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Iowa Collaborative Assessment Modules (ICAM)

Iowa Collaborative Assessment Modules (ICAM). Heartland Area Education Agency. Purpose of ICAM. Intended Use : Developed in order to provide Iowa schools an affordable assessment option for use as a “ multiple measure. ”

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Iowa Collaborative Assessment Modules (ICAM)

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  1. Iowa CollaborativeAssessment Modules(ICAM) Heartland Area Education Agency

  2. Purpose of ICAM Intended Use: Developed in order to provide Iowa schools an affordable assessment option for use as a “multiple measure.” Primary Purpose: To provide information that can be used to evaluate the progress of groups of children. ICAM were not designed to evaluate individual student progress nor were they designed to provide information that directly supports instructional decision making.

  3. Iowa Based AEA idea -- developed in conjunction with DE • Standards from Iowa districts • Aligned test items written by Iowa teachers • Items field tested in Iowa • Assessment modules piloted in Iowa • Administered in Iowa for Iowa students and teachers

  4. Approach The Iowa Assessments are norm-referenced tests. The ICAM modules are standards-based … linked to the standards and benchmarks most likely found in Iowa school districts.

  5. Reading Modules Reading (4, 8 and 11) • Comprehending Literature • Comprehending Academic Texts • Comprehending Functional Texts • Literary Elements and Techniques (8th and 11th only)

  6. Mathematics Modules Mathematics (4, 8 and 11) • Problem Solving Process and Strategies • Number Concepts and Operations • Measurement • Geometry • Data Analysis, Statistics and Probability • Patterns, Functions and Algebra • Solving Work-Related Math Problems

  7. Development: A Collaborative Process Oct 1999 LEAs submitted standards and benchmarks for review Jan 2000 Draft of content specifications was prepared by AEAs and reviewed by LEAs Feb & May 2000 Iowa educators drafted test questions & rubrics based on draft content specifications Summer 2000 Test questions were reviewed and edited

  8. Development: A Collaborative Process Oct 2000 Test questions were tried out on a small scale (pilot test) Nov 2000 Pilot test responses were scored Jan 2001 Test questions & rubrics were revised and assessment modules were drafted Assessment modules were tried out on a large scale (field test) Apr-May 2001 June 2001 Field test responses were scored

  9. Development & Implementation Fall 2001 Assessment modules were finalized Dec 2001 Twenty-four Heartland districts selected modules to address gaps in their assessment system Mar-Apr 2002 Districts administered assessment module(s) June 2002 Over 110 Area 11 educators score student responses to open-ended items in 14,425 individual student assessments

  10. Year 2 Implementation Fall 2002 ICAM results used in LEA Annual Progress Reports Dec 2002 Twenty-five Heartland districts selected modules to fill out their assessment system Mar-Apr 2003 Districts administered assessment module(s) June 2003 Over 95 educators score student responses to open-ended items in 12,232 modules

  11. Years 3 – 13 Implementation Summer-Fall ICAM results used in LEA Annual Progress Reports Nov - Dec Heartland districts select modules to complement their assessment system Mar - Apr Districts administer assessment module(s) June Educators score student responses to open-ended items in approximately 3500-6000 modules

  12. Scoring Sessions Participation benefits for educators: • Learn reliable processes for scoring short answer and constructive response assessment items. • Understand application of interrater reliability, validity checks and use of rubrics for scoring short answer and constructive response assessment items. • Staff Development Credit • Graduate Credit

  13. Comments from Previous Scoring Sessions Interest in participating in future scoring sessions: 53%Would like to take a leadership role 77%Would like to score again Positively influenced by scoring session: 67% Learning about the process of developing assessments and rubrics 85% Learning about the process of scoring responses to constructed-response items

  14. Comments from Previous Scoring Sessions 76% Developing a better understanding about what students can and cannot do … [scoring process] helps teachers understand that we need to spend more time going in-depth about how to demonstrate knowledge and understanding as opposed to just facts and skills. Children need to be shown how to extract and use details from the story to support theirideas.

  15. Comments from Previous Scoring Sessions 45% Changing my expectations for what students should be able to do My students’ performance on tasks is similar to all others—gave me an opportunity to see this. What I give my students to do is valuable even if meets with resistance from them. 15% Other positive outcomes, e.g., Reinforced my beliefs that this is truly a collaborative effort and a cross-section of perspectives and backgrounds are important in order to fine-tune these assessment tools.

  16. ICAM Website http://www.heartlandaea.org/instructional-services/cia/assessment/icam/

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