Slide 1

Using the Iowa Assessments to Measure the Iowa Core Session 1

Slide 2

The Iowa Assessments

Slide 3

Design Iowa Core Test Specifications Development Process Alignment Research Metrics Reports

Slide 4

Test Design

Slide 5

Test Specifications Content specifications Number of items per domain/standard Cognitive specifications Available on ITPs website

Slide 6

Test Development Test Specifications Item WritingInternal Review External ReviewInternal Review Item Tryout Data Review Operational Forms Construction

Slide 7

Understand Stated Information Identify Central Ideas and Their Support Understand Literacy Devices and Elements Draw Conclusions or Make Inferences Use Context to Determine Meaning Understand Text Features, Structures, Style

Slide 8

Core: Operations and Algebraic Thinking Generate and analyze patterns Algebraic Patterns and Connections Explore numerical patterns Cognitive Level Extended reasoning 1 A number pattern starts with 6 and ends with 21. Which rule could make this pattern ? ASkip count by 2s BSkip count by 3s CSkip count by 6s DSkip count by 7s

Slide 9

Core: Statistics and Probability Investigate patterns of association in bivariate data Data Analysis, Probability, and Statistics Make predictions and interpret data Cognitive Level Extended reasoning Use the scatter plot below to answer question 3. 3According to the trend in the data, which weight of paper is most likely discarded by an 8- person household? A4.5 pounds B12.5 pounds C25.0 pounds D50.0 pounds

Slide 10

Core: Statistics and Probability; Interpreting Categorical and Quantitative Data Summarize, represent, and interpret data on a single count or measurement variable Data Analysis, Probability, and Statistics Make predictions and interpret data Cognitive Level Conceptual understanding 3 The box-and-whisker plot below represents the 20 scores earned on a test. No two students earned the same score on the test. How many students earned a score from 77 to 90? A4 B5 C8 D10 E13

Slide 11

Core Understand and apply knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties; Learner formulates explanations from evidence Physical Science Types & properties of matter Cognitive Level Extended reasoning 1 Which conclusion is supported by the students results? AWater expands on freezing because its volume increases. BWater contracts on freezing because its volume increases. CWater expands on freezing because its volume decreases. DWater contracts on freezing because its volume decreases. A group of students designed an experiment to find out if water contracts or expands when it freezes. Each pair of students poured a different volume of distilled water into a plastic graduated cylinder, covered the cylinder with plastic wrap, and placed the cylinder in a freezer overnight. The next day, the students determined the change in volume in milliliters (mL). The students results are shown in the table below.

Slide 12

Earth & SpaceStructure of EarthConceptual understanding CORE: Earth and SpaceUnderstand and apply knowledge of origin... of the Earth systems 3 Two fossils were found in different layers of rock as shown in the diagram below: Which of the following statements is most likely to be true? AFossil II is heavier than Fossil I. BFossil I is heavier than Fossil II. CFossil II is older than Fossil I. DFossil I is older than Fossil II.

Slide 13

Core Understand and apply knowledge of organisms and their environments, including structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats; Learner engages in scientifically oriented questions Life Science Organisms & their habitats Cognitive Level Conceptual Understanding Core Understand and apply knowledge of organisms and their environments, including structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats; Learner engages in scientifically oriented questions Life Science Organisms & their habitats Cognitive Level Conceptual Understanding A student designed an experiment as shown in the table below using identical plants with green leaves. The student observed the plants every day for one week. 1What question was the student most likely testing? AHow much light do the plants need to grow well? BHow much water do the plants need to grow well? CDo the plants need light and water to grow well? DDo the plants need light and soil to grow well?

Slide 14

Core (Informational Text): Craft & Structure (#4, grades 5 and up) Determine the meaning of general academic and domain-specific words and phrases in a text... Vocabulary: Use context to determine meaning Cognitive Level: Conceptual Understanding Bright lights shine all night in cities, making it easy to work and travel after dark. But unnecessary light at night can be a form of pollution. As cities have become more brightly lit, stars have become less visible. The nighttime glow of large cities can make the dimmer stars hard to see, even from uninhabited areas many miles from the cities. A truly dark night sky has become as hard to find as unspoiled wilderness. Astronomers now must put their telescopes on islands or high mountains. Light pollution also affects animals. Newly hatched sea turtles normally make their way from the beach to the safety of the ocean by heading for the natural light reflected on the water. Bright lights on the land, however, can disorient the baby turtles, leading them away from the ocean. Some cities are trying to reduce light pollution. Covering outdoor lights with shades that direct light downward and turning off unneeded lights are two small ways to help bring back a darker night sky. 1 In the line marked with , what does disorient mean? AHide BComfort CWeaken DConfuse

Slide 15

Core: Geography-Understand the use of geographic tools to locate and analyze information about people, places, and environments. Geography- People and the environment Cognitive level: Essential competencies Directions Use the map below and your knowledge of social studies to answer questions 1-2. 1You are at the Capitol and want to go to the Washington Monument. Which direction will you walk? AEast BWest CNorth DSouth

Slide 16

Core (Writing): Production and Distribution of Writing (#4, grades 6 and up) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Iowa Assessments: Planning & OrganizationLogic & Coherence Cognitive Level: Extended Reasoning 1 The writer wants to add a sentence to introduce paragraph 2. Which sentence would best accomplish this purpose? AThis story isnt over yet. BTheres more here than meets your eye, however. CNow the neighborhood association needs your support. DIt isnt really enough anymore just to walk through the neighborhood. 1 If youre a student at Mossville High, chances are good that you pass by the 12th Street Community Garden on your way to school. Thanks to the hard work of the Mossville Neighborhood Association, there is now a thriving community resource where once there was only a vacant, litter-covered lot. People sit on benches among the flower beds or stop at the vegetable stand where produce sales help support the garden. 2 The gardeners have been so successful that tending there creation has become more than theyre able to handle. Thats where Mossville students can make a difference. You can help this important project survive, volunteer a few hours each week. Your time will be well spent in several ways. Not only will you provide valuable help to the association members, but you will also demonstrate pride in the neighborhood. 1

Slide 17

Slide 18

Test Development Test Specifications Item WritingInternal Review External ReviewInternal Review Item Tryout Data Review Operational Forms Construction

Slide 19

Metrics

Slide 20

Reporting Metrics Standard Scores Grade Equivalents Percentile Ranks (national, state and local)

Slide 21

Metrics allow us to set goals for students measure growth quantify growth compare performance across tests and grade levels track towards readiness

Slide 22

Reports to Support the Iowa Core

Slide 23

Slide 24

Slide 25

Report Characteristics Standard Score National Percentile Rank Grade Equivalent Proficiency Indicator Growth Indicator Skill Domain Summary Interpretation Standards Summary

Slide 26

Slide 27

Slide 28

Slide 29

Slide 30