OEA Assessment Update Board 031114

Download Report

Transcript OEA Assessment Update Board 031114

Update Report
on
Current & Upcoming
District/State Assessments
Standing Committee
March 11, 2014
Agenda
• DPI Agenda
• Migration to Technology Enhanced
and/or Adaptive Assessments
• State Assessments
• District Assessments
• Available Accommodations
• Logistics & Concerns
• Preparation
Assessments:
How Do We Know if They Learn?
Technology Enhanced Assessments
• Though some of the assessments are still in a
physical format, greater integration of technology
improves reporting, sharing, and intervention
• Computer Adaptive Testing (CAT)
–
–
–
–
Provides better information for teachers
Selected response & technology enhanced questions
More efficient and secure (secure browsers)
Accurately reflect the student achievement level as the
questions adapt to performance
– Results usually come in days & weeks, not months
PALS
Phonological Awareness Literacy Screening
Grade Levels
Grades PK/K/1 (Will add grade 2 in 2014-15)
New or Replacement
New Assessment
Purpose of the
Assessment
DPI wanted to utilize an early literacy screener to identify
reading proficiency as students approach grade 3 (Act 166).
Testing Cycle
Mandatory (Fall/Spring) Optional (Winter)
Time per Session
10-15+ minutes, depending on grade level and tasks
Annual Load
Approximately 8,600 initial assessments (PK-1) with
potentially 4,500 additional tasks
Testing Method
Combination of small group and individual, led by the
teacher. Additional assessment tasks may be administered.
Testing Costs and
Impact
Substitute coverage while teacher administers and evaluates
the assessments. Teachers must pass an online assessment
for test administration.
Teacher/ Parent/
Guardian Awareness
Results are usually shared 2-3 weeks after the testing
session.
Further Information
http://palswisconsin.info/
PALS Sample
PALS Results
• Teacher identifies the
student score against
the (benchmark) and
max score.
• Additional tasks
depend on exceeding
or not meeting the
benchmark.
• Ex. If a student does
not meet the group
rhyme benchmark,
then they are assessed
individually.
WKCE/WAA-SwD
Wisconsin Knowledge & Concepts Exam/ Wisconsin Alternate Assessment
Grade Levels
Grades 4/8/10
New or Replacement
Modification, just Science and Social Studies
Purpose of the
Assessment
Continuation of core subject assessment and alternate
assessment (WAA) for Science & Social Studies.
Testing Cycle
Mandatory (Fall)
Time per Session
1.5 to 2.0 hours
Annual Load
Approximately 4,800 (grades 4/8/10)
Testing Method
Proctored in class, paper and pencil for select response
questions.
Testing Costs and
Impact
Strict testing security protocols for handling and securing test
booklets.
Teacher/ Parent/
Guardian Awareness
Previously 4 months, but will hopefully improve to a shorter
reporting window with just select response questions.
Further Information
http://oea.dpi.wi.gov/oea_wkce_home
WKCE Results
Student’s Score
State Percentile Score
Framework/Standard
Student’s Range of scores
Dynamic Learning Maps
Dynamic Learning Maps
Grade Levels
Grades 3-11
New or Replacement
Replaces the Wisconsin Alternative Assessments (WAA)
Purpose of the
Assessment
Allow for assessment and progress monitoring of students
who have an alternative assessment designation (i.e.
cognitively disabled). Less than 1% of student population.
Testing Cycle
Mandatory (Spring)
Time per Session
Varies by grade level and student response.
Annual Load
Approximately 100-120 (grades 3-11)
Testing Method
Shorter, multiple testlets which are individually assigned
based on student needs and profile. Use of physical prompts
and items for both English/Language Arts and Math.
Testing Costs and
Impact
Current field testing at 3 locations. Will revise testing
administration and support structure based on results.
Teacher/ Parent/
Guardian Awareness
TBD, but the assessment is all online and hopefully the
results will be available shortly after the assessment.
Further Information
http://dynamiclearningmaps.org/
Dynamic Learning Map Sample
Smarter Balanced Assessment Consortium
Smarter Balanced Assessments
Grade Levels
Grades 3-8
New or Replacement
New Assessment that replaces the WKCE for Math and
English/Language Arts & Literacy only.
Purpose of the
Assessment
DPI mandated assessment for student achievement and
based on the Common Core standards.
Testing Cycle
Mandatory Grades 3-8 (Spring)
Time per Session
7- 8 hours
Annual Load
Approximately 9,400
Testing Method
Proctored online adaptive assessment (non-performance),
with a classroom activity (group setting) and an individual
performance task component.
Testing Costs and
Impact
Dedicated usage of computer labs.
Teacher/ Parent/
Guardian Awareness
Results are expected in 3-5 weeks.
Further Information
http://www.smarterbalanced.org/
Smarter Balanced supports Wisconsin’s vision of encouraging all
students to aim high while giving all educators the tools to help them
Wisconsin’s aspirations
How Smarter Balanced helps fulfill…
Increase expectations for all students,
simultaneously raising academic standards,
graduation rates, and student achievement
▪ Aligns with rigorous current [state] standards
▪ Assesses ability to solve complex problems and interpret and
Prepare students for today’s world by
emphasizing career and college readiness
and using technology to inform instruction
▪ Emphasizes skills valued by employers and higher education
▪ Enables more precise assessment, faster reporting, and different
Provide teachers, parents, and students
with timely and actionable information
that allows them to personalize instruction to
best meet the needs of individual learners
Improve accessibility for special student
populations, including English-language
learners and students with disabilities
Give all districts the ability to adopt highquality student growth measures at the
lowest-possible cost
Provide teachers and teacher training
programs with tools to promote bestpractice instruction
synthesize data from multiple sources
item types via computer-adaptive assessments
▪ Measures individual student achievement with greater precision using
▪
▪
computer-adaptive assessment that tailors tests to students
Online system dramatically speeds scoring/reporting
Perfectly aligns interims with summative (“no surprises”)
▪ Employs “universal design” principles to maximize item
▪
▪
comprehension across all student groups
Enables greater investment in accommodation
(e.g., item translation) than would be feasible for a single state by
leveraging the multi-state consortium
Minimizes additional cost of interim assessments by allowing
districts to leverage the same system used for year-end state tests
▪ Includes easy-to-access library of formative tools
and professional development material for both
current and future teachers
Smarter Assessment System
ELA/Literacy and Mathematics, Wisconsin Grades 3-8
School Year
April & May
DIGITAL LIBRARY of formative tools, processes and exemplars; released items
and tasks; model curriculum units; educator training; professional development
tools and resources; scorer training modules; and teacher collaboration tools.
Optional Interim
Assessment
Computer Adaptive
Assessment and
Performance Tasks
Optional Interim
Assessment
Computer Adaptive
Assessment and
Performance Tasks
Summative Assessment for
Accountability
Performance
Tasks
• ELA/Literacy
• Mathematics
Scope, sequence, number, and timing of
interim assessments locally determined
*Time windows may be adjusted based on results from the research agenda
and final implementation decisions.
Computer
Adaptive
Assessment
• ELA/Literacy
• Mathematics
Spring 2014 Field Test
•
•
•
•
22 member states are participating
Includes 20% of WI students in grades 3-8
A representative sample was drawn from the school volunteers
Provides Smarter Balanced the opportunity to:
– ensure assessments are valid, reliable and fair for all students
– Determine which questions work well and which need to be improved
– Evaluate the performance of more than 20,000 assessment items and
performance tasks
– Set preliminary achievement standards during the Summer of 2014
• Because the Field Test is a “test of a test”, schools will not
receive scores
KUSD Field Test Participants
• Schools
– Brass, Ed Bain Creative Arts, Grewenow, Harvey, KTEC,
McKinley, Somers, Southport, Whittier, Lance, Lincoln
– Parent notification from each school
• Grade Levels 3 through 8
• Includes 2,252 students (23% of District 3-8 students)
• Content Areas
– English Language Arts/Literacy
– Math
Assessment Format
•
Non-Performance Task Items
– Selected response, technology enhanced response
– 2 sessions (can be more)
•
Classroom Activity
– Led by teacher
– Does not have to be in computer lab
– Must be completed before Performance Task
•
Performance Task (constructed response)
– 2 sessions for English Language Arts/Literacy
Session 1: Read sources and answer 3 research questions
Session 2: Written response using the sources
– 1 session for Math
•
Sessions are not timed; estimates are provided for scheduling
purposes
Assessment Timing Example
English Language Arts and Math
Content
Area
English
Language
Arts/Literacy
Grades
Nonperformance
Task Items
Hrs:mins
Classroom
Activity
(prior to PT)
Hrs:mins
Performance
Task
Hrs:mins
Total
Hrs:min
3-5
1:30
:30
2:00
4:00
6-8
1:30
:30
2:00
4:00
3-5
1:30
:30
1:00
3:00
6-8
2:00
:30
1:00
3:30
Math
Smarter Balanced Sample
ELA Gr. 4
Performance Task – Math (Gr. 6)
Taking a Field Trip – Classroom Activity
• Setting Context
– Have you been on field trip?
– Things you liked about field trip?
– Where would you like to go on your next field trip?
• Modeling a Process
–
–
–
–
–
–
Voting for first and second choices
Charting classroom results
Determining top choices
Reasons for choice (criteria)
Criteria for choosing a field trip
Introduce costs: transportation, admission, etc.
Classroom Activity and
Performance Task
• Students participate in the classroom activity
together. Class discussion is facilitated by
teacher. The classroom activities are nonsecure.
• The performance task following the
classroom activity is an individual student
task. Students work independently in a
secure test environment with no discussion.
Performance Task – Math (Gr. 6)
Taking a Field Trip
• Based only on the results of the class votes, where
would you recommend the class go on the field trip?
Show your work or explain how you found your answer.
Performance Task – Math (Gr. 6)
Taking a Field Trip
More facts about the trip.
•
•
•
•
Aquarium
Science Museum
Zoo
Distance from School
(one way)
30 miles
10 miles
34 miles
Bus Charge
$6 per mile
$6 per mile
$6 per mile
Entrance Fee
$6 per person
$10 per person
$2.50 per person
The teacher and parent helpers do not pay an entrance fee.
There are 30 students in the class.
Only 1 bus is needed.
The bus charge is for the entire busload of students
(not each student).
• Each student will pay the same amount.
• The school will pay the first $200.00 of the trip.
Performance Task – Math (Gr. 6)
• Sample questions:
• Now we will think about the costs of the trip.
How much will each student pay to go on
each trip? Show your work or explain how
you found your answer.
• Daniel thinks that it will cost less to go to the
zoo because the entrance fee is only $2.50
per person. Explain why you agree or
disagree with Daniel’s thinking.
ACT Aspire Early High School
Grade Levels
Grades 9/10
New or Replacement
New Assessment that replaces the ACT Explore grade 9
(district initiated) and the ACT Plan grade 10 (optional).
Purpose of the
Assessment
DPI mandated early high school assessment for college and
career readiness, part of the ACT Suite.
Testing Cycle
Mandatory Grade 9 (Fall/Spring) and Grade 10 (Spring).
Time per Session
4.25 hours (Explore & Plan were about 2.0 hours each and
given once a year).
Annual Load
Approximately 5,650
Testing Method
Proctored online assessment, covering English, Writing,
Reading, Math, and Science.
Testing Costs and
Impact
Dedicated usage of computer labs.
Teacher/ Parent/
Guardian Awareness
Results are expected in 3-5 weeks.
Further Information
http://www.discoveractaspire.org/assessments.html
ACT Aspire Results Sample
• ACT Aspire Progress Report is still under
development.
ACT
Grade Levels
Grade 11
New or Replacement
Modification of previous ACT exam. Paper exam for 201415, move to online version in 2015-16.
Purpose of the
Assessment
DPI mandated high school assessment for college and
career readiness, part of the ACT Suite.
Testing Cycle
Mandatory Grade 11 (Spring).
Time per Session
3.5 hours
Annual Load
Approximately 1,850
Testing Method
Proctored online assessment, covering English, Writing,
Reading, Math, and Science. Testing security mandates all
WI grade 11 students attempt on the designated test day.
Testing Costs and
Impact
Dedicated day for state attempt, computer usage for the
following year.
Teacher/ Parent/
Guardian Awareness
Results are expected in about 6 weeks.
Further Information
http://www.act.org/
ACT Results Sample
ACT WorkKeys
Grade Levels
Grade 11
New or Replacement
Business Writing is used as an alternate Writing requirement
assessment for the KUSD Competency Diploma (IOWA). All grade
11 students will now attempt Reading for Information, Applied Math,
and Locating Information WorkKeys assessments.
Purpose of the
Assessment
DPI mandated high school assessment for college and
career readiness, part of the ACT Suite.
Testing Cycle
Mandatory Grade 11 (Spring)
Time per Session
2.5 hours
Annual Load
Approximately 1,850
Testing Method
Paper and pencil assessment. Testing security mandates all
WI grade 11 students attempt on the designated test day.
Testing Costs and
Impact
Dedicated day for state attempt.
Teacher/ Parent/
Guardian Awareness
Results are expected in about 6 weeks.
Further Information
https://www.act.org/workkeys/
WorkKeys Sample
Business Writing Prompt:
At your office, employees are allowed to skip their
morning and/or afternoon breaks to take longer
lunch breaks. However, the personnel manager
says that employees have been taking too much
time on their lunch breaks as a result of this policy.
She wants to require all employees to take their
morning and afternoon breaks and the standard
lunch break. Write a letter to the personnel
manager explaining whether or not you are in favor
of this proposal and why.
ACT WorkKeys Results Sample
• If a student meets proficiency in all 3 areas,
they can earn an ACT National Career
Readiness Certificate.
ACT Dates (Confirmed)
2014-15 (Paper) & 2015-16 (Online)
ACT, Inc. only offers three Spring state administration dates each year.
Wisconsin has chosen to participate in the earliest of these three testing
opportunities to avoid scheduling conflicts with traditional Spring breaks.
•
•
•
•
The ACT Plus Writing: March 3, 2015, makeup date on March 17, 2015.
Students with accommodations, two week window of March 3-17, 2015.
ACT WorkKeys: March 4, 2015, makeup date of March 18, 2015.
Students with accommodations, two week window of March 4-18, 2015.
•
•
•
•
The ACT Plus Writing: March 1, 2016, makeup date on March 15, 2016.
Students with accommodations, two week window of March 1-15, 2016.
ACT WorkKeys: March 2, 2016, makeup date of March 16, 2016.
Students with accommodations, two week window of March 2-16, 2016.
NAEP
National Assessment of Educational Progress
Grade Levels
Varies by selection each year (4/8/12).
New or Replacement
Continued assessment, DPI sends notification in June to a
school/district for the upcoming year.
Purpose of the
Assessment
Congressionally mandated assessment used for national
comparison of student progress, state reporting.
Testing Cycle
Spring
Time per Session
2.0 hours
Annual Load
Sample draw of students from a selected grade level. KUSD
participation for 2013-14, was Lance for Information &
Engineering Literacy, about 30 students.
Testing Method
Online assessment
Testing Costs and
Impact
Lab usage
Teacher/ Parent/
Guardian Awareness
State level results are published about 6 months after the
assessment. No individual results.
Further Information
http://nces.ed.gov/nationsreportcard/
NAEP is conducted every other year (odd numbered years). It yields
public school State results for grades 4 and 8, and public/nonpublic
National results for grades 4, 8, and 12. There also are a select
number of urban districts that participate in the Trial Urban District
Assessment (TUDA).
ACCESS for ELLs
Grade Levels
Grades K-12
New or Replacement
Continuation of language proficiency assessment. Access
for ELLs 2.0 in 2015-16.
Purpose of the
Assessment
Federal mandate to provide annual assessments for Limited
English Proficient (LEP) students. Covers reading, writing,
listening, and speaking domains.
Testing Cycle
Mandatory Grades K-12 (Winter)
Time per Session
2.0 hours
Annual Load
Approximately 2,000
Testing Method
Paper and pencil version will be replaced by the online
version (Access 2.0) in 2015-16.
Testing Costs and
Impact
A combination of individual and group administered testing
sessions.
Teacher/ Parent/
Guardian Awareness
Results are expected in about 2 months.
Further Information
http://www.wida.us/assessment/access/
Access for ELLs Sample
(Grades1-2)
Access for ELLs Results Sample
• Language Acquisition Program (LAP) teachers administer
the assessments.
• Language support is available for proficiency scores below
6.0. Optional support beyond a score of 6.0 (English
proficiency). 2 year monitoring period after reaching 6.0.
MAP
Measure of Academic Progress
Grade Levels
Grades 2-10
New or Replacement
District initiated assessment covering Reading and Math.
Purpose of the
Assessment
To monitor student progress multiple times a year, with
increased coloration to the Common Core standards.
Testing Cycle
Mandatory Grades 2-10 (Fall, Winter, Spring)
Time per Session
2.0 hours
Annual Load
Approximately 44,000
Testing Method
Adaptive online assessments that cover Reading and Math.
Testing Costs and
Impact
$11.50 per student per year. Dedicated computer usage.
Teacher/ Parent/
Guardian Awareness
Individual results are available right after the assessment,
school and district reports usually within 2-3 weeks.
Further Information
http://www.nwea.org/
MAP Results Sample
Smarter Balanced Assessment
• Usability, Accessibility and
Accommodations Guidelines
– Universal Tools
– Designated Supports
– Accommodations
– All yield valid scores that count as
participation in statewide assessments
Universal Tools
• Available to all students
• Students have the ability to activate as they move along
Designated Supports
• Available to any student for whom the need has been
indicated by an educator, prior to the start of the
assessment
• IEP or ELL status is not required
Accommodations
• Need must be documented in an IEP or 504 Plan
• Accommodations must be set prior to the start of the
assessment
Smarter Balanced
Test Settings and Accommodations
Logistics Concerns
• Testing logistics
– Mental preparedness (challenging new method of questioning)
– Preparing students, parents, and staff with regards to expectations
– Scheduling the resources within each school
• Test security
– Still expect a high level of awareness and handling for physical items
– Though online tests may provide a varied question sequence, we must still
maintain quality monitoring practices
• Proctoring
– Some of the assessments may require additional validation (PALS)
– All staff who proctor should understand all aspects of each assessment
• Technology
– Need to be aware of potential obstacles in the shared (online) medium
– Technology integration will continue to increase
– Bandwidth
Technology Readiness
Logistics Concerns
“You are receiving this communication because you are participating
in at least one of the Dynamic Learning Maps (DLM) field tests this
spring. We wanted to send a special note to districts expressing our
shared concerns regarding the DLM Field Test 1 experience. We
understand that Wisconsin is one of many states in the DLM
consortium who is experiencing these challenges.
As such, DLM requests that districts who are part of Field Test 1 and
who continue to experience difficulties with the system, withdraw
from Field Test 1 and attempt to participate in Field Test 2 or
3. Districts who have not experienced difficulties or who are already
testing students should continue to move forward with field testing.”
DPI: February Communication
Preparation & Awareness
•
•
•
•
•
•
•
•
•
•
DPI Assessment update meetings
Presentations for district staff & schools
Counselor meetings
Board presentations & updates
Teacher training
Practice exams when possible
Parent communication
Use of reports, custom data integration
Secure tracking of scores (SIS, WISEdash)
KUSD website (Office of Educational Accountability)