter advanced courses.<\/p>\n 10th Grade<\/strong><\/span><\/p>\n From 2013 to 2015, American College Testing (ACT) Plan was used to assess strengths in english, math, reading, and science for the purpose of planning for college and career with the counselors.<\/p>\n From 2013 to present, SAGE is administered annually to assess understanding in english, math, and science.<\/p>\n From 2014 to present, Galileo assessments are administered three times per year to assess understanding in english, math, and science.<\/p>\n From 2014 to present, Pre-ACT is administered annually to simulate the ACT exam experience for english, math, reading, and science. While optional, it is highly recommended and most students do take this exam to prepare them for the real ACT.<\/p>\n AP tests are optional for students who want to enter advanced courses.<\/p>\n 11th Grade<\/strong><\/span><\/p>\n From 2013 to 2016, SAGE was administered annually to assess understanding in english, math, and science. From school year 2016 to present, SAGE is not used.<\/p>\n From 2015 to present, Galileo assessments are administered three times per year to assess understanding in english, math, and science.<\/p>\n From 2016 to present, the ACT exam is used to ascertain understanding in english, math, reading, and science. It is required by the state.<\/p>\n AP tests are optional for students who want to enter advanced courses.<\/p>\n [su_box title=”Dynamic Indicators of Basic Early Literacy Skills (DIBELS)” style=”glass”]In the school year 2014-2015, this assessment was used in grades 1 to 5 to ascertain english literacy in students. The state requires this assessment of english literacy in students from Kindergarten through grade 3. In addition, PCSD required this assessment in grades 4 and 5, but in the school year 2014-2015 it was changed for these two grades to an \u2018as needed\u2019 assessment. [\/su_box]<\/p>\n [su_box title=”Student Assessment of Growth and Excellence (SAGE)” style=”glass”]<\/p>\n This test is Utah\u2019s current student assessment on the state\u2019s core standards in math, english, and science. It used to be mandatory, three tests, one in each subject, delivered near the end of each school year. From the 2013-2014 school year, it was given from grades 3 to 11. Beginning in the year 2016-2017, 11th graders did not take this exam. In addition, it became optional for students to take it.<\/p>\n Last October, the Utah State Board of Education (USBE) decided to hire a different company, Questar Assessment, to write these core standards assessments. Beginning next year (2018-2019) SAGE may be known by some other acronym.<\/p>\n While the SAGE assessment is optional now, the PCSD encourages all students to take it. Why? For one thing, it is carried out from grades 3 through 10 and has been administered over the last five years. Teachers can use this information over time to determine a student\u2019s progress. It also gives students and parents a good idea of proficiency and growth over the years. It can also be considered a good thing to give students practice in taking exams. So why would anyone opt out of this assessment? Sometimes a student can feel overwhelmed with the amount of work and number of assessments happening in a particular quarter or semester. Since the SAGE test is taken near the end of the year, around the same time as the Galileo test and possibly other year-end, subject-specific exams, it may be overwhelming for a student. Opting out of the SAGE exam may reduce stress and enable a student to focus on the learning at hand.[\/su_box]<\/p>\n [su_box title=”Galileo” style=”glass”]\u00a0<\/strong><\/em>The PCSD adopted the Galileo assessment in the school year 2014-2015 to measure progress in math, english, and science three times per year (at the beginning of the year in each grade, the middle of the year, and end of the year). In the first year (2014-2015), it was used in grades 1 to 10. In the 2015-2016 school year, it was used in grades 1 to 11. In the 2016-2017 to present, it is used in grades 3-11.<\/p>\n The Galileo assessment is developed by ATI (Assessment Technology, Inc.). ATI\u2019s mission statement is: \u2018Create, distribute, and support technology to promote learning.\u2019 You can learn more on their website at http:\/\/www.ati-online.com\/galileoK12\/K12-assessment.php.<\/p>\n According to one of our school principals, ATI writes the test questions, incorporating state-specific common core material. Our teachers, however, are allowed to customize the tests by choosing which questions to use based on their class instruction to date. This offers some flexibility for teachers who want this assessment to be more relevant to what the students are learning in class.[\/su_box]<\/p>\n Because the Galileo test is a central assessment focus for our district and given three times per year, I asked our school principals five questions about it. Here are my questions and the answers I received:<\/p>\n 1. Is the Galileo assessment predominantly a tool for teachers to assess where students are in their learning for the year and to adjust teaching accordingly to keep students on track? Middle school:<\/em> Yes. \u2018It is one piece of information used to ensure student learning.\u2019<\/p>\n Jr. High school:<\/em> Yes.<\/p>\n 2. For students, is the Galileo assessment considered in grading? In other words, is it a graded assessment like any other exam in any way?<\/strong> Middle school:<\/em> No.<\/p>\n Jr. High school:<\/em> Yes, for two of the three assessments. The Middle of Year (MOY) and End of Year (EOY) assessments account for 10% of each student\u2019s grade during the quarter in which the assessment is taken. This is to ensure that students take the assessment seriously, otherwise the assessment data may not accurately reflect each student\u2019s level of understanding.<\/p>\n 3. If a student does not take the Galileo assessment, are punitive measures taken?<\/strong> Middle school:<\/em> No, but all students participate.<\/p>\n Jr. High school:<\/em> All students participate in this assessment.<\/p>\n 4. If a student does not score well on the Galileo, are punitive measures taken?<\/strong> Middle school:<\/em> No.<\/p>\n Jr. High school:<\/em> Yes and No. At Treasure Mountain, it depends upon whether a student is taking Honors or regular classes, the raw assessment score (the score at face value), and eventual score that results from an algorithm developed by the principal and teachers. Most students are not penalized due to the algorithm applied.<\/p>\n However, for students seeking to register for Honors courses in the next grade level, the MOY, taken in January, can impact whether or not a teacher recommends him\/her for that Honors course. Some teachers currently use the Galileo raw score as the determinant for their Honors recommendations. Others look at the whole child, e.g., class assignments, quiz grades, and the student\u2019s level of commitment and knowledge. 5. If a student scores very well on the Galileo, are measures taken to deliver a more rigorous educational experience?<\/strong> Middle school:<\/em> \u2018Again, it is one piece of information used to assess learning.\u2019<\/p>\n Jr. High school:<\/em> Yes, and how that is done currently depends upon each teacher, his\/her style of teaching and current methodology, and his\/her level of adoption of the SRG methods. When so much is in flux, no one can expect teachers to perfectly assess each student and perfectly individualize what each student is learning in class. For this reason, parents should be involved in the education process for their children and when in doubt, communicate with teachers and principals to augment each child\u2019s experience.<\/p>\n The current Galileo rubric applied at Treasure Mountain Jr. High is as follows:<\/strong><\/p>\n Sample Student Scenario 1<\/em> Sample Student Scenario 2<\/em> Sample Student Scenario 3<\/em> Sample Student Scenario 4<\/em> Each teacher will use assessment data differently depending upon:<\/p>\n Additionally, grades as they are reflected through the Powerschool system may not generate accurate assumptions. They don\u2019t reflect what\u2019s really going on in the classroom. Powerschool accommodates the traditional type of grading system, but does not translate the SRG methods of grading. How that information is added into Powerschool is up to interpretation. A student with straight A\u2019s in Powerschool may actually struggle on assessments and vice versa. Assessments are only part of the big picture but can still be used to guide your child down a particular academic path. How much weight any assessment is given depends, again, upon the individual teacher.<\/p>\n If you want to dive deeper and better understand topics your child got wrong on an assessment, you may run into a legal question about the sharing of assessments. Most assessments are written by third party companies who consider their questions proprietary. They don\u2019t necessarily care to risk questions getting out and being used for potentially nefarious purposes. This line of inquiry is still being researched at this writing.<\/p>\n What\u2019s important to me as a parent is that our district lay the groundwork for the proper, appropriate, and effective implementation of teaching methods, assessment methods, and grading methods, so all parties to the public education process can be on the same page and truly understand how our children are doing in school. Teachers need to be an integral part of the planning and implementation decisions. Our current PCSD School Board is looking at all the programs and assessments as part of the Master Planning process. This is a step in the right direction because we must understand what and how education is delivered in our district before we can make improvements. For now, make no assumptions about your child\u2019s academic path. Look at all the angles and information. Meet with teachers and come prepared to discuss your child\u2019s experience and future.<\/p>\n","protected":false},"excerpt":{"rendered":" Assessments empower students, teachers, and parents on the educational road. But how much do parents really know about the assessment tools and information gleaned…<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"content-type":""},"categories":[22],"tags":[],"_links":{"self":[{"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/posts\/7666"}],"collection":[{"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/comments?post=7666"}],"version-history":[{"count":0,"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/posts\/7666\/revisions"}],"wp:attachment":[{"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/media?parent=7666"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/categories?post=7666"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/v2.parkrag.com\/index.php\/wp-json\/wp\/v2\/tags?post=7666"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}The Assessments<\/h2>\n
\n<\/strong>Elementary schools:<\/em> Yes.<\/p>\n
\nElementary schools:<\/em> No.<\/p>\n
\nElementary schools:<\/em> No.<\/p>\n
\nElementary schools:<\/em> No.<\/p>\n
\nThe good news is that the principal and teachers are willing to answer questions and offer some flexibility on a case-by-case basis.<\/p>\n
\nElementary schools:<\/em> Yes.<\/p>\n
\nMOY\u00a0Galileo\u00a0is 30 points in\u00a0Honors\u00a0class (10% of second quarter points)
\nStudent’s raw score on MOY\u00a0Galileo\u00a037 correct out of 45 questions (over 80% proficient)
\nTranslates to 30\/30 in Power School
\n(Standards-Reference Grading Translation: 4\/4)<\/p>\n
\nMOY\u00a0Galileo\u00a0is 50 points in\u00a0regular\u00a0class (10% of Q2 points)
\nStudent’s raw score on MOY\u00a0Galileo\u00a0is 32\/45, over 70% proficiency mark
\nTranslates to 50\/50 in Power School
\n(Standards-Reference Grading Translation: 4\/4)<\/p>\n
\nMOY\u00a0Galileo\u00a0is 20 points in\u00a0Honors\u00a0class (10% of Q3 points)
\nStudent’s raw score on MOY\u00a0Galileo\u00a0is 30\/45, below 80% proficiency mark
\nScore becomes 30\/36, which = 83%
\nTranslates to 17\/20 in Power School
\n(Standards-Reference Grading Translation: 3.3\/4)<\/p>\n
\nMOY\u00a0Galileo\u00a0is 45 points in\u00a0regular\u00a0class (10% of Q3 points)
\nStudent’s raw score on MOY\u00a0Galileo\u00a0is 23\/45, below 70% proficiency mark
\nScore becomes 23\/31, which = 74%
\nTranslates to 33\/45 in Power School
\n(Standards-Reference Grading Translation: 3\/4)<\/p>\nSo,\u2026Are We Using Assessments Effectively in PCSD Schools?<\/h2>\n
\n