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Accountability, Testing, and Common Exams

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Accountability, Testing, and Common Exams Tammy Howard Jim Kroening Jennifer Preston October 25, 2012 * * * * * * * * * * * * * * Three column * Three column ... – PowerPoint PPT presentation

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Title: Accountability, Testing, and Common Exams


1
Accountability, Testing, and Common Exams
  • Tammy Howard
  • Jim Kroening
  • Jennifer Preston
  • October 25, 2012

2
Overview 2012-13
2
3
  • READY Accountability Model

3
4
AccountabilityPurpose Indicators Key Ideas
?
  • Provide incentives and supports to
  • Improve Student Learning Outcomes
  • Raise Graduation Rates
  • Close Achievement Gaps

4
5
Elementary and Middle School AccountabilityPurpo
se Indicators Key Ideas
?
StatusIndicators this year
ProgressIndicatorstrend over time for groups
of students
Growth Indicatorscombined individual students
growth
? End of Grade 3-8 Math
End of Grade 3-8 Math
EOG3-8 Math
EVAAS Growth School-wide
? End of Grade 3-8 ELA
End of Grade 3-8 ELA
? End of Grade 5 8 Science
End of Grade 5 8 Science
5
6
High SchoolSchool AccountabilityPurpose
Indicators Key Ideas
?
StatusIndicators this year
ProgressIndicatorstrend over time for groups
of students
Growth Indicatorscombined individual students
growth
? End of Course
End of Course
? End of Grade 3-8 Math
EOG3-8 Math
? ACT
ACT
EVAAS Growth School-wide
Graduation Rates
? Graduation Rates
Math Course Rigor
? Math Course Rigor


WorkKeys
? WorkKeys
Graduation Project
6
7
How each indicator is defined
7
8
  • School Performance Grades

8
9
Responding to School Performance Grades (SPG)
  • The SBE must respond to the General Assembly
    annually by January 15 on recommended
    adjustments to the school performance grade
    elements and scales for award of scores and
    grades.
  • Additionally, SECTION 7A.3.(f) indicatesIt is
    the intent of the General Assembly to add a
    student growth component to school performance
    grades.
  • Operational in 2012-13

9
10
What are the basics of the SPGs?
Elementary/Middle Schools
Total Points 0-100
100 points
  • Performance Composite

Total Points 0-500
High Schools
  • 100 points
  • 100 points
  • 100 points
  • 100 points
  • 100 points
  • Performance Composite
  • Algebra II/Integrated III
  • Graduation Rate
  • WorkKeys
  • ACT
  • Growth

10
11
How each indicator is defined
11
12
Alignment Between Indicators in High School
High School Performance Grades
  • Performance Composite
  • Algebra II/Integrated III
  • Graduation Rate
  • WorkKeys
  • ACT

End of Course
Math Course Rigor
Graduation Rates

Key Point The set of indicators are shared and
set a college and career-ready expectation. The
Graduation Project is not part of the school
grade.
WorkKeys
ACT
Graduation Project

12
13
Assessment
  • A Closer Look at the Next Generation of State
    Assessments

13
14
  • 2012-2013 School Calendar - Draft
  • 2012
  • 2013

New Assessments
Last ABCsReport
READY Report to SBE
Compilation of New Data Standard Setting
ACT March 5, 2013March 19, 2013
(make-up)March 5-19 (accommodations testing)
PLAN
WorkKeys
EXPLORE
WorkKeys for Early Graduates in Dec
Teacher teams write field test items
Pilot test of summative and interim assessment
items and performance tasks
2nd Tech Readiness Tool Collection Windows
14
15
A Change in the Claim of Testing
Claims in the Past Proficiency
Claims in the Future Career- and College- Ready
15
16
Changing what we think of as State Assessments
  • Constructed Response
  • Performance Tasks
  • Computer Adaptive Testing

This is what weve known

Summative
Interim Tools
Along the Way
Formative Processes
Every Day
16
17
Assessment
  • How do I get READY for the new summative
    assessments?

17
18
Getting Ready
  • Step 1

Dig into the Standards.
Where do I go to do that?
For Common Corewww.ncpublicschools.org/acre/stand
ards/common-core-tools/ For Essential
Standardshttp//www.ncpublicschools.org/acre/stan
dards/support-tools/
18
19
Getting Ready
  • Step 2

Internalize Content Specifications
Where do I go to do that?
Content Specificationshttp//www.ncpublicschools.
org/acre/assessment/online/
19
20
Getting Ready
  • Step 3

Review New Item Types, Items and Released Forms
Where do I go to do that?
Item Typeshttp//thismeeting.wikispaces.com/
under Summer Institute 2012
Released FormsComing in Fall of 2012
Tutorial of New Assessmentshttp//go.ncsu.edu/nct
demo
20
21
Getting Ready
  • Step 3

New Item Types and ItemsConstructed-Response and
Technology-Enhanced Items
  • Mathematics gridded response items
  • Grades 5-8 and Math I (Algebra I/Integrated I)
  • Calculator Inactive Grades 3-8 and Math I
    (Algebra I/Integrated I)
  • One-third to one-half of grades 3-8
  • One-third of Math I (Algebra I/Integrated I)
  • English II short constructed response,
    technology-enhanced and multiple choice

21
22
Grade 5 Science TE Item
Distance Time Graph
5.P.1.2 Infer the motion of objects in terms of
how far they travel in a certain amount of time
and the directions in which they travel (RBT
Conceptual/Understand DOK 2)
This distance/time graph shows the distance
covered by an insect crawling across a table.
Using the information on the graph, place (click
and drag) the remaining distances to complete the
table below.
30 cm
40 cm
50 cm
22
23
Grade 8 Science TE Item
  • List of Species and Their Characteristics
  • Estuarine species inhabit coastal areas they
    are adapted to a mix of salt and fresh water
  • Desert species are adapted to hot, arid areas
    which have large temperature fluctuations
  • Very rare tree species inhabit the Amazon basin
  • Reef-building coral inhabit coastal areas their
    health and growth are negatively affected by
  • pollutants
  • Salamander species in the southern U.S. depend
    on flowing water to keep oxygen levels high
  • enough for survival

If the changing conditions in the chart below
occur, which species listed above will likely go
extinct? Drag and drop the species that will most
likely go extinct for each changing condition.
8.L.4.1 Summarize the use of evidence drawn from
geology, fossils, and comparative anatomy to form
the basis for biological classification systems
and the theory of evolution (RBT Conceptual/
Understand DOK 2)
Amazon rare tree
Desert
Reef-building coral
Salamander
23
24
Grade 6 Constructed Response Item
  • A company is having a picnic. The expenses will
    be for music and refreshments.
  • The music will cost 150.
  • The refreshments will cost 125. 
  • Tickets will be sold for 2.50 per employee.
  • What is the minimum number of tickets that must
    be sold to pay for the picnic expenses?

Calculator Inactive DOK Skill/Concept Domain
Expressions and Equations Standard 6.EE.7 Solve
real-world and mathematical problems by writing
and solving equations of the form x p q and
px q for cases in which p, q and x are all
nonnegative rational numbers.
Note that students receive instructions and
practice for gridding answers.
24
25
Math I Constructed Response Item
The daily profit, P, of a business that sells x
units of a product each day is given by the
function P 2x2 200x 3,000. The number of
units sold on Tuesday was 10 less than the number
needed for maximum possible profit. What is the
difference between the actual profit on Tuesday
and the maximum possible profit? Enter your
response here Only 0, 1, 2, 3, 4, 5, 6, 7, 8,
9, ., -, and / are allowed.
Calculator Inactive DOK Skill/Concept Domain
Interpreting Functions Standard F.IF.4 For a
function that models a relationship between two
quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch
graphs showing key features given a verbal
description of the relationship. Key features
include intercepts intervals where the function
is increasing, decreasing, positive, or negative
relative maximums and minimums symmetries end
behavior and periodicity.
25
26
English II Multiple-Choice Item
Moonrise by Jenette Purcell City night
skygives itself to me againwhen I have so
little left to receive it.I am dark,
crumblingand you are rivers and trees
awaysearching your own night sky for a sign.The
strong gates of your heartare wide open to me
always, but,if only.So I wait, as seasons
before, decades before,fathers and mothers
before me still insidewatch and
listen.Suddenly,bamboo, bones, fiber,
fences,water, glistening koi,all the tiny
rooms,paths and places I hold your
memoriesrelaxin audible, reverent wonderat the
fullness formingon this horizons edge.koi
colorful fish that symbolize love and friendship
Which line from the poem describes the speakers
feelings about loving someone?
when I have so little left to receive it
are wide open to me always, but
paths and places I hold your memories
at the fullness forming
DOK Skill/Concept Standard Reading for
Literature (RL.1) Key Ideas and Details Cite
strong and thorough textual evidence to support
analysis of what the text says explicitly as well
as inferences drawn from the text.
26
27
English II Constructed-Response Item
Moonrise by Jenette Purcell City night
skygives itself to me againwhen I have so
little left to receive it.I am dark,
crumblingand you are rivers and trees
awaysearching your own night sky for a sign.The
strong gates of your heartare wide open to me
always, but,if only.So I wait, as seasons
before, decades before,fathers and mothers
before me still insidewatch and
listen.Suddenly,bamboo, bones, fiber,
fences,water, glistening koi,all the tiny
rooms,paths and places I hold your
memoriesrelaxin audible, reverent wonderat the
fullness formingon this horizons edge.koi
colorful fish that symbolize love and friendship
In Moonrise, explain how the theme is developed
throughout the poem. Use specific details to
support your answer.

DOK Strategic Thinking Standard Reading for
Literature (RL.2) Key Ideas and Details
Determine a theme or central idea of a text and
analyze in detail its development over the course
of the text, including how it emerges and is
shaped and refined by specific details provide
an objective summary of the text.
27
28
Scoring Rubric for Constructed- Response Item
In Moonrise, explain how the theme is developed
throughout the poem. Use specific details to
support your answer.
28
29
English II Technology-Enhanced Item
Select (by clicking) the synonym that can replace
reverent in the poem.
Excerpt from Moonrise by Jenette
Purcell Suddenly,bamboo, bones, fiber,
fences,water, glistening koi,all the tiny
rooms,paths and places I hold your
memoriesrelaxin audible, reverent wonderat the
fullness formingon this horizons edge.
DOK Skill/Concept Standard Reading for
Literature (RL.4) Craft and Structure Determine
the meaning of words and phrases as they are used
in the text, including figurative and connotative
meanings analyze the cumulative impact of
specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and
place how it sets a formal or informal tone).
respectful
redundant
amazed
significant
29
30
A Library of Common Exams is being designed for
non-tested subjects for district use to populate
Standard 6
Common Exams
30
31
Focusing on the Why
So why have statewide Measures of Student
Learning/Common Exams?
  • North Carolina has a statewide evaluation system
    to ensure that every teacher receives a fair and
    consistent evaluation, regardless of his or her
    employing LEA
  • Teachers in all content areas should receive a
    Standard Six rating based on the growth of their
    own students on their content-specific standards
  • Most LEAs do not have the capacity to design
    their own assessments for all non state-tested
    grades and subjects

31
32
Principles for Administration
1. Every English Language Arts, Science,
Mathematics, and Social Studies teacher in grades
4 12 has a value-added score 2. Teacher growth
values will be calculated based on all students a
teacher teaches and, when multiple assessments
are required, on all data generated through the
assessments
32
33
Decision Tree for Administration
33
34
Resources for Districts
  • Implementation Guide
  • Administration Timelines
  • Assessment Specifications
  • Guide to Measuring Student Growth
  • Local Planning Template

34
35
Implementation Options - Timing
  • Administration of the high school MSLs in the
    fall is optional
  • If a district chooses to administer, all MSLs
    must be administered (1st semester only -
    Geometry Algebra II optional)
  • If a district chooses to administer, results will
    be used to determine the sixth standard rating

35
36
District Flexibility
  • Administration online, paper/pencil or hybrid
  • Date of administration
  • Administration during class period or testing
    week
  • Use in student grade
  • Which assessments are administered
  • How to ensure secure administration

36
37
Addressing Concerns
  • Who has designed the Common Exams, and how have
    they been designed?
  • Same basic process as state assessments with the
    creation of assessment blueprints, generation of
    items, review of items, review of forms, and
    final production
  • Over 800 teachers from across the State have been
    involved in the blueprint creation and form
    review processes
  • NCDPI psychometricians and test measurement
    specialists have been involved and will analyze
    (and remove from results) any poor-performing
    items before growth is calculated

37
38
Addressing Concerns
  • Why doesnt anyone know what will be on the MSLs?
  • Assessment specifications are available at
    http//www.ncpublicschools.org/educatoreffect/meas
    ures/specifications/
  • General information on rubrics released to CI
    leaders on October 19 (and posted to website)
  • Online module will provide training on how to use
    rubrics to score performance tasks
  • Each item has its own specific rubric

38
39
Addressing Concerns
  • How will the performance items be scored?
  • There must be at least one scorer who is not the
    students teacher of record AND who has the
    content knowledge necessary to score the item
  • With the exception of ELA, performance items can
    be administered early to allow time for scoring
  • Scoring of work is necessary for what the 800
    teachers deemed to be authentic assessment for
    new, concept-based standards

39
40
Addressing Concerns
  • MSLs hurt students and teachers
  • The Common Exam administration process should not
    affect students any differently than the
    administration of a teacher-created final exam
  • MSL scores do not need to be used as final exam
    grades
  • Percent correct provided by Winscan is a
    suggestion for a grade
  • It is only fair to base SOME part of a teachers
    evaluation on the growth of his or her students

40
41
Contact Information
educatoreffectiveness_at_dpi.nc.gov http//www.ncp
ublicschools.org/educatoreffect/
41
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