luda fall conference - student assessment update presentation
TRANSCRIPT
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Illinois State Board of Education Student Assessment Update
Mary O’Brian & Diana Zaleski
LUDA Fall Conference October 3, 2013
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Overview
• Balanced Assessment System
• PERA Implications
• Student Learning Objective Process
• PARCC Update
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Balanced Assessment
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Assessment
• Assessment is the process of collecting and interpreting information that informs educators, students and parents/guardians about students’ progress in attaining the knowledge, skills, attitudes, and behaviors to be learned or acquired in school.
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Balanced Assessment System
• A balanced assessment system is the strategic use of formative, interim, and summative measures of student performance to address immediate student needs, inform ongoing instructional changes, and guide long-term educational improvement.
– Douglas County School District (2013)
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Balanced Assessment System
• Formative assessments are designed to provide regular feedback to teachers so they can adjust instruction to improve student learning.
• Interim assessments are designed to identify strengths and weaknesses in curriculum and instruction.
• Summative assessments are designed to measure overall curriculum and program effectiveness. These assessments are standardized to allow comparison across student groups.
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Balanced Assessment System
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Balanced Assessment Benefits
• Aligns curriculum, instruction, and assessment.
• Engages teachers and students in meaningful assessment practices.
• Monitors student growth using multiple measures over time.
• Improves accountability at all levels through the collection of explicit and actionable data.
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PERA Implications
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Performance Evaluation Reform Act
• PERA Requires the establishment of a valid and reliable performance evaluation system for certified employees, that assess both professional competence or practice and student growth.
– Illinois Administration Code Part 50
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Student Growth
• A demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time.
– Illinois Administration Code Part 50
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Assessment
• Any instrument that measures a student’s acquisition of specific knowledge and skills.
– For the purpose of performance evaluation, assessments have been defined as three different types.
– Illinois Administration Code Part 50
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Type I
• A reliable assessment that measures a certain group or subset of students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered either statewide or beyond Illinois. – Examples
• NWEA Measures of Academic Progress
• Advanced Placement Exams
– Illinois Administration Code Part 50
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Type II
• Any assessment developed or adopted and approved for use by the school district and used on a district-wide basis by all teachers in a given grade or subject area.
– Examples
• Collaboratively Developed Common Assessments
– Illinois Administration Code Part 50
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Type III
• Any assessment that is rigorous, that is aligned to the course’s curriculum, and that the qualified evaluator and teacher determine measure student learning in that course.
– Examples
• Teacher Created Assessments
• Assessments of Student Performance
– Illinois Administration Code Part 50
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PERA Challenge
• The creation of a valid and reliable performance evaluation system that includes accurate measures of student growth.
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Student Learning Objective Process
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Student Learning Objective (SLO)
• A detailed process used to organize evidence of student growth over a specified period of time.
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SLO Elements
• Element #1: Learning Goal
• Element #2: Assessments and Scoring
• Element #3: Growth Targets
• Element #4: Actual Outcomes
• Element #5: Teacher Rating
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SLO Cycle
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1. Develop SLO
2. Initial Review
3. Implement Instruction and Monitor Progress
4. Midcourse Check-In
5. Adjust Instruction and Monitor Progress
6. Final Review
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SLO Elements and Cycle
• Element #1: Learning Goal
• Element #2: Assessments and Scoring
• Element #3: Growth Targets
• Element #4: Actual Outcomes
• Element #5: Teacher Rating
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SLO Elements and Cycle
• Element #1: Learning Goal
• Element #2: Assessments and Scoring
• Element #3: Growth Targets
• Element #4: Actual Outcomes
• Element #5: Teacher Rating
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Putting the Pieces Together
• A balanced assessment system may be used at the classroom, school, and district levels.
• Ideally, these systems would nest within and inform one another to create an integrated assessment system.
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Putting the Pieces Together
• The SLO process provides a scaffold for the implementation of an effective balanced assessment system.
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Implementing and Sustaining
• Purposeful Collaboration
• Instructional Leadership
• Intentional Assessment Practices
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Getting Started
• Read the Illinois Administrative Code
• Inventory Assessments
– What assessments are currently used in your classrooms, schools, and district?
– How are these assessments being used?
– What assessments are needed?
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PARCC Update
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What Is PARCC?
High-quality math and English language arts (ELA) tests for grades 3–11
Computer-based
Strong alignment to CCSS
Field Testing: Spring 2014
Operational in 2014–15 school year
•19 Governing states guide development
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It’s not about the test…
It’s about what is right for students to be College and Career Ready in a Global society
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PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11
End-of-Year Assessment
• Innovative, computer-based items
Performance-BasedAssessment (PBA)
• Extended tasks• Applications of concepts
and skills
Summative,Required assessment
Interim, optional assessment
Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD
ELA - Speaking And ListeningAssessment
• Locally scored• Non-summative, required
Optional Assessments/Flexible Administration
Mid-Year Assessment• Performance-based• Emphasis on hard-to-
measure standards• Potentially summative
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1.Complexity: Regular practice with complex text and its academic language.
2.Evidence: Reading and writing grounded in evidence from text, literary and informational.
3.Knowledge: Building knowledge through content rich nonfiction.
ELA Shifts
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Grade 10 ELA Sample Task
But Daedalus abhorred the Isle of Crete—
and his long exile on that sea-girt shore,
increased the love of his own native place.
"Though Minos blocks escape by sea and land."
He said, "The unconfined skies remain
though Minos may be lord of all the world
his sceptre is not regnant of the air,
and by that untried way is our escape."
This said, he turned his mind to arts unknown
and nature unrevealed. He fashioned quills
and feathers in due order -- deftly formed
from small to large, as any rustic pipe
prom straws unequal slants. He bound with thread
the middle feathers, and the lower fixed
with pliant wax; till so, in gentle curves
arranged, he bent them to the shape of birds
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295
300
Ovid's Metamorphoses: Daedalus and Icarus
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While he was working, his son Icarus,
with smiling countenance and unaware
of danger to himself, perchance would chase
the feathers, ruffled by the shifting breeze,
or soften with his thumb the yellow wax,
and by his playfulness retard the work
his anxious father planned.
But when at last
the father finished it, he poised himself,
and lightly floating in the winnowed air
waved his great feathered wings with bird-like ease.
And, likewise he had fashioned for his son
such wings; before they ventured in the air
he said, "My son, I caution you to keep
the middle way, for if your pinions dip
too low the waters may impede your flight;
and if they soar too high the sun may scorch them
305
310
315
320
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Part A
Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?
a. Striving to achieve one’s dreams is a worthwhile endeavor.
b. The thoughtlessness of youth can have tragic results.
c. Imagination and creativity bring their own rewards
d. Everyone should learn from his or her mistakes.
Grade 10 ELA Sample Task
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Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.
a. "and by his playfulness retard the work/his anxious father planned" (lines 310-311)
b. "But when at last/the father finished it, he poised himself" (lines 312-313).
c. "he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling" (lines 327-329).
d. "Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)."
e. "and, bold in vanity, began to soar/rising upon his wings to touch the skies"
f. "and as the years went by the gifted youth/began to rival his instructor's art "
g. "Wherefore Daedalus/enraged and envious, sought to slay the youth "
h. "The Partridge hides/in shaded places by the leafy trees? for it is mindful of its former fall "
Grade 10 ELA Sample Task
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Math Shifts
1. Focus: The PARCC assessment will focus strongly
where the Standards focus.
2. Coherence: Think across grades and link to major
topics within grades.
3. Rigor: In major topics, pursue
conceptual understanding,
procedural skill and fluency,
and application.
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5th Grade
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PARCC Comprehensive Accessibility Policies
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Accessibility Features for All Students
www.isbe.net
• Not limited to IEP/504 plan or ELs
• Identified in Advance
• Selected and turned on as needed
• Personal Needs Profile (PNP)
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Features for All: Student Directed
• Audio Amplification • Eliminate Answer
Choices • Flag Items for
Review • Highlight Tool • Headphones
• Magnification • Enlargement Device • NotePad • Pop-Up Glossary • Spell Checker • Writing Tools
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Presentation Accommodations
Content Area Presentation Accommodations
ELA/Literacy Text-to-Speech or Video of a Human Interpreter for the ELA/Literacy
Assessments, including items, response options, and passages*
Braille Edition of ELA/Literacy Assessments (Hard-copy braille tests and refreshable braille displays for ELA/Literacy)
Closed-Captioning of Multimedia Passages on the ELA/Literacy Assessments
Descriptive Video
Mathematics Video of a Human Interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of Hearing
Braille Edition of Mathematics Assessments (Hard-copy braille tests for Mathematics)
Both Content
Areas
Additional Assistive Technology
(Guidelines available fall 2013)
Tactile Graphics
Video of a Human Interpreter for Test Directions for a Student Who is Deaf or
Hard of Hearing
Paper-and-Pencil Edition
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Presentation Accommodations
Content Area Response Accommodations
ELA/Literacy Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for constructed responses on the English Language Arts/Literacy Assessments*
Word prediction on the ELA/Literacy Performance-Based Assessment*
Mathematics Calculation Device and Mathematics Tools* (on Non-calculator Sessions of Mathematics Assessments)
Both Content Areas Additional Assistive Technology
(Guidelines available fall 2013)
Braille note-taker
Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for the Mathematics assessments, and for selected response items on the English Language Arts/Literacy assessments
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Accessibility Features Identified in Advance
• Answer Masking
• Background/Font Color (Color Contrast)
• General Masking
• Line Reader Tool
• Text-to-Speech for the Mathematics Assessments
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PARCC Field Test
• Purposes
– Examine the quality of items so that PARCC can build assessment forms for the 2014-2015 school year.
– Pilot assessment administration procedures.
– Give schools and districts the opportunity to experience the administration of the PARCC assessments.
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PARCC Field Test
• Across all of the PARCC states, over one million students will participate in the field test. – The field test design is intended to reduce the testing
burden on participating schools and districts.
• In Illinois, a majority of school districts have at least one classroom that has been asked to participate in at least one portion of a content area. – Some have multiple classrooms that have been asked
to participate.
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Field Test Timing
• Field Test windows: – Performance Based Assessment (PBA): March 24-April 11, 2014 – End-of-Year (EOY): May 5-June 6, 2014
• Testing sessions:
• Specific guidance is available on the PARCC website.
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PARCC Component # of ELA/Literacy Sessions
# of Math Sessions
PBA Only 3 2
EOY Only 2 2
Both 5 4
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Field Test Technology
• Windows, MAC OS and Chrome OS are supported for the Spring 2014 Field Test.
– Not all accessibility features will be supported for Chrome OS
– Linux IS NOT supported on field test - will be for the operational assessment
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Field Test Technology
• Apple or Windows (Windows RT is not supported) tablets with screen size 9.5 inches (10 inch class) or larger and external keyboards (wired or Bluetooth) may be used.
– Must run Apple iOS (iPad 2 or newer, iOS 6 or newer) or Windows 8 or newer.
• Android tablets MAY NOT be used for the field test, but will be supported running Android 4.0 or newer on the 2014-2015 operational assessment.
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Technology Platform
• PEARSON’s TestNav platform has been selected for the Field Test (Spring 2014) and 1st Operational assessment in 2014-15.
– Provides a Proctor Caching solution that will allow for test downloads to individual computers for testing and then uploads when testing is completed reducing the amount of bandwidth needed during test administration.
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Accessibility and Accommodations: Field Test
• The field test includes students with disabilities and English Language Learners.
– Some limitations on accessibility/accommodations for the field test
• ASL video
• Closed captioning
• Descriptive video
• Refreshable braille
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PARCC Updates and Information
• www.isbe.net/assessment/parcc.htm
• www.parcconline.org/parcc-assessment
• www.parcconline.org/technology
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Questions
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Contacts
• Mary O’Brian – Director of Assessment
– Student Assessment
• Diana Zaleski – Principal Consultant, Statistician
– Student Assessment
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References
• Illinois State Board of Education – www.isbe.net
• Illinois Administration Code Part 50 – www.isbe.state.il.us/rules/archive/pdfs/50ARK.pdf
• Center for Assessment SLO Toolkit – www.nciea.org/
• Douglas County School District (2013). What is balanced assessment. Retrieved from: – https://sites.google.com/a/dcsdk12.org/bas/
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