Missouri Assessment Program

1
Missouri Assessment Program

• Overview for PreService Teachers

2
What is Assessment?

• Assessment is the collection of data about a
  students knowledge and skills, which can be
  summarized and reported in a meaningful way.
• Assessment can inform the teaching and learning
  process and monitor growth and progress over
  time.

3
Why Is Assessment Important for Educators?

• Reports on community expectations and student
  performance
• Reports on student achievement levels
• Indicates needed changes in teaching, materials,
  and strategies
• Diagnoses need for changes in learning

4
What Forms May Assessment Take?

• Teacher-made quizzes and tests
• Standardized paper-and-pencil tests
• Teacher observations of students

5
How Does the Intended Use of a Test Determine Its
Type?

• Formative use given during the course of
  instruction in order to improve learning
• Type of test Criterion-Referenced
• Summative use given at end of an instructional
  unit, course, or time frame to ascertain what was
  learned
• Type of test Criterion-Referenced or
  Norm-Referenced

6
What Is Standardized Testing, and Why Have It?

• What is standardized testing?
• A test administered under common, specified
  conditions
• Why have standardized testing?
• To make certain testing conditions are the same
  for all

7
What Types of Items Can Be Used in Assessments?

• Selected-Response Items - provide two or more
  options from which the test taker selects the
  best answer. (multiple-choice, true-false, and
  matching)
• Constructed Response Items - require students to
  produce written answers rather than select a
  correct choice from an array of possibilities.
  (examples range from one word answers to
  paragraphs, to diagrams and charts)
• Performance Events require students to produce
  written answers to questions that have a wide
  range of appropriate responses and can be
  reasonably completed in one sitting or class
  period. (assesses student progress toward the
  attainment of predetermined criteria and often
  reflects real life application)

8
What Needs to be Considered When Constructing a
Test?

• The tests purpose
• Standards, knowledge, and thinking skills
  objectives
• The relative emphasis for each objective
• The balance of test-item formats
• The interest level of the test
• The tests challenge

9
What Questions May Standardized Tests be Used to
Answer?

• How do performances of individual test-takers
  compare to that of the group?
• How well have individual test-takers mastered
  specific objectives?

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Grade-Level Expectations

• Why?
• Comply with the No Child Left Behind Act of 2001
• Inform MAP test-development process
• Provide support and specificity for local
  curriculum development
• Provide foundation for state model curriculum

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Grade-Level Expectations

• Aligned to Show-Me Standards (Content and
  Process)
• Vertically aligned (within discipline) from one
  grade to next
• Derived from disciplines big ideas/concepts
• Informed by national standards, state documents,
  local guides
• http//www.dese.state.mo.us/divimprove/curriculum/
  GLE20Documents.html

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To comply w/NCLB, MAP must

• Provide a coherent system across grades and
  subjects and may include CRTs and augmented NRTs
• Assess higher-order thinking skills and
  understanding of challenging content
• Be valid and accessible for use with widest
  possible range of students
• Provide alternate assessments for students whose
  disabilities preclude participation in regular
  assessments

13
To comply w/NCLB, MAP must

• Report results in terms of at least three levels
  (advanced, proficient, basic)
• Provide for disaggregation of results by gender,
  racial/ethnic group, LEP status, migrant status,
  students with disabilities, economically
  disadvantaged
• Provide results no later than beginning of next
  school year

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What grade levels will be tested? (NCLB)

• Math Grades 3-8, 10
• Communication Arts Grades 3-8, 11
• Science Grades 3, 7, 10 (5,8,11)
• Social Studies Grades 4, 8, 11
• Health/P.E. Grades 5, 9
• Fine Arts Grade 5
• Alternate Grade 4, 8, 11

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NCLB Test Requirements

• Expanded MAP that is part of a single system of
  accountability and meets NCLB requirements
• All CA and MA tests will include MC and CR items
  PEs stay at MA 4, 8, 10 and CA 3, 7, 11
• National Assessment of Educational Progress
  (NAEP) results will be used to verify MAP results

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Development Process Includes

• item development workshops
• pilot of items in schools
• score/revise/rewrite
• content review
• bias/sensitivity review
• field test/embedded items
• training materials review
• table leader training and field test scoring
• administration of live assessment
• table leader training and scoring

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Begin With a Multiple Choice Question

• What is the area of a rectangle that is 5 cm.
  Wide and 4 cm. Long?

18
Change the Multiple choice question to
Constructed Response

• Find the area of a rectangle that is 5 cm. Wide
  and 4 cm. Long.

The answer is 20 sq. cm.
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Make The Constructed Response Open-Ended

• Find the dimensions of a rectangle that has an
  area of 20 sq. cm.

Possible answers might include 1x20, 2x10, and
4x5 rectangles or any dimensions with a product
of 20.
20
Begin With a Multiple Choice Question

• A type of figurative language that compares two
  unlike things using the words like or as is a
  _____________.

21
Change the Multiple choice question to
Constructed Response

• Name the type of figurative language that
  compares two unlike things using the words like
  or as.

The answer is simile
22
Make The Constructed Response Open-Ended

• Write an original example
• of a simile.

23
ACTIVITY

• Write Learning Goal
• Design Quality Assessment

24
In Closing

• If you have questions about the material in this
  presentation or any MAP related question, please
  call Roblyn Hatch, at the Southeast MAP Center.
  1-800-401-6680, extension 2.
• E-mail address rhatch_at_semo.edu