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Navigating the Next Generation of Assessments. Dr. Marianne Perie Co-Director Center for Educational Testing University of Kansas. Dr. Scott Smith Director of Standards and Assessments Kansas State Department of education . Lee Jones Assessment Coordinator

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Dr. Marianne Perie

Co-Director Center for Educational Testing

University of Kansas

Dr. Scott Smith

Director of Standards and Assessments

Kansas State Department of education

Lee Jones

Assessment Coordinator

Kansas State Department of Education

Mark Stephenson

Assessment


Everything is changing

Smarter Balanced assessment

Consortium (SBAC)

Wiser Harmonious Assessment

of Kansas (WHAK)

Everything is changing

(We are taking suggestions on naming this new assessment!)


But how much is changing really

  • Transition assessment in Spring 2014 is the same as we have always planned

  • Spring of 2015, when we would have had SBAC for the first time, we will have an enhanced Kansas assessment.

  • By Spring of 2016, we will be very close to where we would have been with SBAC with difference due to choices made in Kansas.

But how much is changing, really?


Spring 2014

  • Transition Assessment always planned

  • Delivered on KITE

  • Aligned with Kansas College and Career Ready Standards for math, reading, and writing conventions

  • Follows similar blueprint to SBAC, including technology-enhanced items

  • Machine-scorable items only

    • No performance task

    • No writing prompt

    • No listening items

Spring 2014


New development in 2014 2015

New Development in 2014–2015


Spring 2015

  • The core machine- Kansas College and Career Ready Assessmentscorable part of the test will be parallel to what was administered in 2014, but we will refresh the item pool.

  • We will field test the enhancements.

  • Accountability for 2015 will be based on the core portion of the test.

  • Schools and districts will receive feedback on the field-test portions to help gauge student readiness on the full set of standards.

Spring 2015


Summer 2015

  • After analyzing the field-test items, we will create the best form possible that includes all features of our future assessment.

  • We will set new achievement standards (cut scores and performance level descriptors) based on that form.

  • Using those new cut scores, KSDE will set new AMOs and communicate the new targets to schools and districts.

Summer 2015


Spring 2016

Spring 2016


Adaptivity

  • The Kansas College and Career Ready Standards.test will be adaptive to allow students to be measured on items close to their ability level.

  • We are considering stage adaptivity rather than item adaptivity that SBAC uses.

  • Benefits

  • More reliable estimates

  • Targets assessment to student level

  • Requires fewer items than item-level

Adaptivity


Model of a stage adaptive test
Model of a Stage Adaptive Test Kansas College and Career Ready Standards.


Summary

Core machine- Kansas College and Career Ready Standards.scorable items aligned with KCCRS

Spring 2014

Core machine-scorable items aligned with KCCRS

Math Perform-ance Task

ListeningItems

Spring 2015

Essay

Core machine-scorable items aligned with KCCRS

Complete enhancements (performance task, essay, listening items)

Spring 2016

Summary

Adaptivity


Special education

  • Adaptivity Kansas College and Career Ready Standards. should help students who used to take the KAMM. They will be assessed on grade-level, but with easy items.

  • Many tools are available to all students (e.g., highlighter, notes, calculator)

  • Accommodations are available electronically (contrast, auto font)

  • TTS is available in a new and improved voice this year.

Special Education


Kansas fingerprints

Kansas Fingerprints


Kansas stakeholders

  • Administrators over these new assessments

  • Support teacher involvement

  • Voice in report decisions

  • Cross-content development

  • Kansas Board of Regents

  • High school — we want to ensure that tests truly predict college readiness

  • Will be involved in design and review of assessments and setting cut scores

Kansas Stakeholders


Full kansas assessment program

  • Summative assessment over these new assessments

    • ELA (complete in 2016)

    • Math (complete in 2016)

    • History/government (complete in 2016)

    • Science (complete in 2017)

  • Formative tools

    • Really more like sample items now

    • Developing capacity for teachers to build test forms using item pool

    • In 2016, we can start building true formative, instructionally-embedded tests.

      • Will include science and H/G

Full Kansas Assessment Program


Things to consider

  • Essay over these new assessments

    • Covers both ELA and Science or History/Government (HG) standards

    • Students in grades where science/HG is assessed would only need to write one essay aligned to both science/HG and literacy standards

    • Two rubrics provide two scores—one for each test

Things to Consider


Hs example

HS Example


Writing standards g11

  • Write informative/explanatory Malcolm X. They are then asked to write an essay comparing and contrasting the two approaches to the civil rights movement. They may be asked to define and give examples of civil disobedience and discuss its efficacy.texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

    • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

    • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

    • Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

    • Use precise language and domain-specific vocabulary to inform about or explain the topic.

    • Establish and maintain a formal style and objective tone.

    • Provide a concluding statement or section that follows from and supports the information or explanation presented.

Writing Standards (G11)


Kansas history government standards

  • High school: Civil rights, social change Malcolm X. They are then asked to write an essay comparing and contrasting the two approaches to the civil rights movement. They may be asked to define and give examples of civil disobedience and discuss its efficacy.

  • Standard # 3: Societies are shaped by beliefs, ideas, and diversity.

    • 3.1 The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations.

    • 3.2 The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.

Kansas History/Government Standards


Things to consider1

  • Adaptivity Malcolm X. They are then asked to write an essay comparing and contrasting the two approaches to the civil rights movement. They may be asked to define and give examples of civil disobedience and discuss its efficacy. in writing prompt and performance task.

  • SBAC planned to have writing prompts and performance tasks written to three different levels of difficulty. The first part of the test would determine which writing prompt/performance task the student received.

  • Should we do the same? Would two levels be sufficient?

Things to consider …


Things to consider2

  • Scoring Malcolm X. They are then asked to write an essay comparing and contrasting the two approaches to the civil rights movement. They may be asked to define and give examples of civil disobedience and discuss its efficacy.

  • With a writing prompt and math performance task, we will have student responses that need to be scored by hand.

  • We would like teachers to be involved in scoring.

  • What is the best model?

Things to consider …


Scoring models

  • Fully distributed scoring Malcolm X. They are then asked to write an essay comparing and contrasting the two approaches to the civil rights movement. They may be asked to define and give examples of civil disobedience and discuss its efficacy.

    • Teachers score on the computer using KITE. An independent activity.

  • School or regional based scoring

    • Teachers score as a group and enter scores later.

  • Scoring center

    • Only a few teachers come to Lawrence for several days to score all student papers.

Scoring models


Things to consider3

  • Weighting the essay and performance task Malcolm X. They are then asked to write an essay comparing and contrasting the two approaches to the civil rights movement. They may be asked to define and give examples of civil disobedience and discuss its efficacy.

    • What are your thoughts as to how much weight the essay should have on the ELA score or the math performance task should have on the math test?

  • MC items are worth one point each. TE items can be worth up to 3 points each.

    • Math core is worth 60 points

    • ELA core is worth 57-71 points, depending on the grade.

Things to consider …


Contact information

  • KITE Help Desk Malcolm X. They are then asked to write an essay comparing and contrasting the two approaches to the civil rights movement. They may be asked to define and give examples of civil disobedience and discuss its efficacy.

    • kap_support@ku.edu

    • Phone: 785.864.3537

    • Toll Free: 855.277.9752

  • Marianne Perie

    • mperie@ku.edu

Contact Information


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