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Background on testing and graduation requirements in Maryland

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... on testing and graduation requirements in Maryland. October ... What are the graduation requirements? What are the High School ... Graduation ... – PowerPoint PPT presentation

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Title: Background on testing and graduation requirements in Maryland


1
Task Force on Comparable Testing Methods for the
Maryland High School Assessments
  • Background on testing and graduation requirements
    in Maryland
  • October 1, 2004

2
Questions to be Answered
  • What are the graduation requirements?
  • What are the High School Assessments (HSA)?
  • How do the HSA differ from the Maryland
    Functional Tests?
  • How were the HSA standards set?
  • What provisions do we have to recognize student
    differences?
  • What is the difference between a comparable
    assessment and an alternative assessment?

3
Marylands Graduation Requirements
  • Timetable of events
  • Definitions
  • Diploma routes

4
How long has Maryland planned for the High School
Assessments?
  • 1992 Recommendation for end-of-course exams
  • 1993 Began work on test design and content
  • 1996 High schools implemented test content
    (Core Learning Goals)
  • 1999 Every Child Achieving Prototype test
    items administered
  • 2000 Statewide census administration
  • 2001 HSA scores reported on transcripts
  • 2002 Visionary Panel for Better Schools
  • 2002 Bridge to Excellence Act
  • 2002 No Child Left Behind Act
  • 2003 HSA standards (passing scores) set
  • 2003 Preliminary plan presented to State Board
  • 2004 Revised plan presented to State Board

5
Some definitions…
  • HSA end-of-course exams in English, algebra/data
    analysis, biology and government, passage
    required for graduation beginning with the class
    of 2009
  • MSA NCLB required tests in grades 3-8, 10
    reading math, take to graduate, no passing
    score required to graduate
  • Substitute Tests tests that students can
    substitute for the HSA, e.g., SAT
  • Comp-HSA comparable HSA, under development
    non-traditional HSA

6
Some more definitions…
  • Summative Assessments tests taken at the end of
    a course, school year, unit
  • Formative Assessments small tests used by
    teachers to gauge student progress
  • Appropriate Assistance instruction students must
    receive before retaking a High School Assessment
    that they have failed

7
Summary of Graduation Requirements
  • Credit requirements
  • Service Learning
  • Local requirements
  • Assessment requirements

8
Summary of Graduation Requirements CREDITS
9
Summary of Graduation Requirements SERVICE
LEARNING
  • Complete 75 hours of service OR
  • Complete a locally designed program in student
    service approved by the State.

10
Summary of Graduation Requirements LOCAL
REQUIREMENTS
  • Students must meet all local school system
    requirements, which may include additional credit
    requirements.

11
Summary of Graduation Requirements HIGH SCHOOL
ASSESSMENTS
  • Students must take the Maryland High School
    Assessments for English, algebra/data analysis,
    biology and government. The student must achieve
    one of the following (1) the passing score on
    each test, (2) a minimum score for each test and
    a minimum combined score, (3) a specific score on
    an MSDE-approved substitute assessment(s), or (4)
    a passing score on the four High School
    Assessments by a combination of (1) and (3).

12
Summary of Graduation Requirements MARYLAND
SCHOOL ASSESSMENT (MSA)
  • Students must take the Maryland School Assessment
    in geometry.

13
What routes to high school completion will be
available for the class of 2009?
  • Maryland High School Diploma
  • Pass all 4 HSA or combination of HSA and
    state-approved, aligned substitute tests
  • OR
  • Take all 4 HSA, earn a minimum score on each
    test, and earn an overall combined score
  • Certificate of Program Completion
  • Take assigned tests complete IEP
  • Diploma by Examination (for non-enrolled
    students)
  • Pass GED tests or External High School Program
    assessment

14
Maryland High School Diploma
15
Certificate of Program Completion
16
Diploma by Examination
17
Assessing High School Performance in Maryland
  • Functional Testing
  • High School Assessments
  • Test Design
  • Standard-Setting
  • Results

18
When were the Maryland Functional Tests used?
  • Reading, writing, and math
  • Phased-in in early 1980s
  • Requirement terminated with seniors graduating in
    2004

19
What were the design features of the functional
tests?
  • Multiple-choice items reading, mathematics,
    citizenship
  • Constructed-response items writing only
  • Writing test only released each year
  • No subtest scores provided
  • Covered basic skills in each area
  • Eventually pushed down to the middle-school level

20
The High School Assessments
  • Timetable
  • Test content
  • Test design
  • Interventions when students are unable to pass
    tests

21
When will the requirement begin?
  • The new plan begins with entering freshman in
    2005 (the graduating class of 2009).

22
What content is covered in the HSA?
  • Core Learning Goals
  • Implemented in schools since 1996
  • Content reflects standard course content per high
    school teachers and others

23
What are the design features of the assessments?
  • Multiple-choice items
  • Constructed-response items
  • Test forms released each year
  • Subtest scores provided
  • Field-test items built into the test
  • 9-week turnaround of results to local school
    systems

24
(No Transcript)
25
What happens if a student does not pass a test?
  • 1. Identify Student Needs
  • Formative assessment data, HSA subscores, and an
    analysis of the students classwork will help the
    teacher design an individual assistance plan
  • 2. Provide Appropriate Assistance
  • Teacher-designed activities
  • School and/or school system programs (e.g.,
    tutoring, summer school)
  • Online courses and instructional resources from
    MSDEs Maryland OnLine Learning Community (An
    algebra/data analysis course will be available in
    fall 2004. All HSA courses will be available by
    fall 2005.)
  • 3. Student retakes the test (January, May, or
    summer)

26
Setting the HSA standards
  • The steps
  • Participation in standard-setting
  • Bookmarking
  • The passing scores and the passing rates


27
What steps were involved in standard-setting?
4 groups
Psychometric Council
Review Articulation Committee
Summer 2003
State Superintendent
State Board of Education
28
Who was involved in standard-setting?
  • July 2003
  • Participants all had content, grade-level
    expertise.
  • Included teachers, principals, school system
    staff, stakeholder groups, policymakers
  • Superintendents, State Board members, media,
    parents observed

29
How was the standard-setting work divided among
participants?
  • For each test, 20-25 participants
  • Several decision-making rounds

30
The Bookmark Standard-Setting Procedure
15
14
13
Test items students must know and be able to do
to be considered Passing
P
12
11
10
9
8
7
6
5
4
3
2
1
Ordered Item Booklet
31
Standard-Setting Process
Individual Analysis
Content every student should know
Items most students get correct
Items fewer students get correct
32
Standard-Setting Process
Round 1
Median
Review test Vote.
Discuss data and distribution.
Round 2
Median
Vote
View impact data Discuss.
33
Standard-Setting Process
Round 3
Median
Small groups join Vote.
Median cut score is committees recommendation.
34
Psychometric Council
  • Reviews work of all groups
  • Ensures quality controls were followed
  • Ensures standard-setting process technically
    sound
  • Does not make judgments on whether standard is
    good or bad
  • Forwards comments, recommendations to Review
    Articulation committee

35
Review Articulation Committee
  • Reviews work of all groups, Psychometric Council
  • Ensures rigor equivalent among grades and
    subjects
  • Reviews articulation among grades and subjects
  • Forwards recommendations to the State
    Superintendent

36
State Superintendent of Schools
  • Reviews work of all groups, Psychometric Council,
    Review Articulation Committee
  • Makes recommendation to the State Board of
    Education

37
Combined-Score Option
  • Standard-setting in October 2004 will identify
    the minimum score for each test

38
The Bookmark Standard-Setting Procedure
15
14
13
P
Test items students must know and be able to do
to be considered Passing
12
11
10
9
M
8
7
6
5
4
3
2
1
Ordered Item Booklet
Test items students must know and be able to do
to earn the Minimum score
39
Merging English I HSA with MSA Reading 10
  • Purpose
  • Timeline

40
How are Maryland students doing on the High
School Assessments?
  • 2002 results
  • 2003 results
  • 2004 results

41
Algebra/Data Analysis
42
English
43
Government
44
Biology
45
Students With Disabilities Algebra
46
Students in Poverty English
47
Students With Limited English Proficiency
Government
48
Data Available to Teachers on Student Progress
  • MSA information on students from elementary or
    middle school
  • Formative assessment data on specific content at
    a good level of detail
  • Summative assessment data with more specific
    information on student performance
  • Subscores
  • Skills analysis
  • Information from student classroom work and
    teacher-made assessments
  • Information on student performance with online
    courses and other remediation

49
Data Available to Principals on Classroom
Performance
  • Individual student data files provided by MSDE
  • Opportunity for school team to look at individual
    student data by class and teacher
  • Better training will help principals look at
    instruction to determine if teacher is using the
    most effective techniques
  • Ability to look at individual student and
    classroom performance by
  • Subscores
  • Skills analysis
  • Information records on student performance with
    online courses and other remediation

50
Supporting Student Differences
  • Provision of subgroup data to schools
  • Formative assessments
  • Online learning opportunities individualized to
    the student
  • Combined score option
  • Accommodations

51
Standards and Students With Disabilities (SWD)
  • Impact on curriculum
  • Meaningful outcomes
  • Full participation
  • Individualization
  • Accommodations

52
Impact on Individualized Education Program (IEP)
  • Federal regulations require that results of
    statewide assessments be provided to IEP team
  • Performance on statewide assessment shall be
    considered in the development, review, and
    revision of the IEP (300.346)

53
Combined Score Option
  • Student takes all four HSA
  • Earn minimum score on each test
  • Earn an overall combined score
  • Combined score would equal the sum of the four
    HSA passing scores set by the Board
  • Permits students who score well on some tests to
    compensate for lower scores on other tests

54
Accommodations
  • Changes to instructional and assessment materials
    or procedures
  • Aligned with instruction
  • Students demonstrate their knowledge and skills
    rather than the effects of their disabilities

55
Documentation
  • IEP individualized education program SWD
  • Section 504 Plan
  • ELL English Language Learner

56
Types of Accommodations
  • Scheduling
  • Setting
  • Equipment/Technology
  • Presentation
  • Response

57
Testing Programs
  • Maryland Functional Testing Program (MFTP)
  • Maryland School Assessment (MSA)
  • Alternative Maryland School Assessment (ALT-MSA)
  • Maryland High School Assessments (HSA)
  • IDEA Proficiency Test (IPT)

58
Comparable vs. Alternative
  • Comparable
  • Participating in grade level content standards
  • Designed to measure knowledge and skills through
    alternate methods
  • Acknowledges that some students possess knowledge
    and skills but may not be able to demonstrate
    mastery through traditional formats

59
Comparable vs. Alternative
  • Alternative process criteria utilizes attendance,
    remediation scores, successful course completion,
    teacher assessment
  • Alternative test modeluses other tests to
    substitute
  • Alternative learning products modelstudent work
    generated and scored juried assessment (expert
    panel rates)

60
Comparable vs. Alternative
  • Alternative
  • Significant cognitive disability
  • Extended content standards objectives
  • Functional life skills curriculum
  • Substantial curriculum modifications
  • Extensive supports, physical prompts, multiple
    settings

61
For More Information
  • Main Web Site
  • Marylandpublicschools.org
  • School Improvement Web Site
  • Mdk12.org
  • Report Card Web Site
  • Mdreportcard.org
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