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Title: Test Coordinator Workshops Georgia Department of Education Kathy Cox, State Superintendent of School


1
Test Coordinator Workshops Georgia Department of
Education Kathy Cox, State Superintendent of
Schools August/September 2003
2
Vision We will lead the nation in improving
student achievement.
The Georgia Department of Education
Mission It is the mission of the Department of
Education to function as a service-oriented,
policy-driven, and restructured agency that meets
the needs of local school systems as they go
about the business of preparing all students for
college or a career in a safe and drug-free
environment where we ensure that no child is left
behind.
3
  • Values Our core values represent the fundamental
    tenets that guide us in our day-to-day
    operations. We, the administration, employees,
    and advisors of the Georgia Department of
    Education, hold the following values essential to
    achieving the Departments mission
  • Transparency
  • Honesty
  • Commitment
  • Trust and Respect
  • Continuous improvement
  • Collaboration
  • We Have Fun!

4
Goals
  • Recruit, Train and Retain
  • Reduce the number of teachers who leave the
    profession for reasons of job dissatisfaction
  • Ensure a highly qualified teacher for every
    classroom

5
Goals
  • Quality Core Curriculum
  • New QCC Published Used
  • Testing
  • Well-designed testing program aligned with
    Georgia QCC.

6
Goals
  • School Improvement
  • Decrease the number of schools on NCLB needs
    improvement list
  • Ensure that the overwhelming majority of 3rd
    graders are proficient at reading and math
  • Eliminate persistent danger in all schools

7
Goals
  • High School Improvement
  • Significantly improve Georgias SAT scores
  • Ensure that AP courses are taught well in every
    high school
  • Cut drop out rates substantially
  • Increase the number of students graduating with
    technical or two-year college certification

8
Goals
  • Data Development
  • Best in class, actionable report card
  • Develop and implement best in class student
    information system
  • Financial Management
  • Clean Audit Report
  • Policy
  • Reputation for Expertise, Transparency, Strong
    Policy

9
Staff Development Credit
  • You will earn one SDU for attending 10 contact
    hours of class
  • You must complete the required paperwork to earn
    the credit
  • Prior approval form signed by superintendent
  • Course Completion Form (top portion only)
  • Record Keeping

10
Agenda Order may vary by meeting date
Introduction of DOE personnel Student assessment
handbook Highlights of individual test
programs Lunch Professional Standards
Commission Information from vendors Questions/answ
ers
11
Assessments Ideal Role Within the
Instructional Process
From The Truth About Testing by W. James Popham
12
The Role of TC
Coordinates all test administration within the
school system Assumes responsibility for carrying
out the approved plan Trains all system/school
personnel Distributes/Interprets test
results Ensures that students, parents, and the
general public have access to test results
13
The Role of TC
  • Maintains a portfolio of all training sessions
  • Answers questions of all school test coordinators
    and principals and makes decisions regarding
    testing
  • Ensures strict test security and reports
    irregularities
  • Serves as the liaison between the local schools
    and the DOE for test administration activities

14
Pre ID Labels
  • Purpose to make the data matching process more
    efficient
  • Schools will be asked to provide information by a
    set date
  • Check your LN for information and updates

15
GKAP-R
Purpose The GKAP-R is used as one source of
information to determine readiness for first
grade. Kits are provided to all public schools,
one per kindergarten teacher/classroom. The test
must be administered by a certified teacher. All
examiners must be trained to administer the test.
Kits are secure instruments keep in locked
location when not in use.
16
GKAP-R
  • Testing Windows
  • Window 1 The first 10 days of the student
    school year ten baseline activities are
    administered and submitted for scoring
  • Window 2 Begins in early January and lasts into
    early February Reassessment of Window 1
    activities not accomplished by students and
    assessment of 14 new activities if not already
    accomplished
  • Window 3 Begins in late February and ends five
    weeks prior to the end of the school year
    reassessment of any Window 1 and Window 2
    activities not accomplished and eight new
    activities if not already presented and
    accomplished

17
GKAP-R
  • Reports For Spring administration
  • The Student Report (for the permanent record)
    provides the students status on each of the 32
    activities and gives the readiness score
  • The Parent Report provides the same activity
    information but does not include the readiness
    score
  • Group Reports Aggregated reports are produced
    for classrooms, schools, systems, and the state

18
GKAP-R
Should retained students be re-assessed in the
fall? Teachers have the option of reassessing or
using the information from the spring testing
reported on the Progress Profile in the students
permanent record.
How can I find out what is tested on the
GKAP-R? The GKAP-R assess the QCC for
kindergarten. These objectives can be accessed
from the DOE Web site by clicking on the Georgia
Learning Connections (GLC) link.
19
GKAP-R
If a student arrives after the initial baseline
assessment, how should he/she be assessed for
baseline information? If a student enters after
the baseline window, the teacher should assess
the student during his/her first ten days in the
classroom and document the results in the
Progress Profile. The teacher can monitor
progress through the year using this information.
How are LEP students assessed if they cannot
speak English? Teachers are assessing readiness
for an English-speaking first-grade classroom.
Teachers should administer the GKAP-R in English
only and student responses should be in English.
Students should be coded in the SRC section if
applicable.
20
GKAP-R
  • Changes
  • All students will receive a pre-printed label for
    the test administration in the spring.
  • Information on the label should be carefully
    verified. If the information is incorrect, do
    not use the label. Use a new scannable and
    complete the information accurately by hand.
  • In the spring, teachers will need to provide any
    information not included in the label (i. e.,
    preschool experience). The Update letter will
    clearly identify what information needs to be
    bubbled by the teachers.
  • Accuracy of student information is essential.

21
GKAP-R
  • Scoring range From 100-200
  • 161 and above indicates Ready for First Grade
  • 148-160 indicates Ready for First Grade with
    Instructional Assistance
  • Below 148 indicates Not Ready for First Grade
  • This information should be used in conjunction
    with teacher input and progress during the school
    year.
  • Title I Reading (16) and Title I Math (17) should
    be bubbled only for students who are receiving
    these services and are not in a schoolwide Title
    I program.

22
GKAP-R
  • Administration issues
  • Teachers do not completely fill out the
    scannables for a student. This may result in No
    Score for the student.
  • Reports indicating No Score have been through a
    scanning process to detect errors.
  • Teachers fail to code the SRC section of the
    scannable. This cannot be added after the
    scoring has been done.
  • Missing reports for students check to see if
    you received the same number of score reports
    that you sent to be scored. If this number does
    not match, contact Linda Calhoun. Please have the
    students name/FTE, system, school, and
    teachers name available when you call.

23
Writing Assessments
Writing today is not a frill for the few, but an
essential skill for the many. The National
Commission on Writing in Americas Schools and
Colleges (April 2003)
24
Writing Assessments
Writing assessments are administered in grades
3,5,8, and 11 Grades 5 and 8 (Middle Grades) are
administered in January. Grade 3 writing pieces
are rated by teachers beginning in March. Grade
11 (GHSWT) is administered three times during the
year Main administration is in the fall,
Retests are administered in March and July.
Grades 3 and 5 are scored holistically grades 8
and 11 are scored analytically. Information on
all writing assessments is available on the DOE
Web site. The instructional guides for each
level may be downloaded from the DOE Web site.
25
Writing Assessments
  • Students eligible to take the GHSWT
  • Students who are in the 11th grade in the fall
    should take the test for the first time.
  • Students in grades 11 and 12 who have not passed
    the test. These students should preregister for
    the test.
  • Students who are new to the school/system, in
    grade 11 or 12, and who have not taken/passed the
    GHSWT should take the test. (Students who move
    into the system after the March administration
    and who need the test to graduate may qualify for
    a special administration.)
  • Students who are not currently enrolled in high
    school who need to the test to earn a diploma may
    take the test.

26
Writing Assessments
  • Administration issues
  • Broken fingers, arms, etc. For the GHSWT, the
    student should test at the next available
    administration for grades 5 and 8, professional
    judgment is required.
  • Word processors All assistive devises must be
    clearly documented in an IEP or IAP and should be
    part of the students regular instructional
    program. Spell check and grammar check must be
    disabled.

27
Writing Assessments
  • Accommodations for special education students and
    LEP students are found in the examiners manual
    for each test.
  • Nonstandard administration of the GHSWT will be
    allowed for the fall 2003 Main Administration
    Local Use area will be bubbled 66 for coding any
    student who receives a nonstandard administration
    (for students who are not pursuing a regular
    diploma only)

28
Writing Assessments
  • Prompts may not be used for practice following
    test administrations.
  • The System Test Coordinator may enlarge the
    prompt when a large print version is needed.
  • Training information is available on the GLC Web
    site.

29
  • Administering the Norm-Referenced Test

30
Iowa Tests of Basic Skills/A
  • The Complete Battery takes approximately
  • 6 ½ hours to administer--5 hours and 26 minutes
    of which is actual working time.
  • Continuous student working time never exceeds
    30minutes on any test.

31
Testing Window
  • There is no DOE imposed testing window.
  • Local systems may administer the ITBS/A in fall,
    mid-year, or spring.
  • Riverside Publishing interpolates norms to the
    week of testing.

32
Iowa Tests of Basic Skills/A
  • Grade 3 Level 9 Blue
  • Grade 5 Level 11 Green
  • Grade 8 Level 14 Teal
  • Questions are in Multiple-Choice format with four
    or five options each
  • Directions for Administration is manual for
    complete battery

33
DEFINITIONS
  • NORM-REFERENCED TEST (NRT)
  • Scores from an NRT are used to compare the
    performance of our students with the performance
    of other students in the same
  • grade who took the test at the same point in the
    school year.

34
THE NEED FOR STANDARD PROCEDURES
  • The test administration procedures and directions
    included in the Directions for Administration are
    the same as those followed in the standardization
    program from which norms were obtained.
  • The directions specify what to say, when to say
    it, what to do, and when to do it.

35
THE NEED FOR STANDARD PROCEDURES
  • Familiarize yourself with the directions for
    separate tests in the battery prior to test day.
  • Please follow these directions exactly!
  • Adhering to standard procedures ensures valid,
    usable results.

36
PHYSICAL ARRANGEMENTS
  • Class sized groups are preferable
  • Comfortable, familiar conditions in the classroom
  • Remove displays, charts, diagrams, posters
  • Prepare a seating chart

37
GENERAL DIRECTIONS
  • Materials (DFA, test books, answer folders)
  • Distributing and Collecting Materials
  • Students should keep same seats throughout
    testing period
  • Distribute test booklets in same prearranged
    order each time
  • Collect booklets in the exact reverse of this
    order each time
  • Timing the Tests
  • Guessing

38
PREPARING ANSWER FOLDERS FOR SCORING
  • Verify that one answer folder has been returned
    for each student tested.
  • Check each answer folder for the following
  • Completion of all tests administered ( a make-up
    may be needed)
  • Correct gridding of the test form and each
    students name birth date, and gender
  • Complete erasures of all stray marks and changed
    answers

39
TEST SECURITY
  • The NRT and all of the materials associated with
    these tests are SECURE materials.
  • Under no circumstances should a student(s) have
    access to the tests prior to administration.
  • Prior exposure would invalidate scores.

40
TEST SECURITY
  • Test materials may not be photocopied or
    reproduced in any manner.
  • Materials should not be provided to anyone other
    than persons conducting the test or to those
    being tested.
  • Test questions may not be taught in part or in
    whole to students before, during, or after
    testing.
  • Answers may not be erased or altered by anyone
    other than the student during the course of the
    test.

41
  • GHSGT
  • GHSGT has not been replaced by EOCT
  • The GHSGT will become the states
    accountability instrument under NCLB.
  • In spring 04, the math and Eng/LA portions of
    the GHSGT will include additional items.

42
  • GHSGT
  • Spring 04 Answer Documents will include a
    bubble for nonstandard administration
  • Accommodations for nonstandard administration
    chart page 136 in SAH

43
  • GHSGT
  • Examiners and Proctors must be thoroughly
    trained
  • Test security must be enhanced
  • Missing deadlines may prove costly

44
PSAT
  • DOE will continue to fund PSAT for Sophomores
  • Juniors may be added
  • SOA workshops available through CI
  • Contact Charlotte Robinson 404-656-6854

45
AP Exams
  • Funding formula will change for the May 04
    administration
  • DOE will fund only 1 AP exam per regular
    education student

46
End-of-Course Tests
  • EOCT are developed and administered to students
    in assigned EOCT courses, to provide individual
    students, classroom teachers, parents,
    educational administrators, and other community
    members reliable and valid test results. These
    results are meant to be in a format that will be
    beneficial to

47
EOCT
  • Students to identify strengths and weaknesses
    of mastered knowledge and skills
  • Parents to know if their children are acquiring
    the knowledge and skills needed to succeed

48
EOCT
Teachers to know if students have mastered the
required knowledge and skills and to identify
instructional strengths and weaknesses
and Others to know if students in Georgias
schools are receiving the required curriculum and
mastering of knowledge and skills needed for
future success.
49
EOCT
  • ADMINISTRATION ISSUES
  • Paper administration for first operational
    winter 2003 (December 1-19)
  • Collection for winter enrollments Pearsons
    Schoolhouse web site (check testing calendar for
    enrollment dates)
  • Systems determine EOCT administration sequence
    and testing sessions (one-day or two-day)

50
EOCT
  • ADMINISTRATION ISSUES
  • Calculators will be allowed during the winter
    2003 Algebra I administration due to
    re-calibration of test forms (EXCEPT for
    graphing/storing calculators)
  • Receive shipments of testing materials
    beginning November 10, 2003. Shipments are sent
    to System Test Coordinator but boxed by schools.
    Manuals will also be shipped with materials.

51
EOCT
  • Winter 2003 Reports systems will not receive
    any reports until standard setting procedures are
    complete and results are state board approved
  • Spring 2004 Reports System test coordinators
    will have access to system Class Roster Reports
    ONLY (student information with EOCT score)
    through the web immediately after scanning is
    complete. All additional reports will come at a
    later date.
  • Types of reports Individual Student Report,
    Class Summary, School Summary, System Summary,
    and State Summary.

52
EOCT
  • Information to come
  • Study Guides for each EOCT October on DOE web
    site
  • EOCT Brochure information (up-dated) on DOE web
    site
  • Spring and summer 2004 EOCT administration dates
    are forthcoming
  • Spring 2004, EOCT scores will count toward the
    students final grade in the course

53
EOCT
  • EOCT specific resources (DOE web site)
  • Content Descriptions
  • Sample Tests Items
  • Information Brochure

54
Criterion-Referenced Competency Test (CRCT)
55
2003 CRCT
  • Back on track
  • Answer documents issue resolved at scoring
  • Exposed items identified (not scored)
  • Item bank being cleaned as we speak
  • Results are Coming in
  • CDs and paper copies
  • QCC-Item mapping

56
2004 CRCT
  • New Contractor for CRCT
  • All Grades and Content Areas
  • Grades 1 and 2 (Reading, ELA, Math)
  • Grades 3-8 (Reading , ELA, Math, Sci, SS)
  • New Contractor for ODS (Practice Item Bank)
  • Available in January (at the latest)
  • More teacher friendly

57
Item Development
  • Field Test in December
  • Item review committees
  • Populate ODS Better
  • Separate Forms for Make-ups and Retests
  • Grade 3 Reading retests in June - July

58
CRCT Team
  • Project Manager
  • James Demery (404) 6565-2589
  • Development/Psychometrics
  • Marian Dabney (404) 463-0166
  • Chris Domaleski (404) 463-0164
  • Technology/ODS
  • Lloyd Komatsu (404) 657-0311

59
National Assessment of Educational Progress - NAEP
  • The National Assessment of Educational Progress
    (NAEP) is the only ongoing assessment to obtain
    comprehensive and dependable achievement data on
    a national basis. It is commonly known as the
    Nations Report Card.
  • The primary purpose of NAEP is to document
    patterns and trends in student achievement and to
    inform education policy by collecting descriptive
    background information from students, teachers
    and administrators.

60
ADMINISTRATION
  • NAEP is required by law to conduct assessments at
    least once every two years in reading and
    mathematics in grade 4 and 8. NAEP may also
    conduct assessments in reading and mathematics in
    grade 12.
  • NAEP may conduct assessments in grades 4, 8 and
    12 in additional subjects including writing,
    science, history, geography, civics, economics,
    foreign language and the arts. These assessments
    will be administered to the extent that time and
    budget allows.

61
ADMINISTRATION
  • In addition, NAEP administers long-term trend
    assessments every four years to students aged 9,
    13, and 17. This assessment produces trend data
    that is used to anchor the assessment so that
    todays student performance can be compared with
    students of the past.

62
SAMPLING OF SCHOOLS
  • The selection of schools is a random sample
    within similar characteristics. Some schools or
    districts may be selected for each assessment
    cycle if they are unique in the state. For
    example, a district may have the majority of a
    minority population in the state or a school may
    have more than 1 of the enrollment in the grade
    being assessed.

63
SAMPLING OF STUDENTS
  • Students are also randomly selected and their
    names are not collected or reported. Typically,
    30 students per subject per grade are selected
    randomly in each sample school. Students with
    disabilities or limited English proficient are
    included in the sample if their IEP allows for
    the assessment. Accommodations are allowed.

64
2003-2004 NAEP ASSESSMENTS
  • There will be a total of 65 schools representing
    29 districts in the state that have been selected
    for the samples.
  • Schools will only administer one of the
    assessments with the exception of those high
    schools with grades 8-12. If the high school is
    selected for the Long-Term Trend Assessment,
    there could be two assessments.

65
2003-2004 NAEP ASSESSMENTS
  • LONG-TERM TREND ASSESSMENT
  • FOREIGN LANGUAGE PILOT
  • FIELD TEST FOR 2005

66
LONG TERM TREND ASSESSMENT
  • This assessment provides information on trends in
    student performance since 1969. This instrument
    does not evolve based on changes in curricula or
    practices. The Long Term Trend Assessment
    will be administered to students at ages 9, 13,
    and 17 in reading and mathematics.

67
LONG TERM TREND ASSESSMENT
  • Age 13
  • October 6 December 12, 2003
  • Age 9
  • January 5 March 12, 2004
  • Age 17
  • March 15 May 21, 2004

68
FOREIGN LANGUAGE PILOT
  • The Foreign Language Pilot Assessment will focus
    on Spanish and will involve grade 12 students
    only. The results will report how well grade 12
    students who have learned Spanish in a variety of
    ways and for different lengths of time can
    communicate in Spanish.
  • October 6 December 12, 2003

69
FIELD TEST FOR 2005
  • A Field Test for 2005 will be conducted in
    mathematics, reading, and science in grades 4, 8,
    and 12, in preparation for the 2005 NAEP
    assessment.
  • January 26 March 5, 2003

70
COMMUNICATION
  • Schools that are selected will receive an
    information packet explaining the NAEP
    assessment. Principals will be asked to submit
    the name of the schools test coordinator who
    will oversee the assessment. A NAEP
    representative will contact the school and will
    work closely with the schools test coordinator.
    Superintendents and Testing Directors will also
    receive an information packet and a list of the
    schools in their district selected to participate
    in the NAEP assessments.

71
LEGISLATION
  • Based upon the No Child Left Behind Act of 2001,
    NAEP participation in the biennial assessment in
    reading and mathematics at grades 4 and 8 is
    required by any state that wishes to receive a
    Title I grant. ESEA HR1 Title 1 Part A, Sec.1111
    and HR 1 Title VI, Part A.
  • The State Board of Education, rule 160-3-1-.07
    and Georgia State law, O.C.G.A. Section 20-2-281,
    also mandate participation in the NAEP
    assessment.
  • There are no rewards or sanctions to states,
    local education agencies, or schools based on
    state NAEP results.

72
RESULTS
  • NAEP provides state-level results about
    subject-matter achievement, instructional
    experiences, and school environment and reports
    these results for populations of students and
    subgroups of those populations. NAEP does not
    provide individual scores for the schools or
    students assessed

73
RESULTS
  • Results are reported in two ways
    Scale Scores and Achievement Levels
  • Scale Scores are numeric and provide information
    about what students know and can do.
  • Achievement Levels are used to report results in
    terms of a set of standards for what students
    should know and should be able to do. Levels are
    categorized as Basic, Proficient, and Advanced.
  • State results are released six months after the
    administration of the NAEP assessment

74
UTILIZING RESULTS
  • NAEP results provides descriptions of students
    strengths and areas of improvement in basic and
    higher-order skills comparisons of achievement
    by subgroups of populations and trends in
    performance across the years. It also describes
    relationships between achievement and student
    background variables.
  • NAEP frameworks present and explain what experts
    in a particular subject consider important. This
    may give teachers and curriculum planners new
    perspectives about their fields. It can also be
    useful when a state revises its curricula.

75
UTILIZING RESULTS
  • After each assessment, NAEP releases nearly 1/3
    of the questions to the public. The package
    contains the released questions, answer keys,
    content and process descriptions, and information
    about the percentages of students who answered
    questions correctly.
  • Released questions often serve as models for
    teachers who wish to develop their own classroom
    assessments. Schools and districts have used
    this information to provide staff development in
    the design and construction of assessments.

76
UTILIZING RESULTS
  • States can monitor their own progress over time
    in the selected subject areas and compare the
    knowledge and skills of their students with
    students in other states and the nation.

77
MORE INFORMATION
  • NAEP web site
  • www.nces.ed.gov/nationsreportcard
  • NAGB web site
  • www.nagb.org
  • Department of Education
  • www.doe.k12.ga.us
  • Jeff Barker
  • jbarker_at_doe.k12.ga.us
  • 404-657-4122

78
Limited English Proficient (LEP)
  • NCLB prohibits the systematic exclusion of any
    group of students from state assessments.
  • The one year deferment for LEP students is no
    longer allowed.
  •  

79
Limited English Proficient (LEP)
  • Every student must be tested even if the student
    arrives at the school on the day of testing.
  • LEP/TPC teams should revise students LEP/TPC
    forms to include accommodations see sample in
    SAH

80
Georgia Alternate Assessment - GAA
  • DOE must assess 95 of 11th graders NCLB
    requirement
  • 2003-2004 - All 11th grade students will either
    participate in the Georgia High School Graduation
    Tests or the Georgia Alternate Assessment

81
GAA
  • The GAA should be written into the IEP for each
    high school student assigned to the 11th grade if
    the student is not participating in the GHSGT.

82
GAA
  • Students who are seeking a regular diploma must
    take the GHSGT without accommodations, or with
    standard accommodations.
  • Nonstandard accommodations will be identified for
    the GHSGT prior to spring 2004.
  • Students seeking a special education diploma or a
    certificate of attendance may receive either
    standard or nonstandard accommodations.

83
GAA
  • All testing accommodations, both standard and
    nonstandard, must be specified in the student's
    IEP and must be compatible with instructional
    accommodations.
  • Only students who are taught a functional
    curriculum are eligible for the GAA. NCLB
    regulations limit alternate assessment
    participation to not more than one percent of the
    number of students at a grade level.

84
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