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Race to the Top Assessment Program: Public Hearing on High School Assessments November 13, 2009 Boston, MA Presenter: La PowerPoint Presentation
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Aab-sad-nov08item09 Attachment 1 Page 1 of 20. Race to the Top Assessment Program: Public Hearing on High School Assessments November 13, 2009 Boston, MA Presenter: Lauress L. Wise, HumRRO. Options and Issues. Intended Uses: High school accountability (or K-12 system accountability)

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Aab-sad-nov08item09Attachment 1Page 1 of 20

Race to the Top Assessment Program:

Public Hearing on High School Assessments

November 13, 2009

Boston, MA

Presenter:

Lauress L. Wise, HumRRO

options and issues
Options and Issues
  • Intended Uses:
    • High school accountability (or K-12 system accountability)
    • Teacher or principal performance indicator
    • High school graduation requirement
    • Providing diagnostic information about student deficiencies
  • Test Content:
    • A single test covering all of the reading or math readiness standards
    • A number of end-of-course assessments aligned to course content
  • Test Administration:
    • Once at (toward) the end high school
    • At the end of several school years to chart progress over time
    • More than once during a school year to chart within-year progress
  • Test Format:
    • Large group administered paper-and-pencil test
    • Individually scheduled computer-based assessments
    • Portfolio approaches, scored by (independent) teachers
  • Validity Evidence Required to Support Interpretations of Results

Panel on Commen Assessments - High School

intended uses
Intended Uses
  • An overall readiness test will not meet most goals announced for the common assessment
    • Measures very little of what high schools teach
    • Does not measure what most teachers are teaching
    • Inconsistent with the idea that students might excel at different things
  • End-of-course tests do support most goals
    • Covers more of what high schools teach
    • Provides feedback on different courses and teachers
    • A better assessment of goals for student readiness
      • Prepared through 10th Grade English and Algebra 1
      • Advanced in 3-5 other courses of interest to the student

Panel on Commen Assessments - High School

test administration
Test Administration
  • Consider mid-term assessments
    • Provides more comprehensive information on student work than a single end-of-year test
    • Can be used diagnostically to identify students needing additional help to complete the course
  • Summative assessment
    • Include measures of student progress during the course
    • Combined with end-of-year test results to give a summative measure of individual student success

Panel on Commen Assessments - High School

test format
Test Format
  • At high school, student work is increasingly evaluated by extended projects and papers
  • Consider multiple measures of student success in mastering different courses
    • A short, challenging, machine-scored test or tests
    • A portfolio of student work: papers and projects
      • Might be collected and evaluated during the course and used diagnostically
      • Evaluated by independent panels of teachers
      • Used to confirm or modify performance levels estimated from the end-of-year, machine-scored test

Panel on Commen Assessments - High School

validity evidence
Validity Evidence
  • Alignment Studies
    • Align course content to overall readiness goals
    • Mapping to assure coverage of all course objectives at appropriate depths of knowledge
  • Convergent Validity Studies
    • Agreement with AP test results
    • Agreement with NAEP preparedness measures
  • Predictive Validity Studies
    • Prediction of college entrance and placement
    • Prediction of early career outcomes
  • Consequential Validity Studies
    • Impact on curriculum and instruction

Panel on Commen Assessments - High School

recommendations
Recommendations
  • Fund multiple approaches to see what works best.
    • At least one approach should focus on end-of-course (and possibly within-course) tests
    • Consider Achieve/Pearson Algebra II end-of-course test as a starting point
    • Common end-of-course tests will also help to standardize content of courses across classrooms, schools, districts, and states

Panel on Commen Assessments - High School

recommendations continued
Recommendations (Continued)
  • Consider multiple ways that students might demonstrate readiness for college and work.
    • Every student should be good at something
    • Need to cover the breadth of high school courses
      • E.g., foreign language and world history, what about P.E.?
    • Consider assessing writing through course-specific essay questions

Panel on Commen Assessments - High School

recommendations continued1
Recommendations (Continued)
  • Consider possibilities for tests that are diagnostic and formative (interim) as well as providing summative information.
    • Include funding for initial content analyses
      • Study sequencing of objectives within each course
      • Also map course objectives to overall readiness
  • Measure student progress in terms of the number of end-of-course tests passed
    • Also count courses passed “with distinction”
    • Include retest options for courses not passed

Panel on Commen Assessments - High School

recommendations continued2
Recommendations (Continued)
  • Fund collection of validity evidence
    • To support readiness interpretations of individual test results and summative measures
    • To identify improvements in content and format of assessments

Panel on Commen Assessments - High School