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New England Common Assessment Program

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Linda Jzyk. Peter McLaren. Vermont. Michael Hock. Gail Hall. Pat Fitzsimmons. Dave White ... Beneta Brown. Susan Tierney. Welcome and Introductions. An Emerging Vision ... – PowerPoint PPT presentation

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Title: New England Common Assessment Program


1
New England Common Assessment Program
Science Test Item Review Committee
Meeting August 14-15, 2007 Killington, VT
2
Welcome and Introductions
  • New Hampshire
  • Tim Kurtz
  • Jan McLaughlin
  • Brain Cochrane
  • Stan Freeda
  • Rhode Island
  • Mary Ann Snider
  • Heather Heineke Agnew
  • Linda Jzyk
  • Peter McLaren
  • Vermont
  • Michael Hock
  • Gail Hall
  • Pat Fitzsimmons
  • Dave White
  • Measured Progress
  • Harold Stephens
  • Elliot Scharff
  • Amanda Smith
  • Josh Evans
  • Jim Manhart
  • Tori Henkes
  • Beneta Brown
  • Susan Tierney

3
New England Common Assessment Program
  • An Emerging Vision

Cabot School, Vermont, Web Project Artwork
4
NECAP Where are we now?
  • Grades 38 (Reading, Math, and Writing)
  • Oct 2007 Third Administration
  • Jan 2008 Release Results
  • Grade 11 (Reading, Math, and Writing)
  • Oct 2007 First Operational Administration
  • Feb 2008 Release Results
  • Grades 4, 8, and 11 (Science)
  • May 2008 First Operational Administration
  • Oct 2008 Release Results

5
Science Overview
  • 20072008 Schedule
  • Test Form Construction
  • Bias/Sensitivity
  • Depth-of-Knowledge
  • Test Item Review Role of Committees
  • Universal Design for Assessment

6
NECAP 20072008 Schedule
  • Item Review Committee meeting August 1415
  • 36 teachers 12 from each state
  • Bias Committee meeting August 1416
  • 18 teachers 6 from each state
  • Face-to-Face meetings October/November
  • Test Form Production January/February
  • DOE Reviews late February / early March
  • Printing March
  • Test Administration Workshops April 2008
  • Shipments to schools April 25, 2008
  • Test Administration Window May 1229, 2008
  • 108,000 students from the 3 states

7
Overview of Test Design
  • Collaborative effort among NH, RI, and VT
  • Based on common content from all three states
  • Used Big Ideas of Science and the domains of
    science as organizing foundations
  • Less about isolated facts and more about use and
    application of information

8
Test Design Who?
  • Who?
  • The NECAP includes all students educated at
    public expense in grades 38 and 11 in NH, RI,
    and VT.
  • Through explicit planning during test
    construction and the use of accommodations, the
    tests will be accessible to as many students as
    possible.
  • The NECAP does not include each states
    alternate assessment and English language
    proficiency assessment programs.

9
Test Design What?
  • What?
  • The content, skills, and depth of knowledge
    contained in the Assessment Targets of each
    states Grade Span Expectations (GSEs). The
    Assessment Targets were developed jointly by the
    three states expressly for this assessment
    program.
  • Physical Science, Life Science, and Earth Space
    Science at the end of grades 4, 8, and 11.
  • Each test will be designed to measure a range of
    student achievement across four performance
    levels.

10
Test Design Why Spring Testing?
  • Why spring testing?
  • Critical transition points
  • Grade 4 to 5, 8 to 9, and HS to beyond
  • National Standards
  • General agreement at transition points
  • High School Schedule
  • 4-by-4 block scheduling
  • Science is not (yet?) part of AYP

11
Test Design How?
  • How?
  • Operational Test
  • Three Sessions
  • Sessions 1 and 2 MC and CR items grouped
    together in three domainsLife Science, Physical
    Science, and Earth Space Science
  • Session 3 Performance Task

12
Test Design Performance Task
  • Performance Task
  • Session 3 will be a performance task
  • Looking at inquiry and science process
  • Focus on one assessment target within INQ code
  • Scenario (story) driven
  • Work in groups of two or three to begin the
    session, then answer questions individually
  • Focus will vary by grade
  • Grade 4 Always hands-on design an experiment
  • Grade 8 Sometimes like Grade 4, sometimes like
    Grade 11
  • Grade 11 Students will be given data and asked
    to draw conclusions

13
Test Design Forms Construction
  • Forms ConstructionCommon/Matrix Design
  • Common Items
  • A common set of items completed by all students
  • All achievement level scores (student, school,
    district, and state) are based solely on common
    items
  • Matrix-Sampled Items
  • Unique sets of items distributed across forms
  • Includes equating and field test items

14
Bias/Sensitivity Review
  • How do we ensure that this test works well for
    students from diverse backgrounds?

15
What Is Item Bias?
  • Bias is the presence of some characteristic of an
    assessment item that results in the differential
    performance of two individuals of the same
    ability but from different student subgroups.
  • Bias is not the same thing as stereotyping,
    although we dont want either in NECAP.
  • We need to ensure that ALL students have an equal
    opportunity to demonstrate their knowledge and
    skills.

16
Role of the Bias/Sensitivity Review Committee
The Bias/Sensitivity Review Committee DOES need
to make recommendations concerning
  • Sensitivity to different cultures, religions,
    ethnic and socio-economic groups, and
    disabilities
  • Balance of gender roles
  • Use of positive language, situations, and images
  • In general, items and text that may elicit strong
    emotions in specific groups of students, and as a
    result, may prevent those groups of students from
    accurately demonstrating their skills and
    knowledge

17
Role of the Bias/Sensitivity Review Committee
The Bias/Sensitivity Review Committee will not
make recommendations concerning
  • Reading Level
  • Grade-Level Appropriateness
  • Assessment Target Alignment
  • Instructional Relevance
  • Language Structure and Complexity
  • Accessibility
  • Overall Item Design

18
Depth of Knowledge
  • How do we ensure that the test contains a range
    of complexity?

19
Depth of Knowledge
  • Level 1 Recall and Reproduction
  • Recall of a fact, information, or
    procedure
  • Level 2 Skills and Concepts
  • Use information or 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

20
Test Item Review Committees
  • This assessment has been designed to support a
    quality program in science. It has been informed
    by the input of hundreds of NH, RI, and VT
    educators. Because we intend to release
    assessment items each year, the development
    process continues to depend on the experience,
    professional judgment, and wisdom of classroom
    teachers from our three states.

21
Role of the Test Item Review Committees
  • Today you will be looking at test items in
    science.
  • The role of Measured Progress staff is to
    facilitate the discussion and capture
    recommendations that are clear and defensible for
    test items.
  • The role of DoE content specialists is to
    listen, ask clarifying questions as necessary,
    and explain background information.
  • Your role is to advise the states by actively
    offering opinions based on content knowledge and
    grade-level expertise.

22
Role of Test Item Review Committees
  • You will be asked to review all items against the
    following criteria
  • Assessment Target Alignment
  • Correctness
  • Depth of Knowledge
  • Language
  • Universal Design
  • Finally you will recommend each item for field
    testing, revision, or rejection.
  • Each committee member will complete a form to
    gather this information about each item.

23
Role of Test Item Review Committees
  • You will also be asked to provide group feedback
    on the following question
  • Does this item measure more specific knowledge
    and ideas that might be part of an end-of-unit
    test or does it measure extended learning that
    would be part of a cumulative science assessment?

24
Role of Test Item Review Committees
  • You will also be asked to provide group feedback
    on the inquiry task by answering the following
    questions
  • 1. Is it possible for students at this grade
    level to answer the questions without completing
    the task?
  • 2. Do the questions related to this task require
    scientific knowledge and understanding to answer?

25
Role of the Test Item Review Committees
  • You are here today to represent your diverse
    perspectives. We hope that you
  • share your thoughts vigorously and listen just as
    intenselywe have different expertise and we can
    learn from each other,
  • use the pronouns we and us rather than they
    and themwe are all working together to make
    this the best assessment possible, and
  • grow from this experienceI know we will.
  • And we hope that today will be the beginning of
    some new interstate friendships.
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