Welcome to the EOC Workshop

Updates, Assessment Alignment, Tips, and ResourcesPresenter: Kathy Gray, Southern RPDC

Missouri Assessment ProgramMAP

Only have 1 goal

Increase student achievement

LEARNER GOALS

To review/understand structures of EOC

To understand importance of Depth of Knowledge when assessing

To provide helpful tips and resources

All kids must learn to be successful in life.

Outstanding Schools Act 1993—Senate Bill 380

Approved 75 Show Me performance standards—1996 (the blue placemat)

Developed a performance-based Missouri Assessment Program (MAP)

Classified school districts by performance (APR, annual performance report)

Missouri Alphabet Soup

Please speak English

DOK

NCLB

GLE’S

MSIP CSIP CLE’sAYP

APRIBD

Current Status of the MAP

Five MAP Assessments: Grade-Level End-of-Course MAP-A LAS Links Personal Finance

Grade and Course Level Expectations Version 2.0 of the GLEs and CLEs are finalized and on the

DESE website. These are living

documents! When issues or updates occur, changes willbe made and dates will beindicated.

All Spring of 2010 tests willbe aligned to these assessment documents! Have teachers check these against their curricula.

Steps in Test Development

Item Writing Item Pilot Score, Revise, Rewrite Content and Bias Review Item Refinement Field Test Achievement-Level Setting Operational Testing

Types of questions on the End-of-Course Assessment

Selected Response (multiple choice) SR

Performance Event (extended response) PE

Phase II tests only have selected response questions.

What can I do to help prepare students for the EOC test?

Everyone’s Responsibility

PE, Music,

Art,

Let’s break down the structure of the test!

End-of-Course Assessments

Testing windows

Three large testing windows per year

‣Fall 10/13/2009 – 1/29/2010 ‣Spring 3/01/2010 – 5/28/2010‣Summer 6/16/2010 – 8/31/2010

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End-of-Course Assessments

Required Tests

English II Algebra I Biology Government

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End-of-Course Assessments

Optional Tests

•English I•Algebra II•Geometry•American History

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End-of-Course Assessments

Phase I Assessments

Include: English II, Algebra I, and Biology

Were the first group of EOC tests created

Became operational in Spring 2009

Required for AYP, APR and/or NCLB 17

End-of-Course Assessments

All Phase I Assessments

Have two sessions:

• Session I – Selected Response Items

• Session II – Performance Events (PE) or Writing Prompts

(WP)

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End-of-Course Assessments

Phase I, Session I Assessments

Have 47 selected response (multiple choice) items

Present students with a question followed by four response options

Are worth 35 points total

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End-of-Course AssessmentsPhase I, Session II Assessments

Require students to work through more complicated items

•Make allowances for more than one approach to a correct answer

•Allow insight into a student’s ability to apply knowledge and understanding to real-life situations

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End-of-Course Assessments

Phase I, Session II Assessments

Points are not the same for each content area!

‣ English II writing prompt is worth 4 points.

‣ Algebra I PE is worth 4 points.

‣ Biology PE is worth 20 points.

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End-of-Course Assessments

Phase II Assessments Include the following:

English IAlgebra IIGeometry

American History Government

Were second group of EOC tests created

Become operational October 13, 2009

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End-of-Course Assessments

Phase II Assessments

Government is the only required Phase II Assessment.

Government is required for APR.

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End-of-Course AssessmentsPhase II Assessments

• Have selected response (SR) items only

• English I has 52 items – 7 passages with 6 or 8 items each.

• All other Phase II Assessments have 50 items each.

• All are worth 40 points

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MAP-A and LAS Links MAP –A assessment is designed for students with

significant cognitive disabilities who meet eligibility requirements. These students are tested according to a rubric system and are held accountable for Alternative Performance Indicators rather than CLEs and GLEs.

LAS Links is the English Language Proficiency assessment required by NCLB. It is designed to assess non-native speaking students and determine their progress toward English proficiency.

Personal Finance AssessmentPersonal Finance Assessment

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Requirements

As per Missouri law, students must be enrolled in ½ credit of personal finance.

The class may be embedded or stand alone. If the material is embedded, students must take the personal finance test. The pass rate is determined by the district.

What can I do to help prepare students for the EOC test?

Start preparing them NOW!

You can’t expect them to perform at assessment time if the expectations haven’t been in place all year.

Daily Preparations—what can I do?

Write, Write, Write!!!Read, Read, Read!!!Think, Think, Think!!!

Depth of Knowledge

Individually: Write down what you know about Depth of Knowledge.

With a group: Make a central list of all information.

Classify your information! Group information and label it accordingly.

Depth of knowledge Levels

Level 1 Recall

Recall of a fact, information, or procedure

Level 2 Skill/Concept

Use information of conceptual knowledge, two or more steps, etc.

Level 3 Strategic Thinking

Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer

Level 4 Extended Thinking

Requires an investigation, time to think and process multiple conditions of the problem

Depth of knowledge

Depth of knowledgeLevel 1

Recall and ReproductionExamples Language Arts: Which of these means about the same

thing as the word exacerbate? Science: What is the process called which plants use to

manufacture sugar from sunlight? Mathematics: Which of the following numbers, when

rounded to the nearest thousand, becomes 90,000? Social Studies: What was the main reason many leaders

in Great Britain leaned toward supporting the Confederacy in the Civil War?

Depth of knowledgeLevel 2

Using Skills and Concepts

Examples Language Arts: Which of these statements best describes what

the passage is about? Science: Which graph of heart rate bests represents that a

person walked for 2 minutes, ran for 5 minutes, walked for 2 more minutes, and ran for the last 2 minutes.

Mathematics: A car has traveled 23,456.2 miles. The next exit is 1000 feet ahead. What will the mileage gauge read then.

Social Studies: There was a sharp decline in immigration into the Unites States during the second decade of the 20th century. Which of the following best accounts for that decline?

Depth of knowledgeLevel 3

Strategic ThinkingExamples

Language Arts: The style in this passage is characterized by similes like these: “smooth as pudding”, “crisp as a fresh apple,” and “rough as shredded coconut.” Which of these best explains the author’s purpose in using these similes?

Science: In a laboratory experiment, an enzyme is combined with its substrate at time zero. The absorbance of the resulting solution is measured at five-minute intervals. In this procedure, an increase in absorbance is related to the amount of product formed during the reactions. The experiment uses three preparations. (Students will see illustrations.) The most likely reason for the failure of the absorbance to increase significantly after 10 minutes in preparation III is that… (Multiple choice options)

Depth of knowledgeLevel 4

Extended ThinkingExamples Mathematics: Students are asked to identify a “real world” problem

that requires the application of mathematics, describe the possible procedure(s) for solving, and explain the outcome and their reasoning.

Social Studies: Students are given the scenario of acid rain potentially causingproblems in a specific farming community. Students are to define and describe the problem with supporting data, propose alternative solutions to the problem, select one solution, and explain why it would be the best.

Practice

Please look at the following examples on your table and arrange them according to the levels.

What levels were easy? Which levels were difficult?

Alignment

Teachers must understand that the GLEs and CLEs are an assessment document, not a curriculum. The DOK is a ceiling and may be tested at lower levels, too.

They must align their curriculum to the appropriate levels.

Tips! Understand that all teachers are READING teachers! Use research-based instructional strategies! (Marzano’s

Classroom Instruction That Works) Encourage student engagement. (Discuss the link

between movement and learning.) Write quality assessments that contain clear learning

targets and essential objectives, common assessments, and aligned formative assessments.

Evaluate data, especially of crystal reports. Encourage teachers to use that data to address the

needs of ALL STUDENTS! Differentiated instruction works!

DESE Resources

The following are resources teachers can utilize to improve students’ scores.

DESE Resources on the Website:

Achievement level descriptorsAssessment interpretationsGlossariesGLEs and CLEsSample curriculum unitsLink to NAEP released itemsMAP released itemsProfessional Associations and their resources

Final Thoughts!

The attitudes of the teachers toward the testing processes are important!

Think of the test as more data that helps shape learning for their students.

Data collection and evaluation should be ongoing, not just with state data. (Assessment for learning will make powerful differences!)

9 square reviewWhat are the phase I EOC test?

What are two strategies I can use to prepare my students for the EOC?

What is an example of some verbs associated with DOK level 1?

How can I improve my students’ attitudes on the EOC?

What is the advantage of taking the phase II tests for the EOC?

What is are two examples of the kinds of learning used in DOK level II?

What is the structure of the test most closely associated with what I teach?

Name 4 resources on the DESE website.

How will teaching reading in every content area help students on the EOC?

QUESTIONS? We are always willing to help with any part of the testing

process: we can answer questions about test procedures or provide quality professional development for your teachers.

Contact information:Kathy GraySouthern Regional Professional Development Center528 Ellis Webb City, MO 64870Phone: 417-673-2730Email: gray-k001@mssu.eduWebsite: www.mssu.edu/srpdc