Proof of Concept Study:

Grade 5 Mathematics Training

Tammy Howard, PhDDirector, Accountability Services

NC Department of Public Instruction

August 4, 2015

PurposesValid and reliable measures of content

standards

Growth data for educator effectiveness reports

Assessments throughout the year that inform and guide instruction and that predict performance on future assessments

A stand-alone summative assessment at the end of the year that may be connected to the interim assessments

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Research Questions

Determine the feasibility of implementing the concept across grades 3–8 data analysis to affirm reliability

input/feedback on the integration of the assessments in instruction

logistical/operational (delivery mode, scoring)

professional development requirements

possibility of different item types

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Research Questions

Is it valid and reliable to combine results on the interim assessments for proficiency and growth reporting; thereby, eliminating an end-of-year summative assessment?

Do interim results provide teachers and students with useful information to inform and improve the delivery of instruction?

Will interim assessments predict performance on the end-of-year test?

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Research Questions

Are the interim assessments required of all students or are some of the interim assessments optional?

Does the structure of the content standards require adjusting design of the through-grade model?

Is it feasible to incorporate constructed-response items or writing prompts on the interim assessments?

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Research Questions

Is the performance affected by the delivery of through-grade assessment versus a traditional summative assessment model?

What information will be available for student-level and teacher-level reports and how is such information best delivered and presented?

Is the professional development adequate?

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Research Questions

Is it feasible to deliver the assessments both online and paper/pencil?

Does the through-grade model provide parents with useful information and do they view the model as an effective way to assess students?

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Concept Design―Grade 5

Students take 3 interim assessments during the school year The interim assessments are not included in

accountability calculations

Students take a shortened end-of-year test End-of-grade test without embedded field test

items

The modified end-of-year test is included in accountability calculations

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Interim 1 Interim 2 Interim 3 End-of-Year

(Covers Interims 1– 4)

Design

Design could be altered based on outcome of study May have overlapping content May predict performance throughout the year

Information for Teachers

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Student-level reports

Number of items correct by content standard

Number of overall items correct

Item reviews

TimelineYear Administration Grade Levels Purpose

2015–16 Proof of Concept(sample population)

Grade 5: MathGrade 6: Reading

Determine feasibility of concept

Summer 2016: Decision-point of how to proceed

2016–17 Field Test(sample population) Or

Release RFP for assessment

Grades 3–8: Math Grades 4–8: Reading

Test items for inclusion in operational test forms

2017–18 Pilot Operational Year(statewide)

Grades 3–8: Math Grades 4–8: Reading

Full Implementation

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Sample―Grade 5Grade 5 Math — 45 schools, 4,021

students

Stratified random sample pulled

Generalizable to the entire state

Demographic variables: region, ethnicity, gender, economically disadvantaged

School-level achievement variable: mean scale score

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Interim Test Specifications—Grade 5

Step 2 in the test development

Separate meetings held late June and early July

Invitees selected by NCDPI Curriculum and Instruction Mathematics and ELA

Active grade 5 Math and grade 6 ELA classroom teachers, instructional coaches, and LEA curriculum and instruction leaders

First half of meeting―Training by NCDPI Curriculum and Instruction

Second half of meeting—NCDPI Test Development collected feedback and recommendations

Test Development team discusses teacher recommendations with NCDPI Curriculum and Instruction to finalize test specifications

Feedback will be collected from sampled schools

Interim Design—Grade 5 Mathematics Grade 5

Calculator active and inactive sections

Multiple-choice and gridded-response items

ELA/Reading Grade 6

3 selections

Multiple-choice and constructed response (CR) items

– 1 CR item on interims two and three

Both

Paper/pencil

Up to 90 minutes max

20–25 items pulled from the EOG item pool (if available)

One form for each interim

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Interim Assessment Policy—Grade 5 Testing Windows (3)

Interim 1 October 1–30, 2015

Interim 2 December 8, 2015 – January 22, 2016

Interim 3 March 3–31, 2016

Districts/charters can determine the testing days within the designated windows

Interims are not required to be administered to all students on same day, but should be administered within the same week

Make-up administrations are optional

Should be administered by the classroom teacher

Proctors are not required

Administration does not require the removal of displays

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Interim Assessment Policy―Grade 5

Eligibility

Mathematics Grade 5

All students enrolled in grade 5 at sampled schools who participate in the EOG mathematics assessment

English Language Arts/Reading Grade 6

All students enrolled in grade 6 at sampled schools who participate in the EOG English Language Arts/ reading assessment

Both

Transfer students−−Take the interim(s) and the modified end-of-year (EOY) test

No opt out

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Interim Assessment Policy—Grade 5

Students Not Eligible to Participate

Students with disabilities whose IEP documents participation in the NCEXTEND1 alternate assessment

LEP students who scored below Level 4.0 Expanding on the W-APT and are in their first year in U.S. schools are not eligible to participate in the grade 6 ELA study, but they are eligible to participate in the grade 5 math study

Students who are granted a medical exception from the Division of Accountability Services for the EOG assessments

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Interim Assessment Policy—Grade 5

Accommodations

IEP, 504, and/or LEP teams do not have to reconvene and document the accommodations for the Proof of Concept Studies.

Students may use the accommodations that are specified on their current IEPs, Section 504 Plans, or LEP documentation for the EOG for the modified end-of-year test.

Instructional accommodations may be used for the interims except for the Read Aloud and Signing/Cueing accommodations for grade 6 ELA/Reading. Reading aloud or signing/cueing the selections, questions, or answer choices invalidates results because the interims measure reading skills.

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Interim Assessment Policy―Grade 5

Special Print Versions

Braille, Large Print (LP), One Item Per Page (OIPP), and Large Print One Item Per Page Editions (LP/OIPP) can be ordered from TNN

Accommodation Notification Request Forms for special print versions do not need to be sent in for interim assessments

Submit orders at least 30 working days before the actual administration date

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Interim Assessment Policy—Grade 5

Materials Ordering

Materials will be ordered through TNN (after initial order, materials will be auto shipped for the remainder of the study)

Assessment Guide

– guide for interims (separate guides: 1 for ELA/Reading; 1 for Math)

– guide for end-of year (separate guides: 1 for ELA/Reading; 1 for Math)

Answer sheets

Test books (separate test books for the subjects)

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Interim Assessment Policy― Grade 5

Required Supplemental Materials

English Language Arts/Reading

Blank paper

Mathematics

Blank paper

Graph paper (auto shipped for interims and end-of-year)

Calculators

– Any four-function calculator with memory key

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Interim Assessment Policy—Grade 5

Security

Assessment guides are not secure test materials

Store at the school until all interims have been administered, then securely destroy

Following the administration, interim assessment booklets are to be kept at the schools for 4 weeks, then securely destroyed

Booklets must remain in the school

Booklets should be accounted for at all times

Local decision where booklets are stored at the school (secure facility not accessible to students)

Teachers may use the booklets with students in reviews

Parents may view the booklets only within the school setting. The teacher may share with parents the student’s scores on the items through customary communication (i.e., individual parent/teacher conferences at the school)

Interim assessments (booklets, items, content) cannot be shared with other schools

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NC Education Page

• Use the following link to the course

https://center.ncsu.edu/ncaccount