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Mathematics MEAP, MME


Secondary Credit Assessment Program Kyle H. Ward Office of Educational Assessment & Accountability Michigan Educational Assessment Program Michigan Department of ... – PowerPoint PPT presentation

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Title: Mathematics MEAP, MME

Mathematics MEAP, MME Secondary Credit
Assessment Program
  • Kyle H. Ward
  • Office of Educational Assessment Accountability
  • Michigan Educational Assessment Program
  • Michigan Department of Education

MEAP grades 3-8 2007 Item Development Schedule
  • Jan. 9th 11th High School Rangefinding
  • Jan. 29th High School Bias Sensitivity
  • Jan. 30th Feb. 2nd High School Content
    Advisory Committee

Item Writing Schedule
  • June 12th - 14th ES, MS, HS
  • July 30th Aug. 2 ES, MS, HS

MME Legislation
  • PA 592 of 2004 - MME inserted into Career and
    Technical Preparation Act
  • PA 593 of 2004 - Replaces high school MEAP with
    MME in School Aid Act
  • PA 594 of 2004 - Replaces high school MEAP with
    MME in Postsecondary Enrollment Options Act
  • PA 595 of 2004 - Replaces high school MEAP with
    MME for determining Merit Award Scholarships
  • PA 596 of 2004 - Replaces the high school MEAP
    with MME in the School Code

MME Assessment Design
  • Grade 10 College entrance readiness test (PLAN
    and PSAT - local school/student choice)
  • Grades 11 and 12 Michigan Merit Examination
  • English Language Arts - ACT Reading, Writing, and
    English WorkKeys Reading for Information
    Michigan Social Studies constructed response item
  • Mathematics - ACT Mathematics items from ACT
    Science WorkKeys Applied Mathematics Michigan
  • Science - ACT Science Michigan Science
  • Social Studies Michigan Social Studies

Components and Score Contributions to MME -
  • Contributes to a Mathematics Score
  • ACT Mathematics (60 MC)
  • WorkKeys Applied Mathematics (30 MC)
  • Selected ACT Science items (15 MC)
  • Michigan items (12 MC)

2007 Michigan Merit Examination
  • MME Assessment Design
  • Grade 10 College entrance readiness test (PLAN
    or PSAT - local school/student choice and cost) -
    for dual enrollment eligibility determination
  • Locally scheduled

MME Assessment Administration (Spring 2007)
  • Grades 11 - Spring Administration
  • March 13 - ACT Plus Writing
  • March 14 - WorkKeys Michigan Mathematics
  • March 14, 15, or 16 - Michigan Science and Social
  • March 27 - Makeup ACT Plus Writing
  • March 28 - Makeup WorkKeys Michigan Mathematics
  • March 28, 29, or 30 - Makeup Michigan Science
    and Social Studies
  • Spring 2007 High school MEAP for 12th graders

Michigan Merit Exam
  • MME Assessment Design
  • 2007 assessments based on 1995 Michigan
    Curriculum Frameworks
  • 2008 mathematics assessment will be based on the
    new High School Content Expectations
  • 2009 science assessment will be based on the
    Essential Skills portion of the new High School
    Content Expectations

MME Assessment Administration (Fall 2007)
  • Grade 12 - Fall Administration
  • Saturday, October 27, 2007 (ACT National Test
    Date) - ACT Plus Writing
  • Tuesday, October 30, 2007 - WorkKeys Michigan
  • October 30, 31, or Nov 1 - Michigan Science and
    Social Studies

Future Administration Dates
Session Component 2008 2009 2010
Initial ACT Plus Writing WorkKeysMath Science SS 3/11 3/12 3/12-14 3/10 3/11 3/11-13 3/9 3/10 3/10-12
Makeup ACT Plus Writing WorkKeysMath Science SS 3/25 3/26 3/26-28 3/24 3/25 3/25-27 3/23 3/24 3/24-26
Key 2006-07 MME Dates
  • December 1, 2006 - ACT-approved accommodations
    requests due to ACT for Day 1 Testing (ACT Plus
  • January 10, 2007 - State-allowed accommodations
    requests due to ACT for Day 1 Testing (ACT Plus
  • For Day 2 (WorkKeys Michigan Mathematics) Day
    2-7 (Michigan Science and Social Studies), tests
    accommodations should be similar to those
    approved for Day 1
  • Accommodations decisions for Day 2 and Day 2-7
    are the local school district responsibility
  • Dates also apply to home school and non-public
    school students

Key 2006-07 MME Dates
  • June, 2007
  • Students receive their reports
  • Regular ACT reports (college-reportable)
  • WorkKeys reports
  • MME score reports
  • Schools receive ACT, WorkKeys, and MME score
  • MME scores used for EducationYES! accreditation
    and NCLB AYP accountability purposes

MME Future
  • Make sure the MME assessments at all levels are
    aligned with Michigans content standards and
    content expectations (NCLB requirement)
  • Use Webb methodology to first determine what
    assessment augmentation is needed
  • Select or develop and validate needed assessments
  • Use Webb methodology to verify alignment

MME Future
  • Make sure the MME assessments at all levels are
    aligned with Michigans content standards and
    content expectations (NCLB requirement)
  • Submit final information to the U.S. Department
    of Education (USED)
  • Obtain USED approval of the changes to assessment
    at all levels
  • Use assessment information for EducationYES!

Future MME Mathematics Assessments
  • Examine new High School Content Expectations
  • Determine what part(s) are assessed in ACT
    Mathematics test
  • Determine what portions of the remaining content
    expectations are suitable for state summative
  • Determine for which content expectations new item
    development needs to take place
  • Carry out item development

Future MME Mathematics Assessments
  • Pilot test the new items
  • Review and revise the new assessments
  • Field test the items by embedding them in
    operational forms
  • Using field-test data, assemble the new tests and
    develop test directions for these new assessments
  • Provide technical and other information to USED
    to show the technical adequacy of these

Mathematics Design - Future
  • The goal is to create assessments that work
  • Formative assessments for classroom teacher use
  • Benchmark assessments for district use
  • Summative assessments for use at the state level

  • Divide the HSCEs into sub-units
  • Assessments based on these sub-units
  • Assessments could be used prior to, during, or
    after instruction - by teachers or students
  • Students who do poorly can re-learn the material
    and re-test
  • Assessments created by teachers and curriculum

  • Goals
  • Help all students learn the HSCEs in an
    appropriate context and manner
  • Traditional course sequences
  • Integrated courses
  • Applied courses
  • Self-study (obtain credit without taking a
  • Encourage innovative approaches to teaching,
    learning and assessment to increase student

Secondary Credit Assessment Legislation
  • Senate Bill No. 1124
  • beginning with pupils entering grade 8 in
  • At least 4 credits in mathematicsof at least
    algebra I, geometry, and algebra II, or an
    integrated sequence 3 credits, and an
    additional mathematics credit such as
    trigonometry, statistics, precalculus, calculus,
    applied math, accounting, business math, or a
    retake of algebra II. Each pupil must
    successfully complete at least 1 mathematics
    course during final year of high school

Secondary Credit Assessment Legislation
  • A school districtdetermination ofsuccessfully
    completedsubject area content expectationsthat
    apply to a credit at least in part onperformance
    on the assessment department or school district

Secondary Credit Assessment Legislation
  • school districtshall also grantcredit if the
    pupil earns a qualifying score, as determined by
    the department, on the (department)
    assessmentsor determined by the school
    districton 1 or more (school district)

Secondary Credit Assessment Legislation
  • House Bill No. 5606
  • If pupil completes 1 or more credits before high
    school, credit is granted

House Bill No. 5606
  • OEAA has 3 years to develop/select assessments
  • Algebra I, II Geometry
  • Algebra I Geometry pilot tests in Jan. 2007

Personal Curriculum
  • After 2.5 credits completed
  • Total must be at least 3.5 credits
  • 1 credit final year
  • Algebra II modification only after 2 credits
    plus one or more 1 semester Algebra II, take
    over 2 years, career/tech program with same

Secondary Credit Assessments
  • Develop the secondary course/credit assessments
    (state, district, and classroom-based
    assessments) at the same time to assure that the
    pieces work together to support learning of the
    content expectations.

Secondary Credit Assessment
  • Create a coherent, coordinated assessment system
  • Based on the same High School Content
  • Provide classroom, benchmark, and end-of-course
    assessments to local districts for voluntary
    local district use

Future Secondary Credit Assessments
  • High school graduation legislation requires the
    creation of end-of-course exams
  • Mathematics Secondary Credit Assessments will be
    created in
  • Algebra I
  • Geometry
  • Algebra II
  • Data and Statistics
  • Pre-Calculus

Future Secondary Credit Assessments
  • Assessments will be developed for traditional,
    integrated and applied instruction
  • Legislation requires districts to use an
    approved assessment to certify accomplishment
    of the course/credit

Future SCA
  • Michigan is proposing to create a formative
    credit assessment system so that students can
    receive credit by passing exams given before,
    during or after instruction.
  • Assessments would be delivered online so that
    students could be assessed when the students or
    the teacher are

Future SCA
  • Assessments need to be ready within three years,
    although some exams will be ready sooner
  • Algebra I may be ready this year
  • Use is voluntary at the district level

How Will Work be Carried Out
  • Develop ISD/RESA teams to sponsor work groups of
    local educators
  • Leadership team from one or more ISDs/RESAs
  • Working groups of teachers and curriculum
    specialists in the four content areas
  • Professional development assistance provided by
    MDE and others
  • Use other existing resources with an interest in
    improved instruction and assessment

How Will Work be Carried Out
  • There are existing learning communities, formal
    and informal, across the state already engaged in
    thinking about
  • How students learn best
  • How teachers can draw out the best from students
  • How we know whether students have learned
  • How educators can learn more about learning,
    teaching and assessment
  • More such learning communities are needed in the

What work will be done?
  • Develop model instructional lessons that address
    parts of the high school content expectations
  • Build a variety of assessments within these
    instructional ideas
  • Try out these lessons and assessments with
  • MDE Collect, select and share the ideas

  • Provide instructional and assessment ideas across
    the state no later than Fall 2008
  • Build an assessment system for use locally
  • Deliver the assessments on an on-going basis, so
    that students can be assessed before they take a
    class, as they are taking it, or at the
    conclusion of it

Contact info
  • Kyle Ward
  • (517) 335-0907