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Using the Iowa Assessments to Measure the Iowa Core Session 1. The Iowa Assessments™. Design Iowa Core Test Specifications Development Process Alignment Research Metrics Reports. Test Design. Test Specifications. Content specifications Number of items per domain/standard
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Using the Iowa Assessments to Measure the Iowa CoreSession 1
Design • Iowa Core • Test Specifications • Development • Process • Alignment • Research • Metrics • Reports
Test Specifications Content specifications Number of items per domain/standard Cognitive specifications Available on ITP’s website
Understand Stated Information Identify Central Ideas and Their Support Understand Literacy Devices and Elements Draw Conclusions or Make Inferences Use Context to Determine Meaning Understand Text Features, Structures, Style
Core: Operations and Algebraic Thinking – Generate and analyze patternsAlgebraic Patterns and Connections – Explore numerical patternsCognitive Level – Extended reasoning 1 A number pattern starts with 6 and ends with 21. Which rule could make this pattern? A Skip count by 2s B Skip count by 3s C Skip count by 6s D Skip count by 7s
Core: Statistics and Probability – Investigate patterns of association in bivariate dataData Analysis, Probability, and Statistics – Make predictions and interpret dataCognitive Level – Extended reasoning Use the scatter plot below to answer question 3. 3 According to the trend in the data, which weight of paper is most likely discarded by an 8-person household? A 4.5 pounds B 12.5 pounds C 25.0 pounds D 50.0 pounds
Core: Statistics and Probability; Interpreting Categorical and Quantitative Data – Summarize, represent, and interpret data on a single count or measurement variable Data Analysis, Probability, and Statistics – Make predictions and interpret data Cognitive Level – Conceptual understanding 3 The box-and-whisker plot below represents the 20 scores earned on a test. No two students earned the same score on the test. How many students earned a score from 77 to 90? A 4 B 5 C 8 D 10 E 13
Core – Understand and apply knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties;Learner formulates explanations from evidencePhysical Science – Types & properties of matter Cognitive Level – Extended reasoning A group of students designed an experiment to find out if water contracts or expands when it freezes. Each pair of students poured a different volume of distilled water into a plastic graduated cylinder, covered the cylinder with plastic wrap, and placed the cylinder in a freezer overnight. The next day, the students determined the change in volume in milliliters (mL). The students’ results are shown in the table below. 1 Which conclusion is supported by the students’ results? A Water expands on freezing because its volume increases. B Water contracts on freezing because its volume increases. C Water expands on freezing because its volume decreases. D Water contracts on freezing because its volume decreases.
Earth & Space—Structure of Earth—Conceptual understandingCORE: Earth and Space—Understand and apply knowledge of origin . . . of the Earth systems 3 Two fossils were found in different layers of rock as shown in the diagram below: Which of the following statements is most likely to be true? A Fossil II is heavier than Fossil I. B Fossil I is heavier than Fossil II. C Fossil II is older than Fossil I. D Fossil I is older than Fossil II.
Core – Understand and apply knowledge of organisms and their environments, includingstructures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats; Learner engages in scientifically oriented questions Life Science – Organisms & their habitats Cognitive Level – Conceptual Understanding A student designed an experiment as shown in the table below using identical plants with green leaves. The student observed the plants every day for one week. • 1 What question was the student most likely testing? • A How much light do the plants need to grow well? • B How much water do the plants need to grow well? • C Do the plants need light and water to grow well? • D Do the plants need light and soil to grow well?
Core (Informational Text): Craft & Structure (#4, grades 5 and up) “Determine the meaning of general academic and domain-specific words and phrases in a text . . .”Vocabulary: Use context to determine meaningCognitive Level: Conceptual Understanding Bright lights shine all night in cities, making it easy to work and travel after dark. But unnecessary light at night can be a form of pollution. As cities have become more brightly lit, stars have become less visible. The nighttime glow of large cities can make the dimmer stars hard to see, even from uninhabited areas many miles from the cities. A truly dark night sky has become as hard to find as unspoiled wilderness. Astronomers now must put their telescopes on islands or high mountains. Light pollution also affects animals. Newly hatched sea turtles normally make their way from the beach to the safety of the ocean by heading for the natural light reflected on the water. Bright lights on the land, however, can disorient the baby turtles, leading them away from the ocean. Some cities are trying to reduce light pollution. Covering outdoor lights with shades that direct light downward and turning off unneeded lights are two small ways to help bring back a darker night sky. • 1In the line marked with , what does “disorient” mean? • AHide • BComfort • CWeaken • DConfuse
Core: Geography-Understand the use of geographic tools to locate and analyze information about people, places, and environments. Geography- People and the environment Cognitive level: Essential competenciesDirections Use the map below and your knowledge of social studies to answer questions 1-2. • 1 You are at the Capitol and want to go to the Washington Monument. Which direction will you walk? A East B West C North D South
Core (Writing): Production and Distribution of Writing (#4, grades 6 and up)“Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.”Iowa Assessments: Planning & Organization—Logic & CoherenceCognitive Level: Extended Reasoning ¶1 If you’re a student at Mossville High, chances are good that you pass by the 12th Street Community Garden on your way to school . Thanks to the hard work of the Mossville Neighborhood Association, there is now a thriving community resource where once there was only a vacant, litter-covered lot. People sit on benches among the flower beds or stop at the vegetable stand where produce sales help support the garden. 1The writer wants to add a sentence to introduce paragraph 2. Which sentence would best accomplish this purpose? A This story isn’t over yet. B There’s more here than meets your eye, however. C Now the neighborhood association needs your support. D It isn’t really enough anymore just to walk through the neighborhood. 1 ¶2 The gardeners have been so successful that tending there creation has become more than they’re able to handle. That’s where Mossville students can make a difference. You can help this important project survive, volunteer a few hours each week. Your time will be well spent in several ways. Not only will you provide valuable help to the association members, but you will also demonstrate pride in the neighborhood.
Reporting Metrics • Standard Scores • Grade Equivalents • Percentile Ranks (national, state and local)
Metrics allow us to…… • set goals for students • measure growth • quantify growth • compare performance across tests and grade levels • track towards readiness
Report Characteristics • Standard Score • National Percentile Rank • Grade Equivalent • Proficiency Indicator • Growth Indicator • Skill Domain Summary • Interpretation • Standards Summary
