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New Future, New Test
DECKER ELEMENTARY
Pomona Unified School District
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We’re Preparing for a New Future
• Our students will live and work in the world of tomorrow
• We had to update our education system to match the demands students will face
• Tomorrow’s need? Workers who are: • Adaptable • Can apply knowledge to unpredictable problems• Can find information, assess its value and integrate
it to arrive at creative solutions
Pomona Unified School District
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Out with the Old – In with the New
New Curriculum
New Learning
New Test
New Teaching
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A New Approach
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Checking Progress – 3 ways
Classroom assignments
Classroom assessments
• Rigorous Tasks
• Frequent checks for understanding
• Optional midyear tests provided by Smarter Balanced
CAASPP summative assessments
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The Annual Test – worth the time?
Like your yearly well check up at the Pediatrician, the annual test:
• Provides a consistent evaluation– Is my child meeting expected milestones?
• Allows you to follow growth – even if you relocate!
• Gives you and your child’s teacher information you can act on – Does my child need focused support?
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Is change really needed?
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Weaknesses & Missing Skills
• Colleges and career training programs reported
weaknesses in HS grads Reading complex technical and informational texts
Writing well-supported arguments
Solving non-routine problems
• Analyses showed critical higher order skills were
needed for college and the workforce Problem solving
Critical thinking
Systems thinking
Information/ ICT literacy
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Yet old tests focused on lower level skills
• Even looking at tests from 17 states reputed to have
higher standards and more difficult tests found that:
Only 21% of English Language arts items required “higher
order thinking skills” and
Fewer than 2% of mathematics items required “higher order
thinking skills”*
* Estimating the percentage of students who were tested on cognitively demanding items through the state achievement tests. RAND Corporation, 2012
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The new CAASPP
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Assesses Desired Skills
• Problem Solving Perseverance
• Application of Knowledge
• Listening
• Reading Complex Texts
• Research
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Provides Better Information
Computer Adaptive Testing (CAT) = increased accuracy
What is CAT :• Answer Correctly Harder Question
• Answer wrong Easier Question
How:•Students get the questions right for them – up to 2 grade levels above or below grade
•Before, for those at the top and the bottom we couldn’t tell – How far ahead? How far behind?
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Old School, New School
How test questions have changed
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More Engaging - 4th Grade Math
Click and Drag animation Click and Drag animation
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Challenging Tasks – 5th Grade Math Example
“Analyze the class plan and determine an alternative that
will help make the most of the available area “
• Drawn from real life• Requires multiple steps• No one right answer
• Drawn from real life• Requires multiple steps• No one right answer
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Listening Questions – 7th Grade ELA
Asks students to provide
evidence for answers Asks students to provide
evidence for answers
Listen to the presentationListen to the presentation
Audio glossaries for words above grade level Audio glossaries for words above grade level
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Meaning in Context – 11th Grade ELA
More than one answer
Choose the best two words to replace the underlined word
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Unique Accessibility Features – Example: Pop Up Glossary
Roll cursor over shadowed words –glossary pops up
Roll cursor over shadowed words –glossary pops up
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Unique Accessibility Features – Example: American Sign Language Videos
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Practice Test (click here)
Live Look at the Test
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Understanding Scores
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Results: Resetting the System
Like Apples and Oranges, the new tests are too different to compare the old scores and new.
Many students will need to make significant progress.
This year’s results will establish a baseline for progress in future years.
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Overall Scores – 2 Areas, 4 Levels
English Language Arts – Mathematics
Nearly Met the Standard
Exceeded the Standard
Met the Standard
Has Not Met the Standard
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Additional Scores – 3 levels, 8 topics
English Language Arts1.Reading
2.Writing
3.Speaking & Listening
4.Research/Inquiry
Mathematics1.Concepts & Procedures
2.Problem Solving
3.Communicating Reasoning
4.Modeling & Data AnalysisBelo
w
Sta
nd
ard
A
bove
Sta
nd
ard
A
t/N
ear
Sta
nd
ard
Above Standard
At/Near Standard
Below Standard
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A Video Presentation
Understanding Your Child’s Score Report- English
Entendiendo el Reporte de Calificaciones Individual de CAASPP del Estudiante
*- Spanish
*Presentation computer must be logged on to the Internet and have access to YouTube. YouTube works best with Google Chrome. If you do not have Internet Access, the videos are located in folder # 2 in the Back to School Communications File.
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A Framework for Interpretation
It’s a beginning – this year’s score is your baseline.
It’s a transition – results may show many students need to make progress, but we are on the right path.
It’s the information we need – to help prepare kids for college and careers.
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It’s just one snapshot of progress in a process of continual improvement
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We’re on the right Path
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CAASPP Results Timeline
Late July 2015—Shipping of Student Score Reports to local educational agencies (LEAs).
August 1–6, 2015—The Online Reporting System (ORS) is available in view-only mode, which means that new scores will not be visible until August 10. New users created during this period will not have access to ORS.
August 7–9, 2015—The ORS is not available. Please note that these dates are slightly different from what was communicated previously in our calendar
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CAASPP Results Timeline
August 10, 2015—Interim Assessments are open for 2015–16 administration; student responses for the 2014–15 administration will have been removed from the IAHSS.
Mid-August 2015—LEA student data files are available for download from the Test Operations Management System (TOMS).
Mid-Late August 2015- Student information will become available in District-based data systems OARS and Zangle
Late August 2015—State release of 2015 test results; more information will follow after the exact date has been determined.
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How Does a CAT Work?
• Each student is administered a set of test questions that is appropriately challenging.
• The student’s performance on the test questions determines if subsequent questions are harder or easier.
• The test adapts to the student item-by-item and not in stages.
• Fewer test questions are needed as compared to a fixed form to obtain precise estimates of students’ ability.
• The test continues until the test content outlined in the blueprint is covered.
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How Does a CAT Work?Example: A Student of Average Ability
Medium
Med-Low
Low
Very Low
Med-High
High
Very High
Test QuestionsAnswers (R/W)
1 2 3 4 5 6 7 8 9 10
R R W R W W W W R R
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Scoring the CAT
As a student progresses through the test, his or her pattern of responses is tracked and revised estimates of the student’s ability are calculated.
Successive test questions are selected to increase the precision about the level of achievement given the current estimate of his or her ability.
Resulting scores from the CAT portion of the test are based the specific test questions selected as a result of the student’s responses, but NOT the sum of the number answered correctly.
The test question pools for a particular grade level are designed to include enhanced pool of test questions that are more or less difficult for that grade but still matching the test blueprint for that grade.
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Performance Tasks (PTs)
In all Smarter Balanced tests, a PT and a set of stimuli on a given topic are administered as well as the CAT.
PTs are administered at the classroom/group level so they are not targeted to students’ specific ability level.
The items associated with the PTs may be scored by machine or by human raters.
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Final Scoring: Contribution of CAT and PT Sections
Number of Items defined by Test Blueprints
ELA/Literacy Mathematics
Grade CAT PT CAT PT
3–5 38–41 5–6 31–34 2–6
6–8 37–42 5–6 30–34 2–6
11 39–41 5–6 33–36 2–6
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Final Scoring: Contribution of CAT and PT Sections (cont.)
Based on the test blueprint, the CAT section is emphasized because there are more CAT items/points than PT items/points.
Claims with more items/points are emphasized.• Mathematics: Concepts and Procedures Problem
Solving/Modeling and Data Analysis Communicating Reasoning
• ELA: Reading Writing Speaking/Listening ResearchBecause scores are based on pattern scoring, groups of items
that are more difficult and discriminating will have a larger contribution on final scores.
Therefore there is no specific weight associated with either PT or CAT Sections
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Achievement Levels
» Achievement level classifications based on overall scores– Level 1—Standard Not Met– Level 2—Standard Nearly Met– Level 3—Standard Met– Level 4—Standard Exceeded
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Achievement Levels by Grade
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Smarter Balanced Scale Score Ranges for ELA/Literacy
Grade Level 1 Level 2 Level 3 Level 4
32114–2366
2367–2431 2432–2489 2490–2623
42131–2415
2416–2472 2473–2532 2533–2663
52201–2441
2442–2501 2502–2581 2582–2701
62210–2456
2457–2530 2531–2617 2618–2724
72258–2478
2479–2551 2552–2648 2649–2745
82288–2486
2487–2566 2567–2667 2668–2769
112299–2492
2493–2582 2583–2681 2682–2795
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Achievement Levels by Grade
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Smarter Balanced Scale Score Ranges for Mathematics
Grade Level 1 Level 2 Level 3 Level 4
3 2189–2380 2381–24352436–2500
2501–2621
4 2204–2410 2411–24842485–2548
2549–2659
5 2219–2454 2455–25272528–2578
2579–2700
6 2235–2472 2473–25512552–2609
2610–2748
7 2250–2483 2484–25662567–2634
2635–2778
8 2265–2503 2504–25852586–2652
2653–2802
11 2280–2542 2543–26272628–2717
2718–2862
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Achievement Levels for Claims
• Achievement Levels for claims are very similar to subscores. They provide supplemental information regarding a student’s strengths or weaknesses.
• No achievement level setting occurred for claims.• Only three achievement levels for claims were
developed since there are fewer items within each claim.• Achievement levels for claims are based on the distance
a student’s performance on the claim is from the Level 3 proficiency cut.
• A student must complete all items within a claim to receive an estimate of his or performance on a claim.
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Preliminary Test Results: Student and Aggregate
Through the Online Reporting System (ORS)Available approximately three to four weeks after
student completes both parts—CAT and PT—of a content area
Added daily
Use Caution: The results are partial and may not be a good representation of the school or district’s final aggregate results. The results are preliminary; the processing of appeals may result in score changes.