Transcript Slide 1

Next Generation of
Assessments in Ohio
September 19, 2012
Presented by the
Ohio Department of Education:
Paula Mahaley
Office of Curriculum and Assessment
Ohio’s Choice
Partnership for Assessment of
Readiness for College and Careers
PARCC
Sign up for PARCC Place Newsletter and updates at
www.parcconline.org
PARCC
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Consortia of 23 states + Washington D.C.
English language arts and mathematics
assessments
Make significant use of technology
Rapid reporting system to inform instruction
and accountability
Reduce test administration costs (no shipping
test booklets, etc.)
Rationale for PARCC
 Close alignment with Ohio’s Race to the Top
initiatives and state legislation
 Established relationships with PARCC states – same
issues
 Strong involvement with higher education
• Achieve’s* work on Algebra I and II End-of-Course
assessments led by Ohio
*PARCC’s project manager partner
PARCC States
Governing Board States
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Participating States
Next Generation of Assessments
• More rigorous tests measuring student progress toward “college and
career readiness”
• Have common, comparable scores across member states, and across
consortia
• Provide achievement and growth information to help make better
educational decisions and professional development opportunities
• Assess all students, except those with “significant cognitive
disabilities”
• Administer online with timely results
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
PARCC Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
Optional Assessments/Flexible Administration
Diagnostic Assessment
• Early indicator of
student knowledge and
skills to inform
instruction, supports,
and PD
Summative,
Required
assessment
Mid-Year Assessment
• Performance-based
• Emphasis on hard-tomeasure standards
• Potentially summative
Interim, optional
assessment
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of concepts
and skills
• Required
ELA - Speaking And Listening
Assessment
• Locally scored
• Non-summative, required
End-of-Year
Assessment
• Innovative, computerbased items
• Required
PARCC Assessment Design
Non-Summative Assessment Components
Optional Assessments/Flexible Administration
Diagnostic
Assessment
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Mid-Year
Assessment
Diagnostic Assessment designed to be
an indicator of student knowledge and
skills so that instruction, supports and
professional development can be tailored
to meet student needs
Mid-Year Assessment comprised of
performance-based items and tasks, with
an emphasis on hard-to-measure
standards. After study, individual states
may consider including as a summative
component
PARCC Assessment Design
Summative Assessment Components
Performance-Based Assessment (PBA)
administered as close to the end of the school year
as possible. The PBA will include extended tasks
and applications of concepts and skills. The
ELA/literacy PBA will focus on writing effectively
when analyzing text. The mathematics PBA will
focus on applying skills, concepts, and
understandings to solve multi-step problems
requiring abstract reasoning, precision,
perseverance, and strategic use of tools.
End-of-Year Assessment (EOY) administered
after approx. 90% of the school year. The
ELA/literacy EOY will focus on reading
comprehension. The math EOY will be comprised
of innovative, machine-scorable items.
*Scores based on the combined results
*Common performance levels
Performance-Based
Assessment (PBA)
End-of-Year
Assessment
PARCC Components:
1. Diagnostic (optional)
2. Mid-year (optional)
3. Performance Based – summative score
(required*)
4. End-of-year – summative score
(required*)
5. Listening/Speaking (required)
PARCC Assessment Design
Item Types
– Multiple-choice items
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Technology-enhanced items
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Performance Task items
PARCC Assessment Design
ELA – test design – high school
• End-of-Year
• One test – reading passage/text
• Reading questions based on text
• Writing prompt based on text:
• Expository
• Persuasive
PARCC assessment system
Evidence-Based Selected Response
• Assess reading comprehension
• Performance Based – summative
• End-of-Year – summative
Technology-Enhanced Constructed
Response
• Assess reading comprehension
• Performance Based – summative
• End-of-Year – summative
PARCC assessment system
Prose Constructed Response
• Extended writing
• Four PCR on each Performance-Based
Summative
• Will assess
• Written expression and
• Knowledge and use of language and
conventions
PARCC assessment system
Mathematics – test design – high school
• End-of-course
• Traditional – Algebra I, Algebra II and
Geometry
• Integrated – Mathematics I, II and III
Minimum Guidelines for New
Hardware Purchases – PARCC
Hardware
• 1 GHz or faster processor
• 1 GB RAM or greater memory
• 9.5 inch (10 inch class) or larger screen size
• 1024 x 768 or better screen resolution
Operating System
• Window 7
• Mac 10.7
• Linus (Ubuntu 11.10, Fedora 16)
• Chrome OS
• Apple iOS
• Android 4.0
Minimum Guidelines for New
Hardware Purchases – PARCC
Networking
• Wired or wireless Internet Connection
Device Type
• Desktops, laptops, netbooks, thin client, and tablets that
meet the hardware, operating system and networking
specifications
PARCC assessment system
RFP released through the Indiana Department of
Education
• PARCC Item Tryout,
• Field Testing,
• Operational Form Construction, and
• Embedded Research
The RFP can be viewed at:
http://www.in.gov/idoa/proc/bids/rfp-12-109.
PARCC assessment system
PARCC is seeking feedback from the public on two draft
policies :
• PARCC policy for making college-ready determinations in
English language arts/literacy and mathematics, and
• Draft policy-level performance level descriptors (PLDs)
and general content-level PLDs for the PARCC
assessments.
Please go to link below for documents:
http://www.parcconline.org/crd-pld-survey
Please go to link below to send your response/comments:
http://bit.ly/PARCCCRDPLD-OH
Ohio’s Definition
“Technology-enhanced item” has many
different definitions. For our purposes today,
we will agree that a technology enhanced
item is an item delivered by way of a
computer, answered by way of a digital input
device, and scored electronically, when
possible.
Technology-Enhanced Items
Research efforts have created a seven dimension
taxonomy for computer-based assessment items
according to item development and use of technology
(Parshall & Harmes, 2009).
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Assessment structure = types of items used
Response action = physical action & input device
Media inclusion = use of audio & video
Interactivity = reaction/response to input
Complexity = number & variety of elements
Fidelity = the degree the assessment provides a realistic and
accurate reproduction of the objects, situations, tasks, or
environments of the construct being measured
– Scoring method = automated or human; one or more
outcomes
Technology-Enhanced Items
Used with permission from Dr. Kathleen Scalise.
http://pages.uoregon.edu/kscalise/taxonomy/taxonomy.html
Technology-Enhanced Items
For additional information, please contact Kirk Ross
[email protected]
Ohio’s Next Generation
of Assessments
PARCC developed
assessments
• Assess Common Core
Student Standards
• English language arts
• grades 3 – 8 and high
school
• Mathematics
• grades 3 – 8 and high
school
• Operational school year
2014-15
State developed
assessments
• Assess Ohio’s New
Learning Standards
• Science
• grades 5 and 8 and
high school
• Social Studies
• grades 4 and 6* and
high school
• Operational school year
2014-15
*requires legislation to change
Ohio Assessment Timeline
June
2010
• State Board Adopted Ohio’s New Learning
Standards (CCSS ELA and Mathematics, and
Ohio’s Revised Science and Social Studies)
• State Board Adopted Model
March
Curriculum
2011
• Assessment Development
20122014
• Test Development
• Field Test
• Standards Setting
• Assessments Operational – First
2014Administration
2015
Ohio’s
Projects
Pencil-paper
Key Steps
1. Conduct a needs analysis
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3.
4.
5.
Computer-based
Details
Ohio will (a) create a detailed assessment-design
roadmap and (b) conduct a technology
infrastructure survey of districts to establish baseline
information and to evaluate Ohio’s readiness for
online assessment.
Develop a transition strategy Ohio will create a multi-year, multi-stepped
transition plan, allowing districts to gradually build
the necessary infrastructure, confidence, and
comfort with technology-based assessments.
Ensure interoperability
Ohio will evaluate and understand state-specific
portability and interoperability needs to ensure that
the online assessment system and other data
managements systems are fully integrated or can
freely exchange data as needed.
Communicate proactively
Ohio will design and implement a communication
and training plan that includes input and
participation from all stakeholders.
Anticipate ongoing change
Ohio will design and implement a plan for ongoing
needs analysis, system development, capacity
building, and communication.
Needs Analysis
• Survey on Computer Capacity May 2011
• Online Assessment Pilot May 2012
• Technology Readiness Tool May 2012 - ongoing
For additional information, please contact Kirk Ross
[email protected]
Technology Readiness Tool
PARCC and SBAC Cooperative Project
• Survey of hardware in use in a district and schools
Readiness for online assessments has different dimensions:
• Computers & other devices
• Minimum system requirements
• Ratio of devices to test-takers
• Including testing window and session scheduling
• Network and infrastructure
• Bandwidth, network utilization, size of content
• Personnel (staffing & training)
TRT Contact
State Resource Coordinator
PARCC/SBAC Technology Readiness Tool Project in Ohio
Ohio Department of Education
Office of Curriculum and Assessment
25 South Front Street
Columbus, OH 43215
(614) 995-4146
[email protected]
Ohio Race to the Top Projects
Ohio Performance Assessment Pilot Program
(OPAPP):
Performance Task Assessment
• Learning Task
• Assessment Task
Grades:
• 11 & 12 – English language arts, mathematics and science
• 3, 4 & 5 – English language arts, mathematics, science and
social studies
Contact: [email protected]
Ohio Race to the Top Projects
Formative Assessment Middle School (FAMS)
Formative instruction process/practice
Community of Practice
Grades:
• 5, 6, 7 & 8 – English language arts, and mathematics
Contact: [email protected]
Ohio Race to the Top Projects
Formative Instructional Practices (FIP)
Professional Development
Statewide system of resources and support designed to create
meaningful change through use of formative instructional
Regional FIP Specialists dedicated to training and supporting local
facilitators
Utilizes online learning modules and teacher team collaborative
learning to meet HQPD standards
Content includes foundations of FIP and application of Ohio’s new
and revised standards
Contact: [email protected]
www.FIPYourSchoolOhio.org
Where are we now?
Existing State Assessments
2012-13
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State assessments remain aligned to the 2001-2002 Academic Content
Standards.
Pilot online test prototypes and innovative testing options (such as
performance-based or formative).
2013-14
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As blueprint flexibility allows, focus on assessing the content shared by the
2001-2002 Standards and the 2010 Standards and Model Curriculum
document.
Field testing PARCC items for Mathematics and ELA, state developed items
for Social Studies and Science.
2014-15
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New state assessment system fully operational and aligned to the 2010
Academic Content Standards and Model Curriculum.
Information from the ODE Transition Document
Ohio Transition
HB153 July 2011
Changes
High School
• National Standardized
Assessment
• Series of End-of-Course exams
• Senior Project
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Ohio’s Current Assessments
OTELA – EAG and new ELP standards – in progress
Alternate Assessment for Students with Disabilities
(AASWD) – new Alternate Assessment for Students with
Significant Cognitive Disabilities (AASCD) – spring 2013
Ohio Academic Content Standards – Extended (OACS-E) completed
Diagnostics – revised Diagnostics linked to the CCSS will be
posted August 1, 2012 – requirements under SB 316
Kindergarten Readiness Assessment – Literacy (KRA-L) –
Race to the Top Early Learning Challenge Grant – in progress
Senate Bill 316
• Provide early intervention and support in reading
for at risk students at grades K-3
• Administer reading diagnostics to all K-3 students
by Sept. 30 each year
• Develop individualized Reading Improvement
and Monitoring Plans for students deemed “not
on-track” (not reading at grade level)
Senate Bill 316
• Provide interventions for K-3 students “not on
track” and students retained under the Third
Grade Guarantee
• Report data results to the Department of
Education
• Retain 3rd grade students that do not meet the
required cut score.
Web Resources
PARCC: http://www.parcconline.org/
Search education.ohio.gov using keywords:
– Testing rules book
– OAA
– OGT
– OTELA
– Diagnostics
– KRA-L
– Comparative Analysis
– Extended Standards
Contact Information
Paula Mahaley
Ohio Dept. of Education
[email protected]
614 466-0217
Questions?