Summary of "105 - Technology and Data Analysis - Session 3 - Lesson 2"

Overview

This lesson reviews assessment tools and practices teachers can use to monitor student learning, group students for instruction, and make timely instructional adjustments. It covers both low-tech approaches (unit/chapter tests, rubrics, checklists, common formative assessments) and technology-supported options (Google Forms, Microsoft Forms, ESGI, FastBridge, Google Sheets/Slides), and offers practical workflows for using assessment data during the year.

Key concepts and recommendations

Use routine unit and mid-unit checks to monitor progress.
- End-of-unit/module tests confirm mastery of recently taught standards and inform grouping for intervention or acceleration.
- Mid-chapter/module checks act as “stop-and-check” moments to find gaps before advancing, since skills often build on one another.
Use a proficiency cutoff to guide next steps (example below).

Example proficiency cutoff: 80% or above = move on; below that consider reteaching or alternate supports.
Centralize and visualize assessment data for quick decision-making.
- Enter scores into a single Google Sheet (or equivalent) and apply conditional formatting (e.g., green = proficient, yellow = ~60–80%, red = <60%).
- Use class-level graphs to identify broadly difficult items and students who need support.
Prioritize time-saving tech tools for whole-class screening; reserve teacher-administered one-on-one assessments for students who need targeted help.

Specific assessments and uses

Phonics / foundations
- Evaluate sound identification, decoding, spelling, and application of patterns in writing.
- Use results to determine whether students need the same curriculum, different interventions, or advanced fluency work.
Writing / comprehension
- Use simple rubrics or printed checklists; mark mastery and note standards needing work to reveal class-wide patterns.
Heggerty (phonemic awareness)
- Administer periodically (e.g., three times per year or after units) to monitor phonemic awareness and manipulation skills.
Common formative assessments (CFAs)
- Team-create short checks focused on specific standards or chapter objectives; review item-level performance across the grade to identify problematic questions and reteach needs.
ESGI
- One-on-one oral assessments (great for early grades) that auto-generate individual and class graphs, printable parent reports, flashcards, and activities; stores longitudinal histories. Typically subscription-based.
FastBridge
- Universal screener for PreK–12 (reading and math), typically administered about three times per year to identify students at risk, produce benchmarks, run progress monitoring, and support grouping.

Technology workflows and time-saving tips

Google Forms / Microsoft Forms
- Use for timed quizzes and automatic scoring; get class statistics and item-by-item difficulty analysis.
- Suitable for addition/subtraction tests, spelling/phonics checks, trick-word screening, etc.
- For open-ended items (spelling), validate and adjust auto-scoring as needed.
Google Slides + audio recordings (trick-word screening)
- Create a slide deck with one word per slide and set auto-advance (e.g., 3 seconds).
- Students screen-record themselves reading the deck; submit recordings.
- Teacher listens later while completing a quick yes/no scoring sheet to identify students and words that need instruction.
Platform-generated materials
- ESGI and similar tools can produce printable intervention materials (flashcards, bingo, games) based on assessment results.
Time-saving principle
- Use tech-enabled or self-administered tools to efficiently screen whole classes; save teacher-administered one-on-one time for targeted support.

Instructional decision-making and grouping

Use assessment results to:

Group students for targeted interventions or enrichment.
Decide whether to continue the current curriculum sequence or deliver reteach doses.
Plan small-group instruction and make daily adjustments.

Reserve one-on-one teacher-administered assessments for students who require extra support; use technology for broad screening and progress monitoring.

Detailed action steps / methodology

Setting up and using unit / mid-chapter assessments
- Administer mid-chapter checks to assess understanding before continuing.
- Administer end-of-unit/module tests to confirm mastery.
- Enter scores into one Google Sheet; apply conditional formatting to color-code by proficiency (green/yellow/red).
- Review item-level results to find common errors; plan reteach or additional practice.
Using Google Forms / Microsoft Forms effectively
- Build quizzes with clear answer keys and enable quiz/timer options.
- For numeric/multiple-choice items, allow auto-grading and review generated graphs for item difficulty and class averages.
- For typed responses (spelling), collect responses, spot-check, and manually correct auto-grading as needed.
- Use the individual-response view to track each student’s completion time and answers.
Running a trick-word reading screener with Google Slides
- Create a slide deck with one word per slide; set auto-advance (e.g., 3 seconds).
- Have students screen-record themselves reading the deck with audio on; submit the recording.
- Teacher listens later and completes a simple yes/no marking sheet or survey of word accuracy.
- Aggregate data to identify words needing instruction and students to pull for intervention.
Implementing one-on-one oral assessments efficiently
- Use ESGI (or similar) for oral/phonics checks; create or import assessments aligned to your curriculum.
- Administer one-on-one for students who require it and use generated reports for parent conferences and intervention materials.
- If available, use self-administered audio features to reduce teacher time.
Team-based common formative assessments
- Collaborate with grade-level colleagues to create brief CFAs targeting specific standards.
- Administer, compile item-level results across the grade, and analyze commonly missed questions/skills.
- Reteach or adjust instruction based on CFA findings.
Using FastBridge for screening and progress monitoring
- Conduct FastBridge benchmarks three times yearly (or per district schedule).
- Use reports to identify at-risk students, plan interventions, and monitor progress.
- Share accessible reports with parents and use data for grouping.

Data use principles emphasized

Use frequent, short, targeted assessments to detect misunderstandings early.
Centralize data (spreadsheets/graphs) to spot trends quickly and inform instructional decisions.
Focus on item-level analysis to plan precise reteach doses.
Prioritize time-saving tech tools for whole-class screening; allocate one-on-one time where it has the most impact.

Speakers and tools referenced

Presenter / instructor: unnamed
Tools / programs:
- Google Forms
- Microsoft Forms
- Google Sheets
- Google Slides
- ESGI (assessment platform)
- FastBridge (FastBridge Learning)
- Heggerty (phonemic awareness)
Assessment types:
- End-of-unit / mid-chapter tests (curriculum-created)
- Common formative assessments (team-designed)
- Writing rubrics / checklists
- Timed online quizzes and recorded student audio for trick-word screening