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Why Choose Pivot Inspect for the 2019-2020 School Year

Posted by Adam Jones on April 11, 2019

With so many formative assessment options available, how do you know which one is best for students, teachers, and administrators? After all, the needs for each of these stakeholders vary considerably. As you and your team make an important decision about which program you will select using funds from Indiana’s formative assessment grant, I hope that you’ll carefully consider our solution, Pivot Inspect.

Computer-Adaptive vs. Fixed-Form Assessments

Many formative (interim) assessment programs, including those provided by NWEA and STAR, are computer-adaptive. While this approach has clear benefits for a set of specific purposes, teachers have no control over the items students will see. In other words, teachers can’t answer a fundamental question using a computer-adaptive tool: Have students learned the specific skills I’ve taught?

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Topics: Pivot INSPECT, formative assessment

Grade 10 ISTEP+ Readiness with Pivot Inspect Diagnostic Tests

Posted by Schauna Findlay Relue on March 16, 2018

The Indiana General Assembly’s legislative session just ended, and now we know that we will have the Grade 10 ISTEP+ for two more years with a college entrance exam replacing the Grade 10 ISTEP+ in 2021-22. We still have a lot of work to do to ensure our students are prepared for the current graduation exam and what is to follow.

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Topics: Pivot INSPECT, education, formative assessment

5 Steps for Turning Assessment Results into Meaningful Actions

Posted by Adam Jones on April 12, 2017

Formative vs. Summative Assessment

Rick Wormeli, a leading thinker in the world of assessment, has written, “It’s not the format that makes an assessment formative or summative; it’s when we give the assessment and how we use the data from it that makes it formative or summative.” Here’s another way to think about it: If an assessment is used for summative purposes, students likely will not receive actionable feedback. But if an assessment is used for formative purposes, results are critically analyzed, and a student is provided specific guidance on how to refine and re-apply the skill being measured.

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Topics: assessments, Pivot INSPECT, data, data analysis, action planning, education, teaching

Pivot Pops:  February 2017

Posted by Tammy Kikta on February 7, 2017
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Topics: assessments, educators, Pivot, Pivot INSPECT

Who Should Really Be Taking Algebra I in Middle School?

Posted by Schauna Findlay Relue on April 5, 2016

The idea that we should accelerate students' math curriculum to ensure they can complete Calculus before graduation was a trend in the early 2000's that we now are able to see the results from. Requiring students to take Algebra I in middle school has proven problematic because there are many students being accelerated without the required foundational skills for future math success.

While these students may be able to earn a passing grade and pass the state test for Algebra I, the lack of foundational skills and many standards which are left unmastered eventually catch up with students as they pursue higher math courses. With our shift to college- and career-readiness standards, we must rethink how we are determining placement into accelerated math classes for middle school students and how we are designing the middle school curriculum to ensure students do not have gaps in their learning.

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Topics: Algebra, assessments, curriculum, Data Warehouse, educators, math, Pivot, Pivot INSPECT, Software