1 9/18/2015 revised 9/24/2015 alaska department of education & early development elizabeth...
TRANSCRIPT
19/18/2015 Revised 9/24/2015Alaska Department of Education & Early DevelopmentElizabeth Davis, Administrator, Standards Implementation
District Test Coordinator Webinar Series
2015-16 Assessment CalendarAMP Performance Tasks Overview
Content TodayReview 2015-16 Alaska Assessments Calendar
Overview of AMP Assessment System Development Timeline
Overview of the AMP Performance Tasks•Design •Scheduling•Timeline for Implementation 2
Throughout: EED
Website Web-walk
WebEx
Calling in– use the code
Chat feature- choose who to chat with
Raise hand
Mute
Patience 3
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Objectives
1. Review the 2015-16 assessments calendar in order to facilitate your scheduling.
2. Review the AMP performance task design to assist you with communicating with educators in your district.
3. Review the AMP content assessment administration calendar to facilitate your district and school AMP scheduling at the district, school, grade, student level.
4. Review the AMP the performance task administration scheduling considerations to • gather your feedback, • prepare you for DTC training, • and facilitate your district and school
assessment scheduling.
Standards Implementation Team
Elizabeth Davis Brian LaurentAdministrator, St.Im. Data Management Supervisor
Deb Riddle, Math & Science SpecialistAnji Gallanos, K-5 Standards & Early ChildhoodTo be hired: Secondary ELA SpecialistMelora Gaber, Head Start, Early Childhood
Kari Quinto, AMP Program CoordinatorTo be hired: Assessments AdministratorJeanne Foy, NAEP Coordinator, DP, special projectsErin Thompson, CCRAGrace Gray, DLM & ACCESS 2.0Rachel Schweissing, DTC LiaisonTo be hired: support
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Director of Teaching & Learning: Dr. Susan McCauley
Director of Assessment & Accountability: Margaret MacKinnon
Comprehensive System of Student Assessment
4 AAC 06.700. Purpose Statewide student assessment is one component in a system to measure and make accountable the state education system. The purposes of statewide student assessment specifically are to (1) ascertain on a statewide basis the extent to which children of the state are attaining state standards as described in 4 AAC 06.737; (2) produce statewide information to facilitate sound decision making by policy makers, parents, educators, and the public; and (3) provide a focus for instructional improvement.
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Developmental Profile
College Career Readiness Assessment (CCRA) ACT, SAT, WorkKeys
NAEP
ELP Assessment (ACCESS 2.0)
Alaska Alternate Assessment (Alaska-DLM)
Alaska Measures of Progress (AMP) ELA, Math, Science
Literacy Screener
Alaska Comprehensive System of Student Assessments
Required Assessments
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Special Considerations for 2015-16Developmental Profile n/a
College Career Readiness Assessment (CCRA) ACT, SAT, WorkKeys
ACT online available this year
Last year of statewide administration per HB44
NAEP 15/16 is not a NAEP year
ELP Assessment(ACCESS 2.0)
New online assessment this year. Paper available by request.
Alaska Alternate Assessment (Alaska-DLM)
Alaska Measures of Progress (AMP) ELA, Math, Science
Science added to AMP this year (grades 4,8,10 only).
Field testing performance tasks, listening.
Literacy Screener Regulations to repeal currently out for public comment.
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education.alaska.gov The purple star is the link into all assessments information.
The blue star is where you find standards and instruction information.
Some information is in both places due to the link between the topics.
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Note: the Science SBA link is only for 2015 test administration follow-up. The science test is shifting to AMP this year.
These links lead to specific information about each assessment, including deadlines, requirements, and resources.
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Comment on proposed regulations by selecting the link in the footer of the EED webpage
education.alaska.gov
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2015-16 assessment calendar for all required state assessments.
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Standards Implementation TeamElizabeth Davis, AdministratorBrian Laurent, Data Management Supervisor
Deb Riddle, Math & Science SpecialistAnji Gallanos, K-5 Standards & Early ChildhoodTo be hired: Secondary ELA SpecialistMelora Gaber, Head Start, Early Childhood
Kari Quinto, AMP Program CoordinatorTo be hired: Assessments AdministratorJeanne Foy, NAEP Coordinator, DP, special projectsErin Thompson, CCRA Program CoodinatorGrace Gray, DLM & ACCESS 2.0Rachel Schweissing, DTC LiaisonTo be hired: support
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AMP Assessment System Development Timeline
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English Language Arts Listening Items Field Test 2016
Part of 4 sections (parts) of ELA content assessment.
•Students listen to short passage.•Students can replay the passage.•Question and answer choices are displayed.
• Practice items available for listening in January via Testlets at each grade
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AMP Instruction
Performance Tasks:Math and English Language Arts
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EED Content Specialists are creating resources for teachers for the use of performance tasks in instruction.
September 29: full day train-the-trainer workshop in collaboration with ASD which will result in modules for use statewide
If you are interested in having a similar training please contact [email protected]
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The AMP Assessment Development Timeline phases in the AMP Performance Tasks during year 2 and 3.
Structure of Math Performance Task
The mathematics performance task presents a multi-part question based on a real-world scenario and asks the student to communicate their reasoning, show their work, or model an equation as a part of their response.
Solutions build on one
another
Covers more than one standard
Multi-step
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Math
Perfo
rman
ce
Task
s
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Each student will complete one math performance task.o The performance task includes 4-8 questions based on
one scenario.o The solutions to single questions within the
performance task build on one another.o If a student makes a procedural error (e.g., multiplies
incorrectly), and then applies the correct logic going forward, partial credit is given.
Most students will complete the math performance task in 30 minutes.
Math
Perfo
rman
ce
Task
s
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All students will have access to AMP Universal Tools for the math performance task, including:
• Text-to-speech: The decoding/reading and comprehension of the text is not the focus of the performance task.
• Equation editor: allows a student to write equations and symbols not available on a standard keyboard. Available for practice in January as part of interim testlet.
• Students may use scratch paper.
Math
Perfo
rman
ce
Task
s
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All students will have access to AMP Universal Tools for the math performance task, including:
• Calculators: Computation is not the focus of the performance task. Calculators are part of the test engine and available on-screen to students.o Grades 3-5: Standard calculatoro Grades 6-8: Standard calculator and scientific
calculator (Texas Instruments 30XS)o Grades 9-10: Standard calculator and graphing
calculator (Texas Instruments 84)
Math
Perfo
rman
ce
Task
s
Reminder: AMP Universal Tools are available to all students and do not need to be activated by educators.
33Screen shots from Educator’s Guide to KITE Client http://kiteassessments.org/sites/default/files/KITE_files/KITE_Client_Educator_Guide.pdf
Text-to-speech (TTS) allows a student to listen to a computer-synthesized voice read the text and graphics associated with a test item. TTS is always visible in the on-screen toolbox. The student selects the play button to listen.
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ELA
Perfo
rmance
TasksInclude
evidence from the text in their
writing
Narrative, Informative
or explanatory, Opinion or
argumentative
Read/Write
Connection
Engage with texts
and resources
Structure of ELA Performance Task
The English language arts (ELA) performance task asks students to complete two activities:
1. Read several related resources and, based on information in guiding questions, take notes on the texts;
2. Write in response to a prompt using the information from the readings.
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ELA
Perfo
rmance
Tasks
ELA Performance Task Activity One:
Student reads and takes notes on texts, images, diagrams and other resources.
• The 2-4 resources presented may be texts, images, and/or diagrams. The maximum total word count per grade is:• Grades 3-5: 750 words• Grades 6-10: 1000 words
• The student is provided with a framing statement, guiding questions, and cues for the type of writing in activity two (argumentative, informational, or narrative).
• Most students will complete the ELA performance task activity one in 30 minutes.
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ELA
Perfo
rmance
Tasks
ArgumentativeHow are gorillas similar to other primates?How are they different?
InformationalWhat heart problems are gorillas in captivity facing?How have zookeepers and veterinarians tried to treat or control the heart problems of gorillas?
NarrativeHow do other primates communicate?What evidence do you see of their intelligence?
Example of Guiding Questions
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• All students will have access to text-to-speech as an AMP Universal Tool for the performance tasks. Decoding the text is not the focus of the performance task.
• Students take notes using the computer-based tool or on paper.• Note: if on paper, schools need to and securely store and then
destroy.
• Students can mark up the text using the computer-based tools, such as “tags.”
• Students can use self-made graphic organizers.
ELA Performance Task Activity One, cont. ELA
Perfo
rmance
Tasks
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ELA
Perfo
rmance
Tasks
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ELA Performance Task Activity Two
Student composes a piece of on-demand writing, using their notes and the resources, in response to a prompt.
• The texts and resources from activity 1, and all notes, and are available to the student.
• The writing prompt is presented to the student to read and/or via text-to-speech.
• Student reminders are provided that define the components of a good response (e.g., “Use relevant and accurate details/evidence from two or more resources to your support argument.”)
ELA
Perfo
rmance
Tasks
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ELA Performance Task Activity Two
• The performance task is a piece of “on-demand writing.”
• There is no length requirement. The general expectation per grade level is:• Grades 3-5: 1-3 paragraphs• Grades 6-10: 3-5 paragraphs
• Most students will complete the ELA performance task activity two in 45 minutes.
ELA
Perfo
rmance
Tasks
In the Alaska ELA Standards, on-demand writing asks students to complete a complete draft in a single writing session. This may be as short as 10 or up to 60 minutes. Writing on-demand pieces should address a variety of text types and purposes, including opinion, informative/explanatory, and narrative. Students are expected to draft, revise, and edit within the time period.
Rubrics available on EED website
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“Preparing students for tests need not be separate from delivering good writing instruction. To the contrary, it can underscore best practice and exemplify best teaching.”
Gere, Christenbury and Sassi, 2005
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Key Details
Analyzing text features
Word Meaning
Grammar
and
punctuation
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2016 AMP Administration Window & Scheduling
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AMP 2016 Adm
inistration Window
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ELA & Math Grades 3-10 March 29 – April 29 (May 6 by approval) Each content area has 4 sections (25+15+15+15). Sections may be given over the course of several days. A section must
be completed within one day. ELA & Math sections may be administered on unique schedules at the
school, grade, or individual level. Window closures per grade level are for scheduled testing. If necessary,
make-up testing can occur for any grade during any day within the window (March 29-April 29).
Science Grades 4, 8, 10 March 29 – April 29 (May 6 by approval) 3 sections (grade 4 25+12+12; grades 8 & 10 25+15+15) Sections may be given over the course of several days. A section must
be completed within one day. Science sections may be administered on unique schedules at the
school, grade, or individual level.
Best practice is to limit student testing time to one hour sessions and total time per day of approximately two hours.
AMP 2016 Adm
inistration Window
AMP Computer-based Content Assessments
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ELA & Math Grades 3-10 Each content area has 4 sections (25+15+15+15). Sections may be given over the course of several days. A section must be completed within one day. ELA & Math sections may be administered on unique schedules at the school, grade, or individual level. Science Grades 4, 8, 10 3 sections (grade 4 25+12+12; grades 8 & 10 25+15+15) Sections may be given over the course of several days. A section must be completed within one day. Science sections may be administered on unique schedules at the school, grade, or individual level.
Best practice is to limit student testing time to one hour sessions and total time per day of approximately two hours
Schools with CBA waivers and students with accommodations
AMP 2016 Adm
inistration Window
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The performance task scheduling recommendations ensure that these unique items are provided to students in the positive and secure testing environment needed to produce valid and reliable results.
2016: Field Test of six forms per grade level & content area
Performance tasks are “scored” during a process called “range finding” to determine anchor papers for each achievement level. Students do not receive scores.
2017: Operational Test, one form per grade level & content area
Performance task scores will be reported on student score reports.
AMP Perform
ance Tasks Scheduling Considerations
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The performance task window is 9 days long. It opens Tuesday, March 22, 2016, and closes Friday, April 1, 2016. Completing all performance tasks by April 1, 2016, allows time for
the hand-scoring of items and the timely return of student reports.
AMP Perform
ance Tasks Scheduling Considerations
NEW! Districts may extend the PT window up to April 8, 2016 by contacting [email protected] or [email protected].
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It is recommended that performance tasks be administered district-wide to all students in the same grade on the same day.
Grouping administration by grade-level minimizes the risk of a test proctor or student sharing secure item information.
EXAMPLE of Performance Task Schedule – grouping students by grade
Tuesday 3/22 Wednesday 3/23 Thursday 3/24 Friday 3/25
Grade 3,5,7 ELA 1
Grades 4, 6, 8 Math
Grades 3,5,7 ELA 2
Grades 4, 6, 8 ELA 1
Grades 3,5,7 Math
Grades 4, 6, 8 ELA 2
AMP Perform
ance Tasks Scheduling Considerations
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For both mathematics and ELA, it is recommended that students complete the performance task prior to beginning the remaining sections of the assessment for that content area.
• This allows performance tasks to be completed early in the window to provide time for hand-scoring and the production of reports; this leaves the remainder of the test window for the remaining sections of the content assessments.
• Other testing sessions may be scheduled on the same day as the performance tasks.
AMP Perform
ance Tasks Scheduling Considerations
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The ELA performance task is designed to be administered over two consecutive days. This allows students adequate time to interact with the texts and
resources during activity one. It mirrors classroom presentation of similar instructional tasks. The ELA PT must be scheduled in two sessions, either on the
same day or on consecutive days. It is recommended that these be held on two consecutive days for optimum student performance on the task, but could be scheduled for a morning and afternoon session.
Please note: the scheduling of assessments should reflect this design. If a student misses an assessment session the requirement can be flexed to accommodate make-up sessions.
AMP Perform
ance Tasks Scheduling Considerations
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Day 1 Day 2 Day 3 Day 4 (time shown in parenthesis is the amount of time most student need)Morning session (recommended schedule is for a 1 hour session)
ELA performance task activity 1(30 minutes)
ELA performance task activity 2(45 minutes)
ELA sections 1+2(60 minutes)
ELA sections 3+4(50 minutes)
Afternoon session(recommended schedule is for a 1 hour session)
Math performance task(30 minutes)
Math content sections 1+2(60 minutes)
Math content sections 3+4(45 minutes)
Total average time 60 minutes or 1 hour
80 minutes or 1 hour 20
minutes
90 minutes or 1 hour 30
minutes50 minutes
This example limits individual student testing time per session to one hour. The number of testing sessions and days will vary depending on specific school and district configurations.
This example shows test sessions that could be scheduled during the students’ normal instructional block (e.g., administer the ELA assessment during the school’s existing literacy block). Current assessment administration research recommends one hour sessions to provide the best conditions for students to demonstrate their skills and abilities.
AMP Perform
ance Tasks Scheduling Considerations
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Day 1(time shown in parenthesis is average time tested)
Day 2(time shown in parenthesis is average time tested)
Maximum scheduled time is a 4 hour block
ELA performance task activity 1 (30 minutes)
Math performance task (30 minutes)
Math sections 1+2+3+4 (105 minutes)
ELA performance task activity 2(45 minutes)
ELA sections 1+2+3+4 (110 minutes)
Total average time 165 minutesor 2 hours 45 minutes
155 minutesor 2 hours 35 minutes
This example limits the number of days a student is testing.
While testing for longer amounts of time per day is not recommended for optimal student performance on the assessments, these are options that districts can use to meet specific circumstances.
AMP Perform
ance Tasks Scheduling Considerations
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Determining the best schedule for your districts, schools, and each grade or student.
Technology• Devices• Connectivity school and/or district-wide• Computer lab &/or device-cart availability
Instructional schedule • How might AMP testing be scheduled to cause the least
disruption possible to the rest of the instructional day?
Staffing• Test administrators• Support (technology and test administration)
Student group• Grade level• Accommodations (school decisions for small group testing
may need to be reviewed)
AMP Perform
ance Tasks Scheduling Considerations
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Summary of PT Scheduling RecommendationsTopic Required Recommendations
Performance task (PT) window
3/22 opening date; 4/1 close of window
One week prior to opening of content assessment, one week overlapping
4/8 closure of PT extended window
Complete all PTs by 4/1 if possible.
Returning PTs early in the window allows time for hand-scoring and production of reports.
Order of administration of performance tasks and content sections
PT window opens 3/22 and closes 4/1; the extended PT window closes 4/8.
Content assessments window open 3/29 and closes 4/29; the extended window closes 5/6.
The math PT, ELA PT activity 1 & activity 2 each have a unique passcode, similar to the 4 sections (or parts) of the content assessments. The “PT Window” is considered a separate event within KITE.
Complete content area PT prior to other sections of content assessment.
This window for PTs opens before the content assessments to facilitate the return of PTs early enough to allow for hand-scoring and timely production of reports.
Grouping students for administration of PT
Maintain a secure testing system that provides valid and reliable results for students, schools, and districts.
Group students by grade level for administration of PT to all students in same grade on same day. This minimizes the risk of compromising test security for teachers and students.
Scheduling the ELA PT
The two parts of the ELA PT must be scheduled for two different testing sessions. If scheduled on separate days, the days must be consecutive.
Schedule the two parts of the ELA PT to occur over two consecutive days, rather than two sessions in the same day. This mirrors instructional practices.
AMP Perform
ance Tasks Scheduling Considerations
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education.alaska.gov
More performance task info
AMP Results Tool Kit
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Please provide feedback on the tools in the tool kit and suggest additional tools that will assist you.
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