Assessment and Research

Federal Assessments- Nat'l. Assessment of Student Progress
State Assessments- Measures of Student Progress
State Assessments- High School Proficiency Exam
State Assessments- Classroom-Based Assessments
State Assessments- Second Grade Reading Assessment
State Assessments- Washington Alternate Assessment System
State Assessments- Washington Language Proficiency Test
District Challenge Exams
District Common Assessments- Formative Assessments
Educational Research- Student-Centered Learning
Educational Research- Professional Learning Communities
Educational Research- Middle School Reform 

The Battle Ground Public Schools’ Department of Assessment and Research provides information about the extent to which students are meeting district and state standards. Assessment provides information about student progress toward meeting state and district standards and guides educational improvement efforts in partnership with teachers, administrators and support staff. Research serves students, teachers, parents, administrators, and the community by investigating, evaluating, and disseminating the results of educational research done around the world and by conducting our own research to identify exemplary programs outside our district.

Director- Bruce Kelley Ph.D., (360) 885-5364
kelley.bruce@battlegroundps.org

Secretary- Judy Ritola, (360) 885-5391
ritola.judy@battlegroundps.org

Our four primary areas of responsibility include federal assessments, state assessments, district common assessments, and educational research.  

Federal Assessments- National Assessment of Student Progress

The National Assessment of Educational Progress (NAEP) is the only national assessment. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.

Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.

About every two years, schools in Battle Ground are randomly selected to participate in the NAEP, and a small group of students within each of these schools is selected to actually test.  Since not all students are tested, schools and districts DO NOT receive local results from this test; results are compiled at the state level only.

State Assessments- Measures of Student Progress

Measurements of Student Progress (Grades 3-8)

Beginning in the 2009-2010 school year, the Washington Assessment of Student Learning (WASL) was replaced in grades 3-8 with the Measurements of Student Progress (MSP). The MSP name conveys the goal of the test: to measure student progress. State testing should never be the sole judge of a student’s academic skills and knowledge. A student’s entire performance should always be considered. The MSP is shorter in length than the WASL and is being moved online. Tests for reading, math and science will take just one day each instead of two with the WASL. For now, writing will still take two days.

Parents and community members can examine results of testing from prior years at the State Report Card site: http://reportcard.ospi.k12.wa.us

State Assessments- High School Proficiency Exam

High School Proficiency Exam (HSPE)

Beginning in the 2009-10 school year, the Washington Assessment of Student Learning (WASL) was replaced for high school students by the High School Proficiency Exam (HSPE). The HSPE name conveys the goal of the test: to measure a student’s proficiency of basic skills. Students in the classes of 2010-2012 must pass a reading and writing assessment to be eligible to graduate. If a student has already passed a specific assessment via the WASL (e.g., reading), he or she will not have to take the HSPE in that content area. Students in the Class of 2013 are the first to be required to pass reading, writing, math and science assessments. The HSPE is shorter in length than the WASL and will be moved online over the next few years. Reading, math and science will take just one day each instead of two with the WASL. For now, writing will still take two days.

Beginning in spring 2011, about 25 percent of the state’s students in high school will take the HSPE via computer in reading, writing and math.

Parents and community members can examine results of testing from prior years at the State Report Card site: http://reportcard.ospi.k12.wa.us

State Assessments- Classroom-Based Assessments

The State of Washington has developed assessments that can be used in the classroom and throughout the school year by classroom teachers to gauge student understanding of the learning standards in social studies, the arts, and health/fitness. Classroom-Based Assessments (CBAs) are built from the state’s learning standards. These assessments are given in the classroom by a teacher. Health/fitness standards and arts standards (visual arts, music, dance, and theater) are assessed at least once at every level (primary, middle and high school) for all students taking these courses.  

Social studies standards (history, geography, civics and economics) are assessed for all students in grades three, five, eight, 10, 11 and 12.

Parents and community members wishing more information about these assessments are encouraged to see the state website at http://www.k12.wa.us/assessment/CBAOverview.aspx

State Assessments- Second Grade Reading Assessment

Second Grade Reading Fluency and Accuracy Assessment

All second-graders in Washington are required to have their oral reading skills tested within the first six weeks of the school year. Scores are not reported to the state Office of the Superintendent of Public Instruction (OSPI), but should be used by the teacher, school, and district to provide support for students who need help.  Results must be available by fall parent-teacher conferences. For students whose skills are “substantially below grade level,” a plan must be created that involves the student, parents and school. Those students also must be tested one more time before the end of second grade.

For more information about the Second Grade Reading Assessment, please see the state website at www.k12.wa.us/assessment/reading2ndgradeassess.aspx

State Assessments- Washington Alternate Assessment System

The Washington Alternate Assessment System (WAAS) is designed to meet the assessment needs of students receiving special education services. Depending on student grade level and level of disability, WAAS provides for the following to help students:

Special Accommodations to allow students to access the regular state assessments;

Developmentally Appropriate Proficiency Exam (DAPE) for high school students testing at their developmental level;

Locally Determined Assessments (LDAs) for high school students needing specialized assessments; and Portfolio Assessments for students with severe disabilities.

For more information about the Washington Alternate Assessment System, please see the state website at http://www.k12.wa.us/assessment/altassess.aspx

State Assessments- Washington Language Proficiency Test

The Washington Language Proficiency Test II (WLPT-II) annually assesses the growth of the state’s English language learners. Students in grades K-12 are tested in reading, writing, listening and speaking. This test is used to measure student growth in becoming fluent enough in the English language to access school programs without special accommodations.

For more information about the Washington Alternate Assessment System, please see the state website at http://www.k12.wa.us/assessment/WLPTII/default.aspx

District Challenge Exams

Beginning in the summer of 2011, Battle Ground Public School students will have the opportunity to earn high school credit in selected courses by examination. Currently, the following 9th grade courses are available for students to challenge:

Algebra I Course Standards
Geometry Course standards  

Integrated Earth and Physical Science (non-lab credit) Course Standards

It is important to note that these exams are very difficult.  They are essentially final exams for a course that students have never taken, and unless students study the course standards very carefully before taking the exams, they are unlikely to be successful.  Standards may be downloaded by clicking the link after the appropriate course title above.

Students working to pass Algebra I should use the course standards above and public-library or Internet resources to prepare for these examinations. Students working to pass the science exam should contact one of the high school libraries for textbooks to study over the summer.  BGHS Library:  885-6542  PHS Library:  885:5068

Students wishing to take one of these exams should contact the District Testing Center at 360-885-5391 to set up a testing appointment.  The testing window for credit by examination is August 15 through August 30, 2012.  The testing fee for credit by examination is ten dollars ($10) per exam, payable by check at the time of the exam (check should be made out to Battle Ground Public Schools).  This fee is non-refundable.

District Common Assessments- Formative Assessments

Over the course of a year, teachers can build in many opportunities to assess how students are learning and then use this information to make beneficial changes in instruction. This diagnostic use of assessment is called formative assessment. It stands in contrast to summative assessment, which generally takes place after a period of instruction and provides information about the learning that has occurred (e.g., by grading or scoring a test or paper).

Formative assessment may be broadly defined as including all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to adapt teaching and learning to meet student needs. When teachers know how students are progressing and where they are having trouble, they can use this information to make necessary instructional adjustments, such as re-teaching, trying alternative instructional approaches, or offering more opportunities for practice. These activities can lead to improved student success.

Black and William (1998) conducted an extensive research review of 250 journal articles and book chapters winnowed from a much larger pool to determine whether formative assessment raises academic standards in the classroom. They concluded that efforts to strengthen formative assessment produce significant learning gains. In Battle Ground, many teachers are using informal formative assessment tactics to help students improve their learning.  In addition, groups of teachers are working to develop a system of common formative assessments based on state standards, which teachers and students from all over the district may use to inform instruction.  As these assessments are developed, they are made available to teachers via the district intranet.

(Note- much of this information was taken from the following article: Boston, Carol (2002). The concept of formative assessment. Practical Assessment, Research & Evaluation, 8(9). Additional reference: Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment.  Phi Delta Kappan, 80 (2): 139-148.)

District Common Assessments- Summative Assessments

Summative assessments are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course (or end of a unit of study) in order to determine whether long-term learning goals have been met. Summative assessments are not like formative assessments, which are designed to provide the immediate, explicit feedback useful for helping the teacher and student during the learning process. High quality summative information can shape how teachers organize their curricula or what courses schools offer their students. Although there are many types of summative assessments, the most common examples include:

            State-mandated assessments

            District six-week assessments

            District end-of-course exams

            End-of-unit or-chapter tests

In Battle Ground, groups of teachers are working to develop a system of common summative assessments based on state standards that teachers and students from all over the district may use to revise instructional strategies and report on student progress.  As these assessments are developed, they are made available to teachers via the district intranet.  These summative assessments include six-week assessments used to monitor progress, and end-of-course exams.

Educational Research- Student-Centered Learning

Student-centered learning is not a new educational approach, in fact it is an idea for which there have been strong advocates for more than 100 years.  However, it is an approach about which there are two opposing facts. It has been proven to result in greater student achievement, but because it is different from the "teacher-centered" approach that most teachers experienced in their own educational lives, it is difficult for many to transition to this new approach.  In student-centered learning, students are responsible for their own learning, are involved directly in planning activities and assessing their mastery of content and skills, and work together in cooperative groups to maximize leaning in the classroom. Also, learning activities consistently meet iReact standards: integrated, relevant, exploratory, active, challenging, and targeted to state and national learning standards. At its most basic level, student-centered learning comprises these four components:

Curriculum: Teachers post and discuss learning targets (short and long term) with students; students keep track of their attainment of these concepts and skills.

Assessment: Teachers share assessment examples (pretests), rubrics, and examples of good work with students; students and teachers use formative assessments to track progress.

Instruction: Teachers involve students in lesson-planning and decision-making about learning activities; students and teachers work to assure that activities meet iReact standards.

Reporting: Students take common summative assessments based upon standards; teachers use a standards-based reporting system to share progress with parents.

Those interested in further information about student-centered learning are encouraged to check the following references:

Becoming a Better Teacher.  Martin-Kniep.  ASCD.  2000.

Classroom instruction That Works.  Marzano, Pickering and Pollock. McREL. 2001. 

Soundings: A Democratic Student-Centered Classroom.  Springer.  NMSA.  2006.

Educational Research- Professional Learning Communities

"A professional learning community (PLC) is composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all." (DuFour et al., 2006).  The essence of this work is the focus on and commitment to learning for all students.  A strong PLC engages in collective inquiry into best practices in teaching and learning, and its members work together to develop the individual skills needed to put these practices into place.  A PLC commits to continuous improvement, using data to guide decision-making, researching and developing skills needed to strengthen weaknesses in student learning, and analyzing the impact of these changes. Those interested in further information about professional learning communities are encouraged to check the following references:

Learning by Doing:  A Handbook for Professional Learning Communities at Work.  DuFour, DuFour, Eaker and Many. Solution Tree.  2006.

Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement.  DuFour and Eaker.  NES.  1998.

"Professional Learning Communities: Educators Work Together Toward a Shared Purpose."  Hord.  JStaffDev.  v30n1.

Educational Research- Middle School Reform

"For a middle school to be successful, its students must be successful. For students to be successful, the school's teaching and organization must be based on the needs, interests, and developmental readiness of young adolescents." (NMSA, 2010).  For too many years, middle schools and junior high schools have been organized around processes and programs designed to carry on past practices, despite evidence that some of these practices might be detrimental to students.  In the Battle Ground Public Schools, we are committed to programs that are research-based, and designed for student learning. Our plan for improving student achievement in our middle schools (and beyond) includes the following seven areas:

1) Classroom environments constructed around the ideals of student-centered learning.

2) Research-based temporary intervention rather than semi-permanent "remediation" or tracking.

3) Student and staff accountability for actions and efforts.

4) A planned system for student advocacy, including appropriate staffing and advisory curricula.

5) After-school activities designed to support student achievement and engage student interests.

6) A planned system to develop and encourage parent and community involvement in the schools.

7) A planned system for professional development to support the above.

Those interested in further information about middle school reform are encouraged to check the following references:

The Encyclopedia of Middle Grades Education.  Anfara, Andrews and Mertens.  IAP, Inc. 2005.

What Every Middle School Teacher Should Know.  Brown. and Knowles.  Heinemann.  2007.

Reinventing the Middle School. Dickinson (Ed).  RoutledgeFalmer.  2001

Turning Points 2000 - Educating Adolescents in the 21st Century.  Jackson and Davis. Teachers College Press.  2000.

Nine Characteristics of High-Performing Schools.  Shannon and Bylsma.  OSPI.  2007.

This We Believe:  Successful Schools for Young Adolescents. Swaim (Dir).  NMSA. 2003.

Breaking Ranks in the Middle:  Strategies for Leading Middle Level Reform. Tirozzi  (Dir). NASSP.  2006.

Safe To Be Smart:  Building a Culture for Standards-Based Reform in the Middle Grades. Wheelock.  NMSA.  1998.