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Nebraska State Accountability (NeSA) Check for Learning (C4L) Training. Nebraska Department of Education September 2011. Check 4 Learning.

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nebraska state accountability nesa check for learning c4l training

Nebraska State Accountability (NeSA)Check for Learning (C4L) Training

Nebraska Department of Education

September 2011

slide2
Check 4 Learning
  • “A vision is not a hopelessly idealistic dream of a world that will never be, but a picture of the world we seek to build – the equivalent of an architect’s blueprint…”
  • Wiggins, G. & McTighe, J. (2007)

Nebraska Department of Education, September 2011

slide4
Check 4 Learning . . .
  • is a statewide initiative.
slide5
YOU make a difference!

Nebraska Department of Education, September 2011

slide6
YOU make a difference!
  • Your educational role . . .
    • teacher
    • principal
    • curriculum director
    • other

Nebraska Department of Education, September 2011

slide7
YOU make a difference!
  • The distance you drove to be here today . . .
    • 1 to 25 miles
    • 26 to 100 miles
    • 101 to 200 miles
    • Over 200

Nebraska Department of Education, September 2011

slide8
YOU make a difference!
  • Your number of years in education . . .
    • 1 to 5
    • 6 to 10
    • 11 to 20
    • 21 to 30
    • 31 and over (a.k.a., too many to count) 

Nebraska Department of Education, September 2011

slide9
We are here today to learn collectively about Check for Learning!Just as you make a difference, C4L can and will have a positive impact on student learning. Our collaboration will ensure that C4l MAKES A DIFFERENCE!

Nebraska Department of Education, September 2011

important information
Important Information . . .
  • Agenda/materials

http://www.education.ne.gov/Assessment/Index.html

  • Facilities
  • Cell phones
  • Questions
  • Special Introductions

THANK YOU FOR ENGAGING IN THIS PROCESS!

Nebraska Department of Education, September 2011

attention and refocus signal
Attention and Refocus Signal
  • I will move to the front and center of the room.
  • Remaining time in the activity will be given.
  • Last 10 seconds will be counted down for wrap-up of your conversations.

Nebraska Department of Education, September 2011

work session objectives
Work Session Objectives
  • To gain understanding of the characteristics of quality multiple-choice items
  • To learn about and apply understanding of the electronic item template
  • To acquire adequate information to support others on C4L item development

We WILL DO THIS TOGETHER!

Nebraska Department of Education, September 2011

work session objective 1

Work Session Objective #1

to gain understanding of the characteristics of quality multiple-choice items.

Nebraska Department of Education, September 2011

a quality test
A Quality Test . . .
  • Accurately and appropriately measures what is relevant.
  • Is consistent and precise.
  • Does not put any group at a disadvantage.

Validity

Reliability

Fairness

Nebraska Department of Education, September 2011

c4l a statewide item bank
C4L . . . a statewide item bank!

http://c4l-demo.caltesting.org

Nebraska Department of Education, September 2011

item writing guidelines
Item Writing Guidelines
  • Content
  • Style
  • Item Stems
  • Response Options

Nebraska Department of Education, September 2011

item writing guidelines content
Item Writing Guidelines - CONTENT
  • Should be clearly aligned to the identified indicator
  • Should not reference material or information presented in another item
  • Should focus on one idea or concept
  • Should test meaningful content

Nebraska Department of Education, September 2011

item example content
Item Example - CONTENT

What do you predict Joe and Anne will do next spring and why will they do it?

A. move to a new house because they need more storage space

B. organize another garage sale because they can generate more space in their current house

C. stay in the current house to enjoy their new-found space

D. have a neighborhood party because they want to make new friends

Nebraska Department of Education, September 2011

item writing guidelines style
Item Writing Guidelines - STYLE
  • Spell out acronyms
  • Minimize the use of “NOT” and “EXCEPT”
  • Avoid absolutes (e.g., always, never) and vague modifiers (e.g., best, worst)
  • Use appropriate vocabulary
  • Ensure correct grammar, punctuation, capitalization, spelling
  • Use active voice and present tense

Nebraska Department of Education, September 2011

item example style
Item Example – STYLE

How did the author organize the information in the passage?

A. main idea and detail

B. cause and effect

C. time order

D. compare and contrast

Nebraska Department of Education, September 2011

item writing guidelines item stems
Item Writing Guidelines – ITEM STEMS
  • State clearly and concisely
  • Use complete sentences with ending punctuation in context
  • Question appears at the end of the stem
  • Use which before a noun and what before a verb
  • Avoid negatives (capitalize if used)
  • Do NOT use “Which of the following . . . “

Nebraska Department of Education, September 2011

item writing guidelines item responses
Item Writing Guidelines – ITEM RESPONSES
  • Homogeneous in terms of grammar, vocabulary, and text length
  • Logically consistent with the stem
  • Mutually exclusive (independent)
  • Phrase choices positively (avoid NOT)
  • Do NOT use “All (or none) of the above”
  • Avoid cues to correct choice
  • Ordered purposefully (by length, alphabetically, etc.)
  • Are all plausible

Nebraska Department of Education, September 2011

item example item stems responses
Item Example – ITEM STEMS/RESPONSES

Nebraska Department of Education, September 2011

let s process
Let’s Process . . .
  • Locate the “Item Writing Guidelines” handout.
  • Individually read each guideline.
  • As a table group, discuss these questions:
    • Which guideline(s) need additional clarification?
    • Which guideline(s) seem most important?
    • How will you use this document?

Nebraska Department of Education, September 2011

what is a graphic
What is a Graphic?
  • In Check 4 Learning, a graphic is anything that requires more than a keystroke.
                  • = is NOT a graphic
                  • ⅜ IS a graphic
                  • 23 is NOT a graphic
                  • ÷ IS a graphic

Nebraska Department of Education, September 2011

item difficulty and depth of knowledge
Item Difficulty and Depth of Knowledge
  • Important Item Information:
  • Key --- A
  • Indicator --- SC8.1.1.i
  • Difficulty Level --- Medium
  • Depth of Knowledge --- 2

Nebraska Department of Education, September 2011

slide33
Cognitive Demand
  • The kind and level of thinkingrequired of students to successfully engage with and solve a task.
  • Ways in which students interact with content.

Nebraska Department of Education, September 2011

same verb three different dok levels
Same Verb—Three Different DOK Levels

DOK 1-Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

Nebraska Department of Education, September 2011

item difficulty
Item Difficulty

Difficulty is a reference to how many students answer a question correctly.

“How many of you know the definition of exaggerate?”

DOK 1 – recall

If all of you know the definition, this question is an easy question.

“How many of you know the definition of prescient?”

DOK 1 – recall

If most of you do not know the definition, this question is a difficult question.

Nebraska Department of Education, September 2011

let s process36
Let’s Process . . .

A student thinks three variables (A, B, and C) may affect the results of an experiment. What should the student do to determine the effects of variable A on the results of the experiment?

A. Change variable A and keep variables B and C the same.

B. Change variables A, B, and C at the same time.

C. Change variables B and C at the same time, but keep variable A the same.

D. Change variables A and B at the same time, but keep variable C the same.

Nebraska Department of Education, September 2011

please do a 3 2 1
Please do a 3 - 2 – 1 . . .

3things you learned today.

2things that you enjoyed.

1 thing that is unclear to you.

Nebraska Department of Education, September 2011

work session objective 2

Work Session Objective #2

To learn about and apply understanding of the electronic item template.

Nebraska Department of Education, September 2011

downloading the item template
Downloading the Item Template . . .
  • Go to Statewide Assessment website

http://www.education.ne.gov/Assessment/Index.html

  • Click on Check 4 Learning (under “What’s New?
  • Click on September Training Materials
  • Click on C4L - Item Writing Template

Nebraska Department of Education, September 2011

saving the item template
Saving the Item Template . . .
  • Save as:

G6_Reading

G6_Math

G8_Science

*Save to your desktop!

Nebraska Department of Education, September 2011

when saving items and graphics
When Saving Items and Graphics . . .
  • Use the coding system explained on the previous two slides.
  • Make sure there are no spaces in the code.
  • When using a graphic that is in the library, use the graphic name (shown below the thumbnail of the graphic) to identify the desired graphic in the template.

Nebraska Department of Education, September 2011

graphics library
Graphics Library . . .
  • The “Graphics Library” will be made available to districts on September 22. Information regarding how to access the library will be emailed to DACs.
  • Districts are encouraged to use the graphics provided in the library as much as possible. When needed, graphics may be created electronically or hand-drawn (then scanned) and submitted to NDE with the items by November 1.
  • Graphics that are created at the district should be submitted in a folder that is titled:

169_G6_Images

  • ALL graphics must be labeled appropriately!

(District ID #)

Nebraska Department of Education, September 2011

numbers related to graphics
Numbers Related to Graphics . . .
  • Reading --- no items will have graphics.
  • Mathematics --- up to half of your items may include a graphic(s).
  • Science --- use graphics sparingly --- up to 20 percent of your items may include a graphic(s).

Nebraska Department of Education, September 2011

reading passages
Reading Passages . . .
  • Each participating district will receive two passages per grade level requested --- one narrative and one informational.
  • Reading passages will be posted on September 22. Pat will communicate with DAC regarding access.

Nebraska Department of Education, September 2011

submitting your items
Submitting your items . . .
  • Create a zip folder entitled DistrictID_C4L_Submission

EXAMPLE: 169_C4L_Submission

  • Place ALL item workbooks inside the zip folder

EXAMPLES: 169_G6_Reading

169_G8_Reading

169_G3_Math

169_G5_Math

169_G11_Math

169_G8_Science

169_G11_Science

  • Include image folders in the zip folder (both math and science)

EXAMPLES: 169_G3_Images

169_G5_Images

169_G9_Images

169_G11_Images

Nebraska Department of Education, September 2011

submitting your items48
Submitting your items . . .
  • Email the file to:

[email protected]

prior to

NOVEMBER 1

Nebraska Department of Education, September 2011

you add value to people when you value them john maxwell
You add value to people when you value them. --John Maxwell

Nebraska Department of Education, September 2011

thank you

THANK YOU!

You add value to people when you value them.--John Maxwell

Nebraska Department of Education, September 2011

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