Transcript ACS - ELA - Fresno Unified School District

2007-2008 Assessment in FUSD
ACS & Beyond
Outcomes/Agenda For ACSMS Test Coordinator
2007-2008 Inservice
1. Each Test Coordinator will be able to
articulate Key ACS Concepts
2. Each Test Coordinator will
understand the logistics (nuts & bolts)
of ACS test administration
3. Each Test Coordinator will engage in
a conversation about ACS changes
and gain knowledge about AFS
ACS Overview & Key Concepts
Begin with the end in mind…
So three things to remember from
this part of the presentation…
1. The ACS is just one part of an
overall assessment system
2. The ACS assessments are good
3. Teachers can use the results to
inform their teaching
Matrix of FUSD Assessments
ENGLISH LANGUAGE ARTS
KINDERGARTEN
GRADES 1-6
MIDDLE
SCHOOLS
HIGH SCHOOLS
Writing Sample
• GLAS
(Grade Level Assessment of Standards)
MATH
KAIG
(Kindergarten Assessment of
Individual Growth)
• GLAS
• Writing Sample
(Grade Level Assessment of
Standards)
•ACS
•ACS
(Assessment of Critical Standards)
•Writing Sample
(Assessment of Critical
Standards)
• ACS-HS
(ELA: Grades 9 and 10);
(MATH: Algebra I, Geometry)
(SCIENCE: Biology, Chemistry, Earth Science);
(HISTORY: US History; Modern World History);
Intent of ACS
• Measure student performance on the
assessed standards/skills
• Enable teachers & administrators to
target students for appropriate
instructional interventions
• Provides overall ACS results in a
manner similar to CST results
• Allow teacher self-study of
standards/objectives taught
• Provides a standardized measure
across schools
Subjects & Grades Assessed
• English Language
Arts
– 6th Grade (TRIMESTER)
(McDougall-Littell)
– 7th Grade
– 8th Grade
• Each grade tested
three times each year
• Mathematics
– 7th Grade
Foundations of Math
– 8th Grade
Math Concepts
– All Students Enrolled in
Algebra I (HS Test)
– All Students Enrolled in
Geometry (HS Test)
• Each grade tested
three times each year
Subjects & Grades Assessed
• History Pilot
– Four Schools
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•
Ahwahnee,
Bullard Talent,
Scandinavian,
Yosemite
– 7th Grade (World History)
– 8th Grade (US History)
• Each grade tested
FOUR times each year
• Pilot started with Q3
in 2006-2007
• History Launch
– Probably Qtr 3
– 8th Grade
US History
– 7th Grade
World History
– There is a Qtr 4
assessment!
ACS Features
• The assessments are aligned to the California
State Standards
• The tests are NOT timed. Students should be
able to complete the test in a 60 minute class
period. Extra time may be given for students
continuing to make progress toward test
completion after the end of the class period.
• ELA Assessments may be split across two
days using the built-in STOP page.
• Test booklets are re-usable. Scanners are
provided. No writing in test booklets
Assessment of Critical
Standards (ACS)
• Testing may require special
schedules or doing tests over two
days
• As District Benchmark
Assessments
(Primarily Assessments OF Learning)
– The use of duplicate "campus" scanners is not
allowed.
– The use of any other school based scoring
system is also not allowed.
– REA will score and post results ASAP
District Writing Sample
Middle Schools
• Needs to be completed in a single sitting
(70 minutes is recommended)
• Scoring will not be done by teachers until
AFTER training has happened
• Training is scheduled for Sept. 14th from 12:303:30pm at E-Street
• Once training is completed, scoring will be done
by ELA teachers using a 6 point rubric
• Since samples will be double scored, reports
other than AiS may show a score out of 12pts.
AiS will show 1.5, 2.5, etc. as well as whole
numbers
Implementation of ACS
English Language Arts
• Purchase of quarterly benchmark
assessments from …
Action Learning Systems
– Built on a recursive set of core standards
– Allows for status check & growth check
• Quarters 2 and 3 implemented last
year (so technicolor performance
bands will be available in AiS)
• Quarter 1 is being implemented for
first time this year
Implementation of ACS
Mathematics
• Moved from Trimester Testing to
Quarterly Testing
– Items being pulled from prior tests so
performance band estimates may be possible
– Quarter 3 “Comprehensive” version with 68
items is being rethought and Eric will provide
updates as information becomes available
• Purchase of an item bank from …
Educational Testing Service
– Allows for status check
– Will be used mostly for formative
assessments (AFS)
Before we can achieve any of the
intended outcomes, we have to
establish that ACS is good.
So here are four quick
assessment vocabulary terms…
Common Test Vocabulary
• Does the test measure what it is
intended to measure?
• Does the test produce
consistent results?
Common Test Vocabulary
• The purpose of item analysis is to determine if
ITEMS in an assessment are good (valid, reliable,
capable of discriminating performance levels, etc.).
It relies heavily upon statistical analysis.
• The purpose of RESPONSE analysis is to see how
well students did in response to an item. Response
analysis assumes that the item is “good”
Technical Test Vocabulary
Response Analysis
Nuts & Bolts
ACS Procedures for 07-08
Test Material Delivery
• Materials are delivered during
the week before each subject
test window.
• Open the boxes in numerical
order to check the contents.
• Test materials include:
– Test Coordinator Package
– Classroom Packages
Test Coordinators Package
• Inventory Sheet
• Box Labels for Returning
Materials
• Copies of Class Rosters
• Blank Answer Sheets
(Scanners)
• Extra Administration Guidelines
• Extra Test Booklets for each
test to be administered
Classroom Packages
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•
•
•
Inventory
Class Roster
Administration Guide
Pre-identified answer sheets
(Scanners)
• Test Booklets for the Class
• A Couple of Blank Answer Sheets
When a Student does not have
an Answer Sheet…
or their original gets messed up
• Hand-bubble an answer sheet for
students not listed on the rosters
that enrolled at your school
• Hand-bubble a new answer sheet
and destroy the pre-printed
answer sheet for students that
need to have their pre-printed
answer sheet changed.
ACS - Accommodations
• Students in special education programs with
Individualized Education Plans (IEP) and students with
current plans under Section 504 may be allowed
accommodations IF they are specified in the plans.
– Large print
– Braille
– Use of Reader
• Testing variations/accomodations may be made for EL
students and may include extended time to take the test
with a bilingual proctor (who may read the instructions
and answer procedural questions), and testing in a small
group setting.
• If you need help in making large print editions or other
special editions of the tests, please contact the REA ACS
coordinator.
Test Administration
Procedures
• Put a Do Not Disturb sign on the door.
• Encourage students to perform as well as
they can.
• Make sure that each student has a #2 pencil.
• Give each student his/her pre-printed
(or hand-bubbled) answer sheet.
• Give each student the appropriate test
booklet.
• Hand Bubble answer sheets for students not
on roster or to make changes
Supervision During Testing
Be alert to the following:
• Students who do not have their correct answer sheet.
• Check that students are making uniform dark marks and
are erasing completely.
• Have students erase any stray marks on answer sheets.
• Redirect students who are marking answers next to the
wrong response number.
• Please do not let students make any marks on
test booklets.
• We want an accurate assessment, so watch for students
who appear to be looking elsewhere for answers whether
it's to other desks, their lap, cell phones, etc.
• Students with unapproved materials on their desks
(materials approved in IEPs or 504 plans are ok)
Testing Material Pickup
• Scorable Materials and
• Non-scorable materials
must be packaged…
…
separately
.
Testing Material Pickup
Scorable Materials
 Include all answer sheets
 Separate the answer sheets by subject AND test
(For example: Math-Foundations and Concepts)
 Separate the answer sheets into hand-bubbled
and pre-identified
 Please verify that all the hand-bubbled answer
sheets are marked completely
 Include answer sheets for students who were
absent.
 Enclose class roster with hand entered student
names and ID
Testing Material Pickup
NON-Scorable Materials
Include all Administration Guidelines
Enclose all unused answer sheets
Return ALL test booklets
Use provided return labels to
mark the boxes
ACS - Scoring & Reporting
• Score and reporting of student
performance on tested standards
will be available within a few days
after each testing period is
completed.
• Teachers will be able to access
their class report using the AiS
(Assessment Information System).
The AiS will provide results for
each student tested in the class.
Beyond ACS – Moving Toward F
Formative Assessment of Standards
Assessments of Focused Standards
AFS
Building a Formative
Assessment System in
FUSD
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•
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Assessment Philosophy
Developing Assessment Literacy
Assessment for Learning
Building the Formative System
Assessment Philosophy
3 Assessment Perspectives:
• Assessment for Accountability
– (State-mandated)
• Assessment of Learning
– (periodic status checks linked to
standards)
• Assessment for Learning
– (assessment during learning)
Make Assessment work
for our kids
• In High-stakes accountability,
students and teachers are not
the primary users of
assessment
• When is assessment created for
students and teachers as the
primary users?
Relationship between
Curriculum, Instruction and
Assessment
Curriculum
Instruction
Assessment
Assessment works for
our kids when …
Black and William (1998) synthesized over 250 studies
linking assessment and learning, and found…
• The intentional use of assessment in the classroom
to promote learning improved student achievement.
• Increasing the amount of time on assessment,
however, does not necessarily enhance learning.
• Assessment promotes learning when teachers
use assessment to become aware of the
knowledge, skills, and beliefs that their students
bring to a learning task, and use this knowledge as
a starting point for new instruction, and monitor
students’ changing perception as instruction
proceeds,
Assessment for Learning
What? Classroom assessments
Why? To direct future instruction
When? During instruction (daily, weekly)
Who? Users are students and teachers
Primary Question:
What does a student or class know
(or where they are stuck), in order to
understand what comes next so
students can learn
Assessment for
Learning
 Students have a clear vision of the learning
target from the beginning of instruction
 Samples of strong and weak work with a
progression to competence laid out;
scaffolding for skills and concepts
 Descriptive feedback (versus evaluative)
provides information about how to improve
 Feedback guides future instruction
 Frequent and repeated self-assessment
 Students can communicate their achievement
status and direction for learning
What Standards?
• What are the “Standards” in
“Standards-Based Assessment?”
– Content Standards
• As listed in the curriculum/blueprints?
– Performance Standards
• Examples of what the students are
expected to do, what knowledge or skills
are to be demonstrated and in what
manner
Descriptive Vs. Evaluative
Feedback
• Evaluative feedback: Grades,
points, judgments of quality
– Motivating for some students
• Descriptive feedback: Reinforces
direction or next steps in learning
• Link with student motivation
Building a Formative
System
• Types of Assessment
• Single Standard Quizzes
• How results feed into the
system
• Developing valid
assessments
• Development timeline
Types of Assessments for
Learning
Formative assessments may
include:
• Single Standard Quizzes
• Fluency assessments
• Diagnostic assessments
(DIBELS)
• Scaffolded assessments
• Performance Assessments
Single Standard Quizzes
• Will be in the new AFS System as a part
of AIS
• Will be focused on a cluster, standard or
sub-standard
• Will have a “mastery” performance level
• Will have approximately 6 questions
• Will include response analysis
AFS Access/Input/Reporting
Teacher and/or Student Access AFS tests in AiS
Data Entry Page
in AiS
Site-based
Scanning
On-line
Assessment
AiS Reporting Page:
Summary of Class/Individual Student/ Response Analysis
Content Area Development
Timeline
Content
Area/Grade
Type of Assessment
Projected Timeline
Math K-6th
Single Standard Quizzes
Fall 2007
ELA K-6th Fluency
Fluency Assessment
Fall 2007
ELA 7th-8th
Single Std/Read Quizzes Spring 2008
Math 7th-8th
Single Standard Quizzes
ELA K-6th
Single Std/Read Quizzes Spring 2008
Math 9th-10th
Single Standard Quizzes
ELA 9th-10th
Single Std/Read Quizzes Summer 2008
Spring 2008
Summer 2008
ELDA
• English Language Development Assessment
• Taken from Avenues & High Points Unit Test
• Administered 2 times/ year
– MS: Dec 3, May 19
ES: Nov 13, Apr 14
• Piloted with 7 schools last year
• Performance Levels aligned with CELDT
• Results will be used in ELD Level Adjustment
Parent Notification!
Wrap-Up
Key ACS Concepts
So three things to remember from
this part of the presentation…
1. The ACS is just one part of an
overall assessment system
2. The ACS assessments are good
3. Teachers can use the results to
inform their teaching
For Help with Logistics
Contact…
• Eric Wenrick
Ed Center, B49
457-3876
• Shaeng Vue
457-3829
• Algebra and Geometry ACS Testing
Carmen Rodriguez
High Schools
457-3959
From Our Conversation
• AFS is coming
• ELDA is coming too
• We need to work on how we
communicate to parents and
students concerning ACS and
assessment in general – thanks
for sharing your thoughts and
ideas! 
Final Thought
The impact of ACS
depends on our ability
to fit it into its
appropriate place as
part of a comprehensive
assessment system
Questions?
Eric Wenrick
x73876