Classroom Diagnostic Tools
Session Title: Testing Landscape: PSSA, Keystone Exams, and Project Based Assessments
2013 SAS Institute: Pathways to Student Achievement:
Resources for Improving School Effectiveness.
Testing Landscape: PSSA, Keystone Exams,
Classroom Diagnostic Tools,
and Project Based Assessments
Monday, Dec. 9, 2013
10:15 - 11:45; 1:30 - 3:00; 3:15 - 4:45
Tom Corbett,
Governor
4/13/2015
Bobbie W. Pfingstler, Ed.D.
Educational Consultant
Carolyn Dumaresq, Ed.D.
Acting Secretary of Education
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Classroom Diagnostic Tools
Classroom Diagnostic Tools
•
A set of online assessments designed to provide diagnostic information to guide
instruction, intervention, and enrichment.
•
Open for grades 6-12 and available for use in schools and in classrooms
throughout the school year.
•
Available assessments include: Math, Algebra I, Algebra II, Geometry, Science,
Biology, Chemistry, Reading/Literature, and Wring/English Composition.
•
The CDT is based on content covered by the Pennsylvania System of School
Assessments and the Keystone Exams and includes an interactive reporting suite.
•
The CDT reporting system is fully integrated with the Standards Aligned System
(SAS).
•
The CDT is fully aligned to the Pennsylvania Core Standards.
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Classroom Diagnostic Tools
CDT Overview
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Classroom Diagnostic Tools
Classroom Diagnostic Tools Interactive Maps
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Group Map
Individual Map
Individual Learning Progression Map
Group Learning Progression Map
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Classroom Diagnostic Tools
Enhancements and Additions to the
Classroom Diagnostic Tools
• Expanding to Grades 3-5
• Revised Alignment of Diagnostic Categories with PA Core
Standards
• Alignment of PA Core Standards and Assessment Anchors and
Eligible Content to align the Mathematics, Reading/Literature,
and Writing/English Composition CDTs
• PA Core Learning Progressions
• Student and Teacher Metacognition Templates
• Skill Set Pamphlets for Diagnostic Categories per Grade Level
and Course
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8 Professional Development Modules
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Classroom Diagnostic Tools
CDT Expanding to Grades 3-5
• May 2014 students in grades 3-5 can participate in
the CDT.
• To finalize the operational CDT, a field test was
open from Oct 1-Nov. 27, 2013.
• Involvement in the field test helps PDE develop
successful programs and design statistically valid
assessments for all students.
• DRC is producing student-level percentile results
files for the participating sites and will posted to
eDIRECT.
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Classroom Diagnostic Tools
CDT DIAGNOSTIC CATEGORIES – REVISED TO ALIGN WITH
THE PA CORE STANDARDS
READING/LITERATURE
ID
1
Previous Diagnostic Categories
Comprehension
2
Vocabulary
3
Interpretation/Analysis: Literary
Elements and Devices
4
Interpretation/Analysis: Persuasive
Techniques
5
Interpretation/Analysis: Text
Organizational Skills
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Revised Diagnostic Categories
Key Ideas and Details-Literature Text
Key Ideas and Details-Informational
Text
Craft and Structure, and Integration of
Knowledge and Ideas –Literature Text
Craft and Structure, and Integration of
Knowledge and Ideas –Informational
Text
Vocabulary Acquisition and Use
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Classroom Diagnostic Tools
CDT DIAGNOSTIC CATEGORIES – REVISED TO ALIGN WITH
THE PA CORE STANDARDS
WRITING/ENGLISH COMPOSITION
Previous Diagnostic Categories
ID
Revised Diagnostic Categories
1
Quality of Writing: Focus and Content
Quality of Writing: Focus and Organization
2
Quality of Writing: Organization and Style
Quality of Writing: Content and Style
3
Quality of Writing: Editing
Quality of Writing: Editing
4
Conventions: Punctuation, Capitalization,
and Spelling
Conventions: Punctuation, Capitalization,
and Spelling
5
Conventions: Grammar and Sentence
Formation
Conventions: Grammar and Sentence
Formation
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Classroom Diagnostic Tools
CDT DIAGNOSTIC CATEGORIES – REVISED TO ALIGN WITH
THE PA CORE STANDARDS
MATHEMATICS
ID
Previous Diagnostic Categories
Revised Diagnostic Categories
1
Numbers and Operations
Numbers and Operations
2
Measurement
Algebraic Concepts
3
Geometry
Geometry
4
Algebraic Concepts
Measurement, Data, and Probability
5
Data Analysis and Probability
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Classroom Diagnostic Tools
DIAGNOSTIC CATEGORIES THAT REMAIN UNCHANGED
ALGEBRA I
Task Description
Operations with Real Numbers and
Expressions
Linear Equations & Inequalities
Functions & Coordinate Geometry
Data Analysis
ID
1
2
3
4
ALGEBRA II
Task Description
Operations with Complex Numbers
Non-Linear Expressions &
Equations
Functions
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Data Analysis
ID
1
2
3
4
GEOMETRY
ID
Task Description
1 Geometric Properties
2 Congruence, Similarity, & Proofs
3 Coordinate Geometry & Right
Triangles
4 Measurement
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Classroom Diagnostic Tools
DIAGNOSTIC CATEGORIES THAT REMAIN UNCHANGED
SCIENCE
ID
1
2
3
4
Task Description
The Nature of Science
Biological Sciences
Physical Sciences
Earth/Space Sciences
BIOLOGY
ID
1
2
3
4
Task Description
Basic Biological Principles/
Chemical Basis for Life
Bioenergetics/Homeostasis &
Transport
Cell Growth &
Reproduction/Genetics
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Theory of Evolution/Ecology
CHEMISTRY
ID
1
2
3
4
Task Description
Properties & Classification of
Matter
Atomic Structure & The Periodic
Table
The Mole & Chemical Bonding
Chemical Relationships & Reactions
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Classroom Diagnostic Tools
Alignment of PA Core Standards and Assessment Anchors
and Eligible Content to the Mathematics,
Reading/Literature, and Writing/English Composition CDTs
• CDT aligned to the PA Core available in the field August
26, 2013
• Review of new CDT items aligned to PA Core by a small
group of consultants
• CDT field testing embedded ongoing from mid-February
through end of May 2013
• CDT Data review and items on Learning Progression July
2013
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Classroom Diagnostic Tools
Learning Progressions
What are Learning Progressions?
– Learning Progressions show the developmental sequences or building
blocks of content/skills students need to master as they progress toward
career and college readiness.
– The progressions are tied directly to the PA Core Assessment Anchors and
Eligible Content.
– The progressions are also tied directly to the Voluntary Model Curriculum
(VMC) Units and Lesson Plans and are posted on the SAS Website.
Why are they important?
– Assessment Anchors and Eligible Content provide information about what
students should know and be able to do at a given grade/course.
– Learning Progressions show how learning within a diagnostic category,
based upon the Assessment Anchors and Eligible Content, develops across
grades, not just within a given grade/course.
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Classroom Diagnostic Tools
PA Core Learning Progressions for Math, Reading, and
Writing
Writing-English Composition Learning Progressions with Eligible
Content
Mathematics Learning Progressions with Eligible Content
Reading-Literature Learning Progressions with Eligible Content
• Formatted for 11x16 poster production
• Grade 3 through the Keystone Modules
• VMC alignment indicated by the white dots in the EC cells
Resource: SAS www.pdesas.org
Learning Progressions
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Materials and Resources
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Classroom Diagnostic Tools
Teachers Discuss Preparations for
One to One Conferencing
Video 2 - Preparing Students - Two Teachers
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Classroom Diagnostic Tools
Student Metacognition Templates (Grades 6-12 and
Content Specific Courses)
Classroom Diagnostic Tools Student Data Analysis
Mathematics (Grades 6-12)
Reading (Grades 6-12)
Science (Grades 6-12)
Writing (Grades 6-12)
Alg. 1
Alg. 2
Geometry
Biology
Chemistry
English Composition
Literature
Go to eDIRECT
4/13/2015
https://pa.drcedirect.com
2013-2014 CDT
Professional Development
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Classroom Diagnostic Tools
Classroom Diagnostic Tools Diagnostic Categories Skills
List for Mathematics
Geometry (one sample diagnostic category with skills)
The diagnostic category Geometry includes questions about geometric figures and
transformations. Students will be asked to demonstrate such skills as:
•Determine the area of triangles, special quadrilaterals, or irregular or compound polygons
•Determine the volume of right rectangular prisms
•Find side lengths or the area of a polygon
•Represent three‐dimensional figures using nets
•Determine the surface area of triangular and rectangular prisms
•Solve problems involving scale drawings of geometric figures
•Identify or describe properties of all types of
•triangles
• Use and apply the triangle inequality theorem
• Describe the two‐dimensional figures that result
•from slicing three‐dimensional figures
•Identify and use properties of angles to write and solve equations
•Find the area and circumference of a circle
•Solve real‐world and mathematical problems involving area, volume, and surface area of two‐and three‐dimensional objects
•Identify and apply properties of rotations, reflections, and translations
•Describe a sequence of transformations that exhibits the congruence or similarity between two congruent or similar figures
•Describe the effect of dilations, translations, rotations, and reflections on two‐dimension figures
• Apply the Pythagorean theorem or its converse to solve real‐world and mathematical problems
Go to eDIRECT
https://pa.drcedirect.com
2013-2014 CDT
Professional Development
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Classroom Diagnostic Tools
Stages of CDT Implementation
Where are you?
INSTRUCTIONAL
LEADER(S)
STAGES
TEACHERS
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Adapted from Fixsen, Naoom, Blasé, Freidman, and Wallace (2005)
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Classroom Diagnostic Tools
CDT Professional Development Modules
Module 1: Why the Classroom Diagnostic Tools?:
Building Background Knowledge
Module 2: Analyze the Data:
Features of the Diagnostic Reports
Module 3: Assessing Students:
Preparing and Motivating Students to Take the CDTs
Module 4: Reflect, Monitor, and Share:
Maximizing Student Learning through One-to-One Conferencing
Module 5: Analyze, Interpret, Instruct, Reflect/Monitor:
CDT Simulations
Module 6: Assess, Analyze, Interpret, Instruct, Reflect and Monitor, Share: Using the CDT Data to Inform the Development
of a Specific IEP/GIEP Goal
Module 7: Pre-Assess: Steps for Successful Administration
Module 8: Building Principals Lead the Way for Implementation and Sustainability of the Classroom Diagnostic Tools
Go to eDIRECT
https://pa.drcedirect.com
Professional Development
4/13/2015
2012-2013 and 2013-2014 CDT
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Classroom Diagnostic Tools
CDT – A PDE developed diagnostic tool to support
instruction and advance learning
“Achievement gains are maximized
in context where educators
•increase the accuracy of classroom
assessments,
•provide students with frequent
informative feedback, and
•involve students deeply in the
classroom assessment, record
keeping, and communication
process.
In short, these gains are maximized
where teachers apply the principles
of assessment for learning.”
Stiggins, 2005
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Classroom Diagnostic Tools
Contacts
Local Intermediate Unit
eDIRECT https://pa.drcedirect.com
CDT Professional Development Co-Leaders:
• Cindy Mierzejewski, Berks IU, cinmie@berksiu.org
• Bobbie W. Pfingstler, Ed.D., Educational Consultant,
bpfingstler@gmail.com
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