Professional Development
Guide for Periodic
Assessments
A Tool for Analyzing Periodic
Assessment Data and Using
Results to Inform Instruction in
Collaborative Conversations
July 2007
Module 1
Overview
“The primary purpose of assessment should be to assist
both educators and policy makers to improve instruction
and advance student learning.”
National Forum on Assessment
Professional
Development
Feedback Form
Useful as a rubric
to clarify
expectations of
participants
3
Collaborative Professional Development Model
“The Implemented Curriculum”
Classroom Instruction:
 Teach Standards-Aligned Curriculum
 Use Effective Instructional Practices
 Regular teacher team/ grade level
meetings study lessons and review
Instructional Units
 Administer Periodic Assessments to
Gauge Student Achievement
“The Intended Curriculum”
Instructional Guides:
 Well-defined Instructional Units
 Model Lessons
 Connections to Culturally Relevant
and Responsive Pedagogy to Support
All Learners
 Sample Assessments and Blueprints
 Strategies for Intervention
Coordinated by
Central Staff
and Local
District
Coordinator
“The Learned Curriculum”
Data Analysis:
 Analyze Student Data From Periodic
Assessments
 Identify Areas of Students’ Strength
and Need
“The Informed Curriculum”
Collaboration and Professional
Development:
 Use Data to Develop/ Refine Lessons
 Identify Resources to Increase
Achievement
 Plan Instruction to Address Areas of Need
 Involve Students in Achievement Status and
Planned Improvement
4
Why periodic assessments?



Guide and focus professional
development and instruction
during any instructional unit
Identify areas for re-teaching
and/ or intervention during
subsequent instructional units
Provide ongoing opportunities
for students to become familiar
with:


the academic content specified by
the State’s Frameworks.
the format of the CST and
CAHSEE.
5
California Education Code
60602 (a)(1):

“The Legislature recognizes that in addition to
statewide assessments … school districts will
conduct additional ongoing pupil diagnostic
assessment and provide information regarding pupil
performance based on those assessments on a
regular basis to parents or guardians and schools.”

“The Legislature further recognizes that local
diagnostic assessment is a primary mechanism
through which academic strengths and weaknesses
are identified.”
6
Two Types of Measurement
Data to Benefit Learning:


Formative Assessment – “FOR” learning
serves to promote greater learning by
collecting data on an ongoing basis that
reflects student progress to help inform future
instruction (Periodic Assessments)
Summative Assessment – “OF” learning
serves to audit progress by making final
judgments on data for public reporting and/or
program evaluation (CSTs, CAHSEE, etc.)
7
Participation in the Periodic
Assessments

Students with disabilities who are on District
Core Curriculum or District Core Curriculum
with Accommodations must take grade-level
Periodic Assessments

Students with disabilities participating in
District Alternate Curriculum do not take the
Periodic Assessments
8
Variations, Accommodations, or
Modifications for Diverse Learners
Use of variations, accommodations, or
modifications on the Periodic Assessments will
mirror the State guidelines. Students taking the
California Alternate Performance Assessment
(CAPA) will not take the District’s Periodic
Assessments.
Matrix of Test Variations, Accommodations, and
Modifications for Administration of California
Statewide Assessments
Revised 1/07
9
Requirements

Must be regularly used in classroom
instruction


Variations, accommodations, modifications
Must be identified on the Individualized
Education Program (IEP)

Accommodations, modifications
10
Variations
A change in the manner in which a test is
presented or administered, or in how a test
taker is allowed to respond.




Test directions provided in primary language
Additional breaks
Small group
Visual magnifying
11
Accommodations
A variation in the testing environment or
process that does not fundamentally alter
what the exam measures



Braille transcription
Reading or presenting on CD the mathematics
assessment
Dictating the essay response orally or manually to
a scribe, audio recorder, or speech-to-text
converter
12
Modifications
A variation in the testing environment or
process that fundamentally alters what the
exam measures



Use of a calculator on the Math section
Reading the English/Language Arts section
Word processing software with spell and grammar
check
13
Module 2
Framework for Implementing
Periodic Assessments
IMPROVE
Instructional Guides are used to prepare teachers for
scope and sequence of standards prior to each of
the Periodic Assessments
Map the content (concepts/skills) being assessed
Present the content to students implementing
effective instructional strategies
Record students’ understanding using the Periodic
Assessments
Observe students’ strengths and needs using the
Item Response Reports
View the Answer Choice Rationales to identify
specific misconceptions highlighted by the Item
Response Reports
Engage other teachers in collaborative
conversations around students’ areas of need
15
What work needs to be done
before each Periodic Assessment
administration?
Instructional Guides are used to prepare teachers for
scope and sequence of standards prior to each of the
Periodic Assessments
Map the concepts/skills being assessed by the Periodic
Assessments
Present the content to students using effective
instructional strategies
16
IMPROVE
Instructional Protocol for Teacher Planning after Review
of Periodic Assessments
What concepts/skills need to be
taught to students?
1.
How can students most
effectively/efficiently learn these
concepts/skills (e.g. strategies)?
1.
2.
2.
3.
3.
17
IMPROVE




Record students’ strengths and needs using the
Periodic Assessments to capture data
Observe students’ strengths and needs using the
Item Response Reports
View the Answer Choice Rationales to identify
specific misconceptions highlighted by the Item
Response Reports
Engage other teachers in collaborative
conversations around students’ areas of need
18
Administration of the Periodic
Assessment
Refer to the
District’s “Periodic
Assessment
Calendars” for the
appropriate
assessment
windows
19
Centralized Scanning
School mail is used to submit
class packs of answer sheets
for scanning.
20
Engage teachers in collaborative
conversations to plan professional
development by using student data
from each Periodic Assessment
The Item Response Report, designed by
District teachers, is the first report available to
teachers. Any additional reports will be
reviewed by District teachers before posting on
the reporting website.
21
Login Screen at:
https://lausd.princetonreview.com
Use your
LAUSD email
login and
password
22
Request for
Periodic
Assessment
School/ Local
District Access
Available from your
Local District Office,
the Periodic
Assessment Unit and
downloadable from
the Periodic
Assessment page on
Inside LAUSD
23
Class Selection Page
Select your
class/ grade
24
Assessment Selection Page
Select the
Periodic
Assessment
results you
would like to
view (A1, A2,
Q1, Q2, etc.)
25
Item Response Report
26
Item Response Report (Hide Names)
27
Module 3
Protocol Example
Data Analysis Protocol Worksheet
1. Area of Strength: (cite evidence from 2. Area of Need: (cite evidence from
Item Response Report and/or
Item Response Report and/or
Constructed Responses)
Constructed Responses)
3. Implications for Instruction: What
does the teacher plan to do?
4. Recommendations: How will
students be engaged in learning? (e.g.
strategies and activities)
29
Sample
Data Analysis Protocol Worksheet
1. Area of Strength: (cite evidence from 2. Area of Need: (cite evidence from
Item Response Report and/or
Item Response Report and/or
Constructed Responses)
Constructed Responses)
Examples:



Solve linear equations using subtraction (Math)
Identifying theme (ELA)
Identifying modes of inheritance (Science)
Examples:
•
•
•
Solve linear equations using division (Math)
Find recurring theme in two pieces of literature (ELA)
Predicting outcomes of a genetic cross (Science)
3. Implications for Instruction: What
does the teacher plan to do?
4. Recommendations: How will
students be engaged in learning? (e.g.
strategies and activities)
Examples: (Math)
Examples: (Math)
•
Review and practice simple division with fractions and
express them in simplest form (within the context of the
next instructional unit).
•
•
Students write simple word problems requiring one step
linear equations that involve division (within the context of
the next instructional unit).
Work with a partner or in a group to solve each other’s
simple word problems.
30
Module 4
Research and
Resources
Research Supporting Periodic
Assessment as a Tool to Increase
Student Learning:




Chappuis, S., & Stiggins, R., (2002), “Classroom
Assessment for Learning”, Educational Leadership
(September), pp. 40-43
Marzano, R., (2003), “What Works in Schools: Translating
Research Into Action”, ASCD
Symonds, K., (2003), “After the Test: How Schools Are
Using Data to Close the Achievement Gap”, Bay Area
School Reform Collaborative, San Francisco, CA
Stiggins, R., (2002), “Assessment For Learning: A Vision
for the Future”, Education Week (March 13), pp. 30 and 32
32
Periodic Assessments are the anchor
to effective Instructional Units and
focused Professional Development
Resources and Assistance:






For username and password information call: LAUSD Help Desk at
(213) 241-5200.
For assessment materials call the Princeton Review help desk at
(888) 745-7737 or send an e-mail to helpme@review.com
For data reports, log in to the Periodic Assessment website at:
https://lausd.princetonreview.com
For questions regarding the Periodic Assessment Program call the
Periodic Assessment Unit at (213) 241-6873.
For information on assessment administration, scoring and reporting
refer to LAUSD Reference Guides – REF-3731.0, REF-3733.1, REF3734.0, REF-3735.0, REF-3736.0, REF-3737.0
For general information, contact your Local District.
33
Module 5
Professional Development
Evaluation and Feedback
Professional
Development
Feedback Form
Individual feedback
will be used to
make refinements
and improvements
to future
professional
development
35
Collaborative Professional
Development
Plus (+) / Delta (Δ) Feedback
36