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New Wisconsin Promise Conference January 11-12, 2005 Monona Terrace Convention Center Madison, Wisconsin A Quality Education for Every Child Elizabeth Burmaster, State Superintendent Understanding the New Assessment System WKCE-CRT Wisconsin Department of Public Instruction

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new wisconsin promise conference

New Wisconsin Promise Conference

January 11-12, 2005

Monona Terrace Convention Center

Madison, Wisconsin

a quality education for every child

A Quality Educationfor Every Child

Elizabeth Burmaster, State Superintendent

Understanding the New Assessment SystemWKCE-CRT

Wisconsin Department of Public Instruction

Office of Educational Accountability

January 2005

nclb requirements
NCLB Requirements

Single Statewide Accountability System


Adequate Yearly Progress

Highly Qualified Teachers

More Data Collection & Reporting

adequate yearly progress

Based on total enrollment

Based on Full Academic Year

Adequate Yearly Progress

Determining Adequate Yearly Progress

  • Test Participation (95 %)
  • Other Indicator
    • Attendance rate for elementary

and middle school

    • Graduation rate for high school
  • Reading
  • Math

Adequate Yearly Progress

Proficient by 2013-14 = 100%





Accelerated annual gains beginning 2010-11


Percent Proficient/Advanced


Starting point 2001-02

adequate yearly progress7

Eco Dis.


As/ Pac.





Am. In.

Adequate Yearly Progress

Determining Adequate Yearly Progress

Determine if each subgroup meeting the minimal cell size has met the objective in reading and math.






(Percent Proficiency)


Currently we test: ESEA requires:

NCLB AccountabilityMeans More Testing

Reading at 3rd Grade (WRCT)

Testing grades 3, 4, 5, 6, 7, 8, and high school (10th grade) in Reading and Mathematics by 2005-06

Reading, Language Arts (Writing), Math, Science, and Social Studies at 4, 8, and 10 (WKCE Enhanced)

Continued testing grades 4, 8, and 10 in Language Arts, Science, and Social Studies (State Law)

NAEP was optional prior to 02-03

NAEP participation required starting 2002-03

w isconsin k nowledge and c oncepts e xaminations c riterion r eferenced t ests
Wisconsin Knowledge and Concepts ExaminationsCriterion-Referenced Tests
beginning in fall 2005
Beginning in Fall 2005

Grades 3, 4, 5, 6,7,8 and 10

Customized Tests: Reading


Grades 4, 8, and 10

Enhanced Shelf Tests: Language Arts


Social Studies

All Tested Grades: Alternate Assessments

English Language Proficiency Tests

wkce crt reading mathematics
WKCE–CRT Reading & Mathematics
  • Customized for Wisconsin
  • Built by Wisconsin educators
  • Based on the Wisconsin Model Academic Standards in Reading and Mathematics
  • Custom descriptors for each tested grade
  • WKCE-CRT begins Fall 2005
  • Piloted in Wisconsin classrooms
educator development item review panels
Educator Development &Item Review Panels

Developed and edited:

  • blueprint
  • frameworks
    • objectives and sub-skills
    • descriptors for tested grades


  • accepted, rejected, and edited items

WKCE-CRT Implementation Timeline

  • May 2004 Pilot Testing
  • December 2004 Field Testing
  • May 2005 WKCE-CRT Educator’s Guide
  • November 2005WKCE-CRT 1st Administration

Grades 3, 4, 5, 6, 7, 8, and 10

Reading & Mathematics

  • February 2006 WKCE-CRT Public Release Reading and Math Items
assessment frameworks format
Assessment Frameworks: Format
  • Objectives
    • General statements of knowledge and skills
  • Subskills
    • Categories within each objective
  • Descriptors
    • Grade-level specific knowledge and skills within each category
assessment frameworks descriptors
Assessment Frameworks: Descriptors
  • Specify what will be assessed at each grade for each sub-skill
  • Reflect fall of school year
Remember –

Fall test reflects previous grade




Collaborates with

Collaborates with







Develops Curriculum

Develops Curriculum





Fall 5th Grade Test


Fall 7th Grade Test


Fall 6th Grade Test

relating the framework to curriculum

Teaching and Learning

Local Curriculum, Instruction, and Assessment



State Standards and Assessment

Model Academic Standards

Mathematics Assessment Framework

Relating the Framework to Curriculum
changes in reporting
Changes in Reporting
  • Paper
    • Individual student results for parents/guardians
  • Electronic
    • All other reports
      • Online
      • Printable pdf
  • Data Cleanup
    • Online
    • Speeds up reporting
mathematics reporting categories
Mathematics Reporting Categories


  • A. Mathematical Processes
  • B. Number Operations and Relationships
  • C. Geometry
  • D. Measurement
  • E. Statistics and Probability
  • F. Algebraic Relationships
mathematics objectives sub skills
A. Mathematical Processes





Problem Solving

B. Number Operations and Relationships



Mathematics Objectives/Sub-skills
mathematics objectives sub skills24
C. Geometry

Describing figures

Spatial relationships and transformations

Coordinate systems

D. Measurement

Measurable attributes

Direct measurement

Indirect measurement

Mathematics Objectives/Sub-skills
mathematics objectives sub skills25
E. Statistics and Probability

Data analysis and statistics


F. Algebraic Relationships

Patterns, relations and functions

Expressions, equations and inequalities


Mathematics Objectives/Sub-skills

Mathematics Test Format

  • 4-5 Sessions
  • Estimated Time:
    • Approximately 160 minutes grades 3-5

180 minutes grades 6-8, 10

  • Selected response (multiple choice) (approx. 80% of score points)
    • one point
    • assigned to one reporting category
  • Constructed response (approx. 20% of score points)
    • Grades 3-8
      • one point – content
      • two points– process
  • Mathematics tools
    • Manipulatives (pattern blocks, tangrams, pentomino)
    • Measuring tools (ruler, protractor)
    • Calculators
  • Grade 10 (assigned to process & content)
  • - Brief Constructed Response Items:
  • 2 points
    • - Ext. Constructed Response Items:
    • 4 points






Mathematics Blueprint

Statistics & Probability

calculator use policy
Calculator Use Policy

Grades 3 & 4:

All sessions – no calculator (*)

Grades 5-8 & 10:

One session – no calculator

Remaining sessions – calculator required

Calculator Specifications:

Grades 5-8: 4-function calculator, no advantage using higher powered calculator

Grade 10: scientific calculator

Districts may opt to allow scientific or graphing calculators at all levels (5-8 & 10), but must assure that memory is disabled on graphing calculators.

Calculators with QWERTY keyboards, infra-red capabilities, or memory disks may not be used.

(* See accommodations for students with IEP)

calculator use policy students with disabilities
Calculator Use Policy – Students with Disabilities
  • Two situations
    • Computation/non-calculator sessions
      • No calculator use – the same for everyone
    • Problem solving sessions
      • Grades 3 and 4 – calculator use with an IEP only
wkce crt framework
Objective:Algebraic Relationships

Sub-skill:Patterns, Relations and Functions

Descriptor:Describe, recognize, interpret and translate graphical representations of mathematical and real-world phenomena on coordinate grids, e.g., slope, intercepts, rate of change, linear and non-linear functions, and quadratic, exponential and constant functions.

WKCE-CRT Framework
constructed response item example
Constructed Response Item Example



Two large storage tanks, T and W, contain water. T starts losing water at the same time additional water starts flowing into W. The graph below shows the amount of water in each tank over a period of hours.




Assume that the rates of water loss and water gain continue as shown. At what number of hours will the amount of water in T be equal to the amount of water in W ?

Show or explain how you found your answer.

scoring guide
Scoring Guide
  •  Correct 
    • Correct response 
  • Partial 
    • Number of hours is incorrect, but falls between 6 1/2 and 8 1/2 and a correct procedure is demonstrated.ORNumber of hours is correct, but accompanying justification is insufficient or missing 
  • Incorrect 
    • Incorrect response

Solution:8 hours.

Graphical Solution:Extend both lines to the right until they intersect. Then read the horizontal coordinate of the point of intersection.

Note: If lines are extended correctly until they intersect, this will serve as sufficient justification. No words are required in this situation.

Algebraic Solution:Equation of lines:T   y = -50x + 900W   y = 25x + 300Point of intersection (8hrs, 500 gal)

performance results
Performance Results

Percentage of Students

Correct19 %

Partial 31%

Incorrect41 %

Omitted Item 7 %

Off Task 2 %

wkce crt framework42

Sub-skill:Direct Measurement

Descriptor:Read and interpret measuring instruments

WKCE-CRT Framework

Selected Response Item

  • The Celsius temperature rose from 4 degrees above zero to the temperature shown on the thermometer above. How many degrees did the temperature rise?
    • 6
    • 7
    • 12
    • 20
performance results44
Performance Results

Percentage of Students

Correct51 %

Incorrect47 %

Omitted Item 2 %

wkce crt framework45
Objective:Statistics and Probability

Sub-skill:Data Analysis and Statistics

Descriptor:Extract, interpret and analyze data

WKCE-CRT Framework

Selected Response Item

  • The pie chart shows the portion of time Pat spent on homework in each subject last week. If Pat spent 2 hours on mathematics, about how many hours did Pat spend on homework altogether?
    • 4
    • 8
    • 12
    • 16
performance results47
Performance Results

Percentage of Students

Correct51 %

Incorrect47 %

Omitted Item 2 %

next steps local level
Next Steps – Local Level
  • Share Reading and Mathematics Frameworks with all educators
  • Review district curriculum
  • Plan for implementation of calculator use policy
  • Discuss IEP accommodations at all levels
  • Implement changes, if needed
  • Institute professional development opportunities to review alignment
  • Create communication plan to parents regarding WKCE-CRT
  • Provide assessment update to school board
helpful websites
Helpful Websites
  • Frameworks
  • WI Model Academic Standards
  • National Assessment of Educational Progress
  • Office of Educational Accountability
  • Alternate Assessments

Phil Olsen

Reading Assessment Consultant


Laura Moranchek

Mathematics Assessment Consultant