Transcript Slide 1

Assessment and Accountability Overview
Chris Domaleski, Georgia Department of Education
December 5, 2007
GaDOE Office of Assessment and
Accountability Goal
We will provide well-designed assessments,
aligned to the curriculum, with timely delivery of
useful results.
The Assessment and Accountability Team
Chris Domaleski
Associate Superintendent for
Assessment and Accountability
Jeff Barker
Joanne Leonard
Melissa Fincher
Joni Briscoe
Director, Division of
Assessment Administration
Director, Division of
Accountability
Director, Division of Assessment
Research and Development
Administrative
Specialist
Bobbie Bable
Nancy Haight
Dee Davis
Assessment Specialist, NAEP,
ITBS, GKAP
Accountability Specialist
Program Manager for Assessment
Research and Development
Deborah Houston
Cowen Harter
Joseph Blessing
Assessment Specialist,
ACCESS, GAA
Accountability Specialist
Assessment Specialist, OAS
Shirley Millicans
Donna Kelly
Amanda Ferster
Accountability Specialist
Assessment Specialist
Joanna Vahlsing
Adrienne Walker
Accountability Specialist
Assessment Specialist
Paula Rufus
Kay Ellen Rutledge
Assessment Specialist,
GHSGT, Writing Assessments
Admin Assistant
Debbie Moss
Administrative
Specialist
Assessment Specialist, CRCT
Assessment Specialist, EOCT
Connie
Caldwell
Assessment Programs
• Criterion-Referenced Competency Tests (CRCT)
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Reading, ELA, and Math in grades 1-8
Science and Social Studies in grades 3-8
Administered each spring
Retests in reading grades 3, 5, and 8 and math
grades 5 and 8 offered each summer
Assessment Programs
• Georgia High School Graduation Tests (GHSGT)
– Language arts, math, science, and social studies
– Students tested first in spring of 11th grade
– Retests offered in summer, fall, and winter
Assessment Programs
• End of Course Tests (EOCT)
– Taken following completion of any of the eight core courses:
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9th grade literature
American literature
Biology
Physical Science
Algebra
Geometry
U.S. History
Economics
– Results count as 15% of student’s course grade
– Administered in spring, summer, fall and ‘mid-month’
Assessment Programs
• Writing Assessments
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Grades 3, 5, 8, and 11 tested
Grades 3, portfolio based, submitted in spring
Grades 5, informational persuasive, or narrative
Grade 8, expository or persuasive topic
Grade 11, assesses persuasive writing
Georgia Alternate Assessment
NCLB and IDEA require
– Students with significant cognitive disabilities be
assessed in the same content areas as their peers.
– Students must be assessed on the same curriculum, not
an alternate curriculum.
– Students may be assessed via alternate
achievement standards, linked to the same
curricular standards at the students’ grade level.
Elements of the GAA
• The GAA is a portfolio of student work provided as
evidence that a student is making progress toward
grade-level academic standards
• The portfolio is flexible to allow for the diversity of
the students participating in the GAA
Portfolio Requirements
• Grades K-2 will develop a portfolio in ELA and Math
- 2 standards per content area
• Grades 3-8 and 11 will develop a portfolio in ELA, Math,
Science, and Social Studies
- 2 standards each for ELA and Math
- 1 standard each for Science and Social Studies
• For each standard, there are two collection periods
– one to show the student’s initial skill
the second to show achievement/progress.
• The focus is on academic content and skills
Georgia Kindergarten Inventory of
Developing Skills (GKIDS)
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Core Development Team (Jan 2007)
Advisory Committee (Feb-March 2007)
Professional Development (summer 2007)
Field Testing (2007-08 School Year)
Bias Review (May/June 2008)
Standard Setting (May/June 2008)
Assessment and Instructional Guide (summer 2008)
Professional Development (summer 2008)
Operational Assessment (2008-09)
Professional Development (on-going)
Elements of GKIDS
• The primary purpose of GKIDS is to provide ongoing
diagnostic information about kindergarten students’
mastery of the Georgia Performance Standards (GPS)
• GKIDS will also provide a summary of student
performance on those elements and standards of the
GPS that are indicators of first grade readiness
• GKIDS will serve both a formative and summative role
in assessing kindergarten students.
Domains of Learning
• Throughout the school year, teachers will observe and record
student performance in each content area specified in the GPS:
ELA, Mathematics, Science, and Social Studies.
• GKIDS will also include the Social/Emotional and Approaches to
Learning dimensions of early development and optional
recommendations for assessing Physical/Motor Development
• The summary report at the end of the school year will include
diagnostic information on four domains of early learning:
English Language Arts, Mathematics, Social and Emotional
Development, and Approaches to Learning.
Other Assessment Programs
• Iowa Test of Basic Skills (ITBS)
– Norm-Referenced Test (NRT) required in grades 3, 5,
and 8
• Assessing Comprehension and Communication in
English State to State (ACCESS) for English Language
Learners (ELL)
– Tests speaking, listening, reading, and writing by
grade cluster
• National Assessment of Educational Progress (NAEP)
Online Assessment System (OAS)
• A web-based system that provides tests using the
same kind of items that appear on the end-of-year
assessments.
– Originally developed for the CRCT. Includes items in all
grades and content areas (36) the CRCT covers.
– Expanded in spring 2005 to include high school science
Items
– 2005-2006 added high school language arts, mathematics,
and social studies items.
– Additional content added in 2006-2007 as well as a new
‘Level 3’ for benchmark tests.
Overview
• Two kinds of tests are provided:
– Student tests
• Grade-specific tests assigned automatically
• Completely under students’ control
– Teacher-created and assigned tests
• Teacher determines the nature of test, who takes the
test, when the test is taken
2007-2008 OAS Enhancements
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New item bank content
A new look and feel for the site
Constructed Response items
Training Resources
Using the Online System to
Improve Student Achievement
• Make tests short and frequent
• Make tests focused
• Make tests a part of instruction
– don’t just wait until you’ve covered a topic
– include items at varying levels of difficulty
• this will give you information about how well each
student knows the material
Accountability Essentials
Georgia’s AYP Determination Steps
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Participation at 95% in reading/English language arts and math based on
students continuously enrolled during state testing window;
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Academic performance in reading/English language arts and math based
on Full Academic Year (FAY) students;
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Annual Measurable Objectives (AMO) Absolute Bar
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Confidence Interval
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Multi-year Average
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Safe Harbor
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Federal Flexibility for schools and districts not making AYP based
solely on SWD group scores (approved for 2007 AYP)
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Second Indicator;
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Menu of Indicators for Elementary & Middle Schools
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Graduation Rate for High Schools
Academic Performance 2nd looks:
Confidence Interval (see GaDOE Accountability website for interactive
worksheet)
Confidence Interval is a simple statistical test that determines whether
the observed percentage of a group meeting a proficiency criterion
is significantly lower than the AMO for that test.
Multiyear Averaging (averages three years data)
The evaluation is based on the following data:
(#2005 proficient + #2006 proficient + #2007 proficient) / (#2005 tested + #2006 tested +
#2007 tested)
Example: (32.0+36.0+40.0) / (109.0+112.0+105.0) = 33.1%
For CRCT Math(2007) the AMO bar is 58.3%
This reporting group does not meet the Multiyear Average criteria for academics.
Safe Harbor ( Decrease “Did Not Meet” by 10%)
The evaluation is based on the following data:
Example: 2006 Percent did not meet = 68%
Safe Harbor Target = (68-(.10(68)) = 61.20
2007 Percent did not meet = 61.90
This reporting group does not meet the Safe Harbor criteria for academics.
CRCT -- MATH
Annual Measurable
Objectives
AMOs
Annual Step
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
50.00%
50.00%
58.30%
58.30%
58.30%
66.70%
66.70%
66.70%
75.00%
83.30%
91.70%
100.00%
CRCT -- READING & ENGLISH
LANGUAGE ARTS COMBINED
Annual Measurable
Objective
AMOs
Annual Step
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
60.00%
60.00%
66.70%
66.70%
66.70%
73.30%
73.30%
73.30%
80.00%
86.70%
93.30%
100.00%
Enhanced GHSGT - Math
Annual Measurable
Objectives
AMOs
Annual Step
2003
81.00%
2004
62.30%
2005
62.30%
2006
68.60%
2007
68.60%
2008
74.90%
2009
74.90%
2010
74.90%
2011
81.20%
2012
87.40%
2013
93.70%
2014
100.00%
Enhanced GHSGT English/Language Arts
Annual Measurable
Objectives
AMOs
Annual Step
2003
88.00%
2004
81.60%
2005
81.60%
2006
84.70%
2007
84.70%
2008
87.70%
2009
87.70%
2010
87.70%
2011
90.80%
2012
93.90%
2013
96.90%
2014
100.00%
Enhanced GHSGT - Performance Levels for AYP Purposes
Mathematics
Basic: Scale scores 400 to 515
Proficient: Scale scores 516 to 524
Advanced: Scale scores 525 to 600
Language Arts
Basic: Scale scores 400 to 510
Proficient: Scale scores 511 to 537
Advanced: Scale scores 538 to 600
In spring 2008, a new scale score where one standard indicates both
pass and proficient will be established for ELA. This will be used for
both academic performance and diploma eligibility.
Assessment and Accountability
Future Directions and Updates
Curriculum Transition
• What’s coming up?
– EOCT
• US History and Economics transitions in 2007-2008
• Math I and Math II developed in 2008-2009
– CRCT
• 2007-2008: Math grades 3-5, 8; Science grade 8; Social Studies
grades 6-8
• 2008-2009: Social Studies grades 3-5
– GHSGT
• ‘Transitional’ test in Social Studies
• Fully GPS-based test in ELA and Science
– GHSWT
• Starting in fall 2007, will be GPS based
What changes can you expect in a test when
it transitions from QCC to GPS?
• A new reporting scale is created
• Domains (and content weights) are revised
– Please refer to the website for updated content
descriptions and resources
• Important: performance on the new GPS test is not
comparable to the former QCC test. The GPS test
sets a new baseline.
Ideas for Changing Secondary
Assessment
Starting the Conversation
Possible Elements of New Model
• All students take at least two EOCT in each of four
content areas: English/ Language Arts, Mathematics,
Science, and Social Studies
• Tests are given immediately following the applicable
course or courses
• Tests count for both diploma eligibility and NCLB
accountability
• Retests will be offered without limit
Assessments
ELA
Math
• 9th Grade Literature
• 10th Grade
• Math I
• Math II
Science
• Biology
• Physical Science OR Physics
Social
Studies
• World History
• US History & American Government
• Economics
Assessment Development
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Tests that are already developed or that are on schedule to be developed
– 9th Grade Literature (Fall 2005)
– Physical Science (Fall 2005)
– Biology (Fall 2005)
– Economics (Fall 2007)
– Math I (Fall 2008)
– Math II (Spring 2009)
Test that will need to be revised
– American Literature revised to be ‘genre-neutral’ 10th grade literature
Tests that will have to be newly developed
– Physics
– U.S. History/ American Government
– World History
Accountability
• Four performance levels established for each
test:
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Below Proficiency
Basic Proficiency
Advanced Proficiency
Honors
This ‘proposal’ is in the very early
stages of consideration.
We will move forward by soliciting
feedback from stakeholders around the
state.
Your input is critical.
Contact Information:
Chris Domaleski
[email protected]
404-656-2668