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Next Generation Assessments of Ohio’s New Learning Standards. Designing Offline and Online Learning Experiences for NGA Success Andrea Smith, NPESC Regional Director. Questions to be Discussed. What will the tests look like? What will students be asked to do?

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next generation assessments of ohio s new learning standards

Next Generation Assessments of Ohio’s New Learning Standards

Designing Offline and Online Learning Experiences for NGA Success

Andrea Smith, NPESC Regional Director

questions to be discussed
Questions to be Discussed
  • What will the tests look like?
  • What will students be asked to do?
  • How can I modify my assessments to prepare my students?
  • How can I modify learning experiences to prepare my students?
  • What updated information is now available?
ode guidance documents and other resources
ODE Guidance Documents and other Resources
  • Test Blueprints
  • Sample items
  • Quality Rubrics
ohio s next generation assessments

PARCC-Developed Assessments

  • English language arts
    • Grades 3 – 8
    • End of Year exams (3)
  • Mathematics
    • Grades 3 – 8
    • Alg I, Geom, Alg II
  • Operational school year 2014-15

State-Developed

Assessments

  • Science
    • Grades 5, 8
    • End of Course – Bio and Phys Science (2)
  • Social Studies
    • Grades 4, 6
    • End of Course – Am His. & Am Govt (2)
  • Operational school year 2014-15
Ohio’s Next Generation Assessments

Ohio’s Next Generation Assessments

summative assessment components
Summative Assessment Components
  • Performance-Based Assessment (PBA)will assess knowledge of material from first three quarters of the year. Following the PARCC model, the PBA will present a combination of discret items and tasks linked to stimuli that engage significant content aligned to the model curriculum. The sequence of items associated with the stimulus draws the student into deeper analysis and interpretation than might ordinarily be possible in a single item.
  • End-of-Year Assessment (EOY) administered after approx. 90% of the school year. All items will be scored by the computer.

End-of-Year

Assessment

  • Innovative, computer-based items
  • (PBA) (EOY)

Performance-Based

Assessment (PBA)

  • Extended tasks
  • Applications of concepts and skills
part i performance based assessment
Part I: Performance-Based Assessment
  • The Performance-Based Assessment (PBA) will assess the student’s knowledge of material from approximately the first three quarters of the course, as specified in this document.
  • The assessment will consist of approximately 8-12 items worth 20 points overall.
  • It will require students to engage with course content at a significant cognitive depth and a meaningful level of analysis.
  • Following the PARCC model, the PBA will present a combination of discrete items and tasks, or sets of items linked to stimuli that engage significant content aligned to the model curriculum.
part ii end of year examination
Part II: End-of-Year Examination
  • The End-of-Year Examination will cover the entire content of the course.
  • It will be administered as close as possible to the end of the course (after approximately 90% of the course has been completed).
  • All EOY assessment items will be scored by computer, making possible a very quick return of scores.
test items computer scored
Test Items- Computer Scored
  • Multiple Choice- 4 answer options
  • Short Answer
  • Graphic Response
  • Simulation

Test Items- Hand Scored

  • Short (SCR) and Extended Constructed Response (ECR)- A question or set of questions that require a detailed written response. Responses are scored using a rubric.
slide12

Test Items- Computer Scored

A Multiple-choice item consists of the following:

  • a brief statement that orients the student to the context of the question (optional).
  • a stimulus (document, data table, graphic, etc.) on which the question is based (optional).
  • a question.
  • four answer options.
test items computer scored1
Test Items- Computer Scored

A Short-answer item consists of the following:

  • a brief statement that orients the student to the context of the question (optional).
  • a stimulus (document, data table, graphic, etc.) to which the question refers (optional).
  • a question or prompt.
  • a response area. The student types a response to answer the question.
test items computer scored2
Test Items- Computer Scored

A Graphic-response item consists of the following:

  • a brief statement that orients the student to the context of the question (optional).
  • a stimulus (document, data table, graphic, etc.) to which the question refers (optional).
  • a question or prompt.
  • a graphic-response interface on which the student manipulates objects using a computer mouse to create a response to the question. The response interface may be a map, a chart or graph, a picture or a diagram on which the student must position objects correctly.
slide16

Test Items- Computer Scored

A Simulation

  • an interactive animated graphic interface that simulates an investigative experiment or physical situation.
  • Information is displayed in the form of dynamic maps or illustrations, statistical tables, or charts and graphs.
  • Data inputs can be adjusted by the student to reflect changes in the experimental or situational inputs, and the graphics adjust themselves to account for the new information.
  • Simulations are accompanied by more than one of the other item types.
  • The simulation functions as an interactive stimulus.
simulation examples
Simulation Examples
  • Stickleback Evolution http://www.hhmi.org/biointeractive/stickleback-evolution-virtual-lab
  • Bridge Challenge http://www.pbs.org/wgbh/buildingbig/bridge/challenge/index.html
  • Disease Detectives http://www.pbs.org/wgbh/nova/body/disease-detective.html
hand scored
Hand-scored

A Short Constructed Response item (SCR) consists of the following:

  • a brief statement that orients the student to the context of the questions (optional).
  • one or more stimuli (documents, graphics, data displays, etc.) to which the questions refer (optional).
  • a question or set of questions that require a detailed written response or responses. The responses are scored according to a rubric or set of rubrics that address multiple dimensions in the student work.

An Extended Constructed Response item (ECR) contains the same components as the SCR but requires a more elaborated response

how to find item specifications
How to find Item Specifications
  • Go to ODE’s homepage (www.education.ohio.gov)
  • Search “State Developed Assessments”
how to read item specifications documents
How To Read Item Specifications Documents

Beginning paragraphs:

  • Strand, Topic, Content Statement
  • Expectations for Learning- What are students expected to be able to DO?

Content Limits- What students need/do not need to know for this standard

Stimulus Attributes and Response Attributes

  • HOW will this standard be tested?
  • What do they expect students to get wrong?

Short Answer question possibilities

activity test blueprints
Activity: Test Blueprints

Use your grade level blueprint to find the answers to the following questions:

  • Total points on the PBA?
  • How many points is the EOC assessment worth?
  • How many short answer questions will students answer on the PBA?
  • How many Multiple Choice questions on the PBA?
  • How will questions be divided between the different content strands?
  • What content will not be assessed on the PBA?
using the test blueprints
Using the Test Blueprints
  • What are 3 new things you have learned from the blueprints?
  • What are 2 questions you now have?
  • What is 1 thing you will use right away?
how do we prepare for online
How do we prepare for online?

Dealing with the "yeahbuts" and "wecants"

AAGH!!! We won't have enough computers

We don't know the cut scores

We haven't seen a practice test

Kids can't keyboard in 3rd grade

These questions look hard

Did we mention not enough technology?

what are the benefits
Engaging assessments

Technology enhanced items allow for multiple answers, modeling of thinking, use of simulations, embedded video or sound

Test questions will provide scaffolding for students

Built in accommodations

Immediate results on the End of Year tests

Larger testing window

What are the benefits?
student tech skills for nga assessments
KeyboardingStudent Tech Skills – For NGA Assessments
  • Cutting and Pasting
  • Highlighting
  • Using on-screen calculator (gr 6-11 only)
  • Dragging and Dropping items
  • Manipulating a graph
  • Running a simulation to generate data
  • Changing font size and background color
  • Clicking on multiple correct answers
  • Utilizing spreadsheets, documents
what is being created
What is being created?

Field Test

Yearly test timeline

Innovative item types

Sessions and amount of time

Accommodations

Vendor for Ohio’s Science and

Social Studies NGA is A.I.R.

parcc comprehensive accessibility policies

PARCC Comprehensive Accessibility Policies

* Available to all participating students

**For students with disabilities, English learners, and English learners with disabilities

administrative considerations for all students
Administrative Considerations for All Students

Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner:

Small group testing

Frequent breaks

Time of day

Separate or alternate location

Specified area or seating

Adaptive and specialized equipment or furniture

slide33

PARCC’s Proposed

Accommodations for Students with Disabilities

response accommodations

Response Accommodations

* See notes below

physical science field test
Physical Science Field Test
  • Students taking the Physical Science Field Test will have three additional tools:
    • An online scientific calculator
    • An online Periodic Table
    • An online Reference Sheet
  • See Appendix A, B and C handouts
let s do some online assessment practice
Let’s do some online assessment practice…
  • Go to: http://oh.portal.airast.org/oh_fieldtest/
  • Click “For Students and Families”
  • Choose Student Training Site
  • Choose your grade level and take one of the short online training assessments.
  • Answer keys are available – elementary, middle school, or secondary
activity sample items
Activity: Sample Items
  • Complete the online sample items – HIGH SCHOOL TEST/CALCULATOR/LINE TRACKER/PERIODIC TABLE
  • For each science sample item:
    • Classify the item: MC, SA, GR, SCR, ECR
    • Discuss the question’s level of cognitive demand
    • Determine the grade level standards to which this question aligns
ohio s science online portal
Ohio’s Science Online Portal

http://oh.portal.airast.org/oh_fieldtest/

slide43

Cognitive demands

  • Describe the cognitive expectations associated with a learning task, the thinking that goes along with the doing
  • Are an integral part of teaching and learning science
  • Are differentiated from one another by the way knowledge is used rather than by the degree of rigor associated with a particular demand; they are not hierarchical
  • Are interdependent and in effective science instruction, seldom appear in isolation
slide45

Requires students to

    • Solve science-based engineering or technological problems
    • Within given scientific constraints
      • Propose and critique solutions
      • Analyze and interpret engineering and technological problems
      • Anticipate effects of engineering or technological design
      • Consider consequences and alternatives
    • Integrate and synthesize scientific information
slide46

Requires students to use scientific inquiry to

    • Ask questions
    • Plan and conduct investigations
    • Gather and organize data
    • Think critically and logically about relationships between evidence and explanations
    • Construct and analyze alternative explanations
    • Communicate scientific arguments
slide47

Requires students to

    • Use subject-specific knowledge to interpret and explain events, phenomena, and concepts using grade-appropriate scientific terminology and technical and mathematical knowledge
    • Communicate with clarity, focus, and organization using investigative scenarios, real-world data, and valid scientific information
slide48

Requires students to

    • Provide accurate statements about valid scientific facts, concepts, and relationships
    • Provide rote responses
    • Perform routine mathematical tasks
slide51

Visit ORC's Examining Cognitive Demands e-pub to learn more by listening to podcasts and reviewing examples.

ohio sample science and ss items

Simulation

Graphic Response

Ohio Sample Science and SS Items

http://demo.tds.airast.org/Ohio/

science assessment example

Simulation

Science Assessment Example
  • “Bottling Honey” from NAEP (National Assessment of Educational Progress)
  • http://nationsreportcard.gov/science_2009/ict_tasks.asp

Online…Interactive…Authentic

following slides from colorado testing
Following slides from Colorado Testing

http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Colorado/coPALPLayout_v2&cid=1205794393662&pagename=coPALPWrapper

following from virginia testing
Following from Virginia Testing

•http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml

slide64

Graphic Response

Grade 8 science – Delaware test

Scoring Rubric

To earn full credit (3 points), a student places

 the plants and/or the trees in the Producer column (1 point)

AND

 the mice and/or the owls in the Consumer column (1 point)

AND

 the bacteria in the Decomposer column (1 point).

NOTE: Full credit (3 points) requires all three organisms to be placed in appropriate columns.

To earn partial credit, a student answers one or two parts correctly.

slide65

10th Grade biology – Delaware test

Graphic Response

Scoring Rubric

To earn full credit (3 points), a student places

 the “ribosome” label in the purple box (1 point)

AND

 the “DNA” label in the red box (1 point)

AND

 the “transcription” label in the green box (1 point).

Full credit (3 points) requires all three terms to be placed in the correct three boxes.

To earn partial credit, a student answers one or two parts correctly.

reflection on the sample items
REFLECTION on the sample Items
  • Which item types are going to be the easiest to incorporate into your classroom?
  • Which item types will be the most challenging? Why?
  • How can you use the item types with your colleagues?
  • How can you use the item types with your students?
students will be asked to
Students will be asked to:
  • Provide evidence for selected responses
  • Design and analyze the data from a multi-step investigation
  • Write interpretations of data based on evidence
  • Apply what is learned through simulated investigation of authentic scenarios
how can i help students be prepared to show what they know
How can I help students be prepared to show what they know?
  • How can I modify my assessments to prepare my students?
slide72

Considerations for Instructional Shifting

What classroom experiences will be necessary for students to be successful on a variety of online assessments?

What types of off-line learning will you be planning for your students?

What types of on-line learning will you be searching for in order to better prepare your students?

science online interactive resources
Science Online Interactive Resources
  • http://www.bbc.co.uk/bitesize/ks2/science/
  • http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml
  • http://phet.colorado.edu/en/simulations/category/chemistry
  • http://concord.org/activities
  • http://nces.ed.gov/nceskids/createagraph/
  • http://www.uen.org/3-6interactives/science.shtml
a tool from ode to use
A tool from ODE to use…

Quality Review Rubric for Science

online nga type assessments
Online NGA-type Assessments
  • Share the following:
    • Any online resources that support NGA-type assessment you are currently using that you didn’t hear about today.
    • At least one of the websites you saw today you want to investigate further
thanks for your participation
Thanks for your participation!
  • Dr. Jodi Haney, BGSU
  • Andrea Smith, Regional Director

asmith@npesc.org

419-627-3947