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Scott Cook, ISAT Coordinator Rob Sauer, Deputy Superintendent of Innovation and Choice Carissa Miller, PhD, Deputy Superintendent of Assessment. Tools for Schools: Developing End-of-Course Assessments Statewide. A. Purpose, goals and uses of End-of-Course Assessments (EOCs)
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Rob Sauer, Deputy Superintendent of Innovation and Choice
Carissa Miller, PhD,
Deputy Superintendent of AssessmentTools for Schools: Developing End-of-Course Assessments Statewide
B. EOC test development plan
C. Mentor/mentee model of development
D. Other tools available for districts
E. Creation logistics, getting involved
F. Questions and commentsOutline
Are we testing what we intend to measure?
Can the measure be repeated with confidence?
Pearson correlation, Cronbach’s alpha
Differential Item Functioning (DIF) – performance among subgroups
Sufficient rigor for the course/purpose?
Scoring and Reporting
*American Educational Research Association, (1999) “Standards for Educational and Psychological Testing,” Washington, DC: AERA.Good Testing Practices*
ISAT Start to finish: roughly a 2-year process
Trained item writers follow standards, content limits; depth and range of knowledge, balance of representation
Items are reviewed by Idaho teachers before piloting
Piloted items are reviewed again for statistical analysis and alignment to standards and content limits
% correct values
Building test forms
Census test ready
Multiple choice format
Combine item writing and training with mentor/mentee model
Using experienced EOC item writers and inviting teachers from schools in “Needs Improvement Status”--access SI dollars
Professional development a positive by-product of process
Building item bank with existing items from Boise, Meridian, and Twin Falls [thanks!]
SDE must finalize or write standards which inform sample Test Blueprints- Geometry and Algebra course outlines exist
Create individual online item cards- @ 1,800 for 6 courses, load in SchoolNet
Create list of focus words that inform search function
10 individuals per course group
Whole group trains in basics of item writing
Groups begin to code items to test blueprintsEOC Workshop, Nov. 2010
Groups write new items to flesh out test forms
Test forms are created
Test forms are reviewed
Items not used in forms revert to bankWorkshop Week [cont]
Chapter 4: Creating Tests
The Create page is where you create new tests and new test items. The test creation process likely began with the test blueprints and high-level benchmarking goals being set prior to the actual test creation process in Assess. Creating the test using the form below creates a test shell where items are then added from Item Central, or are authored right from the test details page.
After the test content is entered, Assess supports a common workflow that takes the test into various stages, including a Public Draft that allows content and assessment specialists to review the items, alignments, metadata, and online testing display collaboratively.
To generate a test, see:
Step 1: Getting Started
Step 2: Choosing an Item Type
Step 3: Working within Item Types
Creating Passages: Getting Started
Creating Passages: Adding Content
Local access, local control
Finalizing course test forms, QA items, training and rollout Winter 2011Final thoughts