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Standing Committee March 11, 2014

Update Report on Current & Upcoming District/State Assessments. Standing Committee March 11, 2014. DPI Agenda Migration to Technology Enhanced and/or Adaptive Assessments State Assessments District Assessments Available Accommodations Logistics & Concerns Preparation. Agenda.

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Standing Committee March 11, 2014

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  1. Update Report on Current & Upcoming District/State Assessments Standing Committee March 11, 2014

  2. DPI Agenda Migration to Technology Enhanced and/or Adaptive Assessments State Assessments District Assessments Available Accommodations Logistics & Concerns Preparation Agenda

  3. Assessments: How Do We Know if They Learn?

  4. Though some of the assessments are still in a physical format, greater integration of technology improves reporting, sharing, and intervention Computer Adaptive Testing (CAT) Provides better information for teachers Selected response & technology enhanced questions More efficient and secure (secure browsers) Accurately reflect the student achievement level as the questions adapt to performance Results usually come in days & weeks, not months Technology Enhanced Assessments

  5. PALS Sample

  6. PALS Results • Teacher identifies the student score against the (benchmark) and max score. • Additional tasks depend on exceeding or not meeting the benchmark. • Ex. If a student does not meet the group rhyme benchmark, then they are assessed individually.

  7. WKCE Results Student’s Score State Percentile Score Framework/Standard Student’s Range of scores

  8. Dynamic Learning Maps

  9. Dynamic Learning Map Sample

  10. Smarter Balanced Assessment Consortium

  11. Smarter Balanced supports Wisconsin’s vision of encouraging all students to aim high while giving all educators the tools to help them Wisconsin’s aspirations Increase expectations for all students, simultaneously raising academic standards, graduation rates, and student achievement • Aligns with rigorous current [state] standards • Assesses ability to solve complex problems and interpret and synthesize data from multiple sources How Smarter Balanced helps fulfill… Prepare students for today’s world byemphasizing career and college readiness and using technology to inform instruction • Emphasizes skills valued by employers and higher education • Enables more precise assessment, faster reporting, and different item types via computer-adaptive assessments • Measures individual student achievement with greater precision using computer-adaptive assessment that tailors tests to students • Online system dramatically speeds scoring/reporting • Perfectly aligns interims with summative (“no surprises”) Provide teachers, parents, and students with timely and actionable informationthat allows them to personalize instruction to best meet the needs of individual learners • Employs “universal design” principles to maximize item comprehension across all student groups • Enables greater investment in accommodation (e.g., item translation) than would be feasible for a single state by leveraging the multi-state consortium Improve accessibility for special student populations, including English-language learners and students with disabilities • Minimizes additional cost of interim assessments by allowing districts to leverage the same system used for year-end state tests Give all districts the ability to adopt high-quality student growth measures at the lowest-possible cost • Includes easy-to-access library of formative tools and professional development material for both current and future teachers Provide teachers and teacher training programs with tools to promote best-practice instruction

  12. Smarter Assessment System ELA/Literacy and Mathematics, Wisconsin Grades 3-8 School Year April & May DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Summative Assessment for Accountability Optional Interim Assessment Optional Interim Assessment • Performance Tasks • ELA/Literacy • Mathematics • Computer Adaptive Assessment • ELA/Literacy • Mathematics Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions.

  13. 22 member states are participating Includes 20% of WI students in grades 3-8 A representative sample was drawn from the school volunteers Provides Smarter Balanced the opportunity to: ensure assessments are valid, reliable and fair for all students Determine which questions work well and which need to be improved Evaluate the performance of more than 20,000 assessment items and performance tasks Set preliminary achievement standards during the Summer of 2014 Because the Field Test is a “test of a test”, schools will not receive scores Spring 2014 Field Test

  14. Schools Brass, Ed Bain Creative Arts, Grewenow, Harvey, KTEC, McKinley, Somers, Southport, Whittier, Lance, Lincoln Parent notification from each school Grade Levels 3 through 8 Includes 2,252 students (23% of District 3-8 students) Content Areas English Language Arts/Literacy Math KUSDField Test Participants

  15. Non-Performance Task Items Selected response, technology enhanced response 2 sessions (can be more) Classroom Activity Led by teacher Does not have to be in computer lab Must be completed before Performance Task Performance Task (constructed response) 2 sessions for English Language Arts/Literacy Session 1: Read sources and answer 3 research questions Session 2: Written response using the sources 1 session for Math Sessions are not timed; estimates are provided for scheduling purposes Assessment Format

  16. Assessment Timing ExampleEnglish Language Arts and Math

  17. Smarter Balanced SampleELA Gr. 4

  18. Setting Context Have you been on field trip? Things you liked about field trip? Where would you like to go on your next field trip? Modeling a Process Voting for first and second choices Charting classroom results Determining top choices Reasons for choice (criteria) Criteria for choosing a field trip Introduce costs: transportation, admission, etc. Performance Task – Math (Gr. 6)Taking a Field Trip – Classroom Activity

  19. Students participate in the classroom activity together. Class discussion is facilitated by teacher. The classroom activities are non-secure. The performance task following the classroom activity is an individual student task. Students work independently in a secure test environment with no discussion. Classroom Activity and Performance Task

  20. Performance Task – Math (Gr. 6)Taking a Field Trip • Based only on the results of the class votes, where would you recommend the class go on the field trip? Show your work or explain how you found your answer.

  21. Performance Task – Math (Gr. 6)Taking a Field Trip • The teacher and parent helpers do not pay an entrance fee. • There are 30 students in the class. • Only 1 bus is needed. • The bus charge is for the entire busload of students (not each student). • Each student will pay the same amount. • The school will pay the first $200.00 of the trip.

  22. Sample questions: Now we will think about the costs of the trip. How much will each student pay to go on each trip? Show your work or explain how you found your answer. Daniel thinks that it will cost less to go to the zoo because the entrance fee is only $2.50 per person. Explain why you agree or disagree with Daniel’s thinking. Performance Task – Math (Gr. 6)

  23. ACT Aspire Results Sample • ACT Aspire Progress Report is still under development.

  24. ACT Results Sample

  25. WorkKeys Sample Business Writing Prompt: At your office, employees are allowed to skip their morning and/or afternoon breaks to take longer lunch breaks. However, the personnel manager says that employees have been taking too much time on their lunch breaks as a result of this policy. She wants to require all employees to take their morning and afternoon breaks and the standard lunch break. Write a letter to the personnel manager explaining whether or not you are in favor of this proposal and why.

  26. ACT WorkKeys Results Sample • If a student meets proficiency in all 3 areas, they can earn an ACT National Career Readiness Certificate.

  27. ACT Dates (Confirmed)2014-15 (Paper) & 2015-16 (Online) • ACT, Inc. only offers three Spring state administration dates each year. Wisconsin has chosen to participate in the earliest of these three testing opportunities to avoid scheduling conflicts with traditional Spring breaks. • The ACT Plus Writing: March 3, 2015, makeup date on March 17, 2015. • Students with accommodations, two week window of March 3-17, 2015. • ACT WorkKeys: March 4, 2015, makeup date of March 18, 2015. • Students with accommodations, two week window of March 4-18, 2015. • The ACT Plus Writing: March 1, 2016, makeup date on March 15, 2016. • Students with accommodations, two week window of March 1-15, 2016. • ACT WorkKeys:  March 2, 2016, makeup date of March 16, 2016. • Students with accommodations, two week window of March 2-16, 2016.

  28. NAEP is conducted every other year (odd numbered years). It yields public school State results for grades 4 and 8, and public/nonpublic National results for grades 4, 8, and 12. There also are a select number of urban districts that participate in the Trial Urban District Assessment (TUDA).

  29. Access for ELLs Sample(Grades1-2)

  30. Access for ELLs Results Sample • Language Acquisition Program (LAP) teachers administer the assessments. • Language support is available for proficiency scores below 6.0. Optional support beyond a score of 6.0 (English proficiency). 2 year monitoring period after reaching 6.0.

  31. MAP Results Sample

  32. Usability, Accessibility and Accommodations Guidelines Universal Tools Designated Supports Accommodations All yield valid scores that count as participation in statewide assessments Smarter Balanced Assessment

  33. Available to all students Students have the ability to activate as they move along Universal Tools

  34. Available to any student for whom the need has been indicated by an educator, prior to the start of the assessment IEP or ELL status is not required Designated Supports

  35. Accommodations • Need must be documented in an IEP or 504 Plan • Accommodations must be set prior to the start of the assessment

  36. Smarter BalancedTest Settings and Accommodations

  37. Testing logistics Mental preparedness (challenging new method of questioning) Preparing students, parents, and staff with regards to expectations Scheduling the resources within each school Test security Still expect a high level of awareness and handling for physical items Though online tests may provide a varied question sequence, we must still maintain quality monitoring practices Proctoring Some of the assessments may require additional validation (PALS) All staff who proctor should understand all aspects of each assessment Technology Need to be aware of potential obstacles in the shared (online) medium Technology integration will continue to increase Bandwidth Logistics Concerns

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