Kansas State Assessments;Facts, Do’s and Don’ts

Bill E. LoseySouthwest Plains Regional Service

Centerhttp://www.swprsc.org

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Contact Information

□Bill E. Losey□Data Analysis, SWPRSC□P O Box 1010, 900 West Lark Avenue□Sublette, KS 67877-1010□Ph: 620-675-2241 Fax: 620-675-

8396□Toll Free: 800-728-1022□Mobile Phone: 620-353-4582□Email: blosey@swprsc.org

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Topics

□State Reading Assessment□State Math Assessment□State Writing Assessment□State Science Assessment□State History/Government

Assessment□Opportunity to Learn□KAMM/Alternative Assessment□Tools/Resources

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Reading and Math General Assessment Information

□Test Window□February 18 – April 14, 2008

□Test Format□Three, 45-minute sessions□Math - 2 w/ calculator 1w/out□All multiple-choice items□Four to eight items per tested indicator

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Performance Levels

□New Terms□Exemplary□Exceeds Standard□Meets Standard□Approaches

Standard□Academic Warning

□Old Terms□Exemplary□Advanced□Proficient□Basic□Unsatisfactory

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2007-08 Kansas Assessment

□General Assessment□Grades 3-8 and one grade at high

school (OTL)

□KAMM (Kansas Assessment with Multiple Measures)□2% of district students

□Alternate Reading Assessment□1% of district students

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2007-08State

ReadingAssessment

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Kansas Reading Mission Statement

□The mission of Kansas reading education is for all Kansas students to be given an equal opportunity to become competent and strategic readers and writers.

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Curriculum Standards

InstructionAssessment

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Text Types at Each Grade Level

Grade Narrative Expository Technical Persuasive

3 3 3 0 0

4 3 3 1 0

5 3 3 1 1

6 3 3 1 1

7 3 2 2 2

8 2 2 2 2

HS 2 2 2 2

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Reading Cut Scores

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What is our goal for 2014?New AYP Goals: Reading

10096.0

91.987.9

83.979.8

75.871.763.463.4

57.351.251.2

10096.2

92.588.7

85.081.2

77.473.7

58.058.0

51.0

44.044.0

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

K-8 reading 9-12 reading

New AYP TargetsSet Based on New State Assessments

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Reading Fact SheetHandout

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Kansas Reading Flipchart

SWPRSC ToolsKardopelli

Assessment Conditioning Exercises

Kansas Assessment Tools for Reading

ACE Vocabulary CardsKAPTrivia

CHILD / Flip Charts

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2007-08State Math Assessment

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General Mathematics% correct

Grade Academic Warning

Approaches Standard

Meets Standard

Exceeds Standard

Exemplary

3rd 0-57 58-69 70-84 85-92 93-100

4th 0-53 54-62 63-79 80-88 89-100

5th 0-53 54-61 62-77 78-87 88-100

6th 0-52 53-62 63-78 79-89 90-100

7th 0-43 44-55 56-70 71-83 84-100

8th 0-44 45-57 58-72 73-85 86-100

High School 0-37 38-49 50-67 68-81 82-100

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What is our goal for 2014?New AYP Goals: Mathematics

46.8 46.853.5

60.1 60.1

67.271.9

76.681.3

85.9

90.695.3

100

29.1 29.1

38.0

46.8 46.8

57.0

63.2

69.3

75.581.6

87.7

93.9

100.0

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

K-8 math 9-12 math

New AYP TargetsSet Based on New State Assessments

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Math Fact SheetHandout

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SWPRSC Resources

□Assessment Conditioning Exercises□ACE Vocabulary Cards□ACE CPS□Kansas Assessment Tools for Math□KAP Trivia

2007-08State Writing Assessment

Optional this year

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07/08 Writing

□May be administered at the local level□To guide instruction for 08/09□For data collection for In

□Not tied to AYP□In 2009 writing assessment will be

required□New prompts□Enhanced rubrics□Uses 6 Trait Model

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Writing Targets

□Unlike AYP, these targets stay the same.

5th Grade

67% students Meets or Exceeds Standard

8th Grade

73% Students Meets or Exceeds Standard

High School

76% Students Exceeds Meets or Standard

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Writing Performance Levels

□Based on the 5 point Rubric□Based on the Composite Score

Cut Scores

Exemplary 4.40

Exceeds Standards 3.75

Meets Standard 3.00

Approaches Standard 2.30

Academic Warning <2.30

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6 Trait aligned to Performance Levels

2007-08State Science Assessment

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Grade Levels Assessed

□4th Grade – 42 Items□Two 45 minute sessions

□7th Grade – 60 Items□Two 45 minute sessions

□11th Grade – 60 Items□Two 60 minute sessions

□Physical Science Assessment□ Life Science Assessment

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Science Assessment Window and OTL

□General Assessment□March 17 – May 9, 2008

□Opportunity to Learn□All Juniors must test this year for data setting.□All students must complete both halves by

Spring of their junior year.□May assess OTL Freshmen and Sophomores

this year□No opportunity to re-test (OTL Lite)

2007 - 08

History/Government Assessment

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History GovernmentGrade Levels Assessed

□6th Grade□48 Items - two 45 minutes sessions

□8th Grade□60 Items - two 45 minutes sessions High

School□60 Items – two parts 30 items each part

- 45 – 60 minutes each session

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History Government Assessment Window

□HS – all 11th graders and any other 9th or 10th grade student who is ready.□Only 11th grade scores count.□9th and 10th grade scored banked until

student is a Junior□OTL but may not re-test if student fails.

□March 17 – May 9, 2008

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Next Steps…

□Use of data to drive instruction□Knowledge gained from the data

□What are our strengths?□On which reading indicators do students

excel?

□What are our weaknesses?□Which reading indicators do students need

to improve on?

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Spring 2006 Results Instructional Planning Graph Grade 3 Reading All Students Graph 1

69.90%

75.70% 75.00%78.20%

64.00%

75.50%71.30%

68.00%

73.30%

84.30%

75.70%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

1.3.2 1.3.5 1.4.2 1.4.5 1.4.6 1.4.8 1.4.9 1.4.10 1.4.11 2.1.1 2.1.2

Indicator

Performance Summary by Indicator – Average Percent Correct Across All Test Forms

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KAMM and Alternative Assessment

Handout

Human Readers

A new consideration for this year

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Read Aloud Guidance

□All Text in Math, Science, and History/Government can be read

□Absolutely nothing form Reading Assessment passage may be read or pronounced, including single words.

□http://www.ksde.org/Default.aspx?tabid=420.

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Read Aloud Training

□SWPRSC by Carol Panzer□January 18th @ Sublette

□9:00 – 11:30 or 12:30 – 3:00

□February 8th @ Scott City□9:00 – 11:30 or 12:30 – 3:00

□To your door and customized to meet your needs.

State Assessment Do’s and Don’ts

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Assured Success(From Resourceful Students)

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Why talk about Ethics?

□Level the playing field□Stop assuming everyone assesses

like I do□Communication about what is

appropriate and what is not□Three types of DO’S and DON’TS

□Security□Preparation□Administrations

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Test Security Do’s

□Identify and publicize a test coordinator (contact person) who is responsible for ordering and handling all test materials prior to testing.

□Designate a person in each school to be responsible for distributing all the testing materials upon arrival in the building.

□Store test materials in a secure, locked area.

□Practice test security between sessions.

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Test Security Do’s Cont.

□Formalize the testing procedures at the district level.

□Send testing materials to the building’s designated person.

□Have the designated building person be responsible for counting the test materials upon arrival in the building.

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Test Security Do’s cont.

□Print Examiner Manuals several days prior to testing so that teachers who administer the assessment may become more familiar with the testing procedures.

□Distribute test booklets to teachers who are administering the test immediately prior to giving the assessment.

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Test Security Do’s cont.

□Instruct teachers not to open test booklets or log onto computerized assessments prior to administration.

□Administer assessments simultaneously throughout the building if possible.

□Provide opportunities for making up assessments as soon as possible after the test administration. At least two opportunities for make-ups should be provided by the school.

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Test Security Do’s cont.

□ Provide spaces between seats during the assessment process if possible.

□ Count test booklets and return all test materials to the district test coordinator’s office immediately upon completion of the testing window. The district test coordinator is responsible for destroying (burning or shredding) test booklets.

□ Report any breach of test security, loss of materials, failure to account for materials, or any other deviation to Dr. Cherie Randall, Assessment Coordinator, Kansas State Department of Education, 785.296.3996.

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Test Security Don’ts

□Allow test booklets to be distributed by anyone at the district or building level until immediately prior to test administration.

□Review tests or analyze test items before, during or after the assessment is administered. Teachers may look at the tests while students are taking the test to obtain a general overview of the assessment.

□Discuss any part of the test with the students before, during, or after the administration of the assessment.

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Test Security Don’ts

□Don’t Construct keys so that an assessment can be scored locally.

□Don’t violate the do not copy warnings on the test booklets. Secure test materials cannot be reproduced or rewritten in any way except in unusual circumstances. Permission must be granted by KSDE (785.296.3996) or CETE (785.864.9690).

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Create a Positive Testing Environment

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Test Preparation Do’s

□Provide students with the opportunity to learn the content included on the tests. Use state curriculum standards, benchmarks and indicators as a resource for instruction.

□Use appropriate vocabulary as referred to in each of the content area documents entitled, Kansas Curricular Standards.

□Assure that students have had prior experience with the testing format being used, whether paper-pencil or computer-based.

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More Test Prep. Do’s

□Integrate teaching of test taking skills with regular classroom instruction and assessment.

□Use practice material provided by CETE including online practice activities, and formative test built by the Learning Station and/or CETE.

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Test Perpetration Don’ts

□Don’t use actual or altered test questions for practice or instruction. Similar or altered questions may not be used for practice or instruction.

□Don’t Intentionally target readings on the same themes or topics as those on the Kansas Reading Assessment for instruction or practice.

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Test Administration Do’s

□ Teachers must read the Examiners Manual prior to test administration and follow the instructions during administration. Call KSDE (785.296.3996) or CETE (785.864.3537) with questions.

□ Carefully follow instructions for distribution, maintenance and collection of all testing materials for all testing sessions.

□ Notify the Kansas State Department of Education, (785) 296-3996, of any test administration irregularities.

□ Ensure that students with disabilities are scheduled for testing.

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Test Administration Do’s Cont.

□Document accommodations for students with disabilities and students on 504 plans.

□Adhere to the standardization requirements of the assessments. See Examiner’s Manual.

□Make a serious attempt to give assessments to students who were absent during scheduled testing days.

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Test Administration Do’s Cont.

□ Students who are not tested count against the school for AYP participation rate.

□ Collect and destroy student notes, scratch paper, and drawings etc., at the end of each testing session.

□ Allow extended time immediately following the regularly scheduled test session for students who do not finish.

□ Actively monitor the testing session. Moving around the room encourages students to focus on their own work. Verify that students are on the correct item and following general testing procedures.

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Test Administration Do’s Cont.

□ Remove or cover (with opaque material) bulletin board displays, charts and diagrams, and other instructional material.

□ Eliminate distractions such as bells, telephones, and school intercom system, etc.

□ Help students approach testing in a relaxed and positive manner.

□ Test students on consecutive days during a two week period.

□ Allow sufficient time for make-up tests due to student absenteeism.

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Test Administration Don’ts

□ Coach or cue students in any way during test administration. This includes gestures and facial expressions.

□ Respond to questions during testing that would help the student to understand the question, aid him/her in responding to an item, or advise/encourage him/her to edit or change a response.

□ With the exception of the KAMM, do not allow students to return to any test or subtest after the scheduled session is concluded.

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Test Administration Don’ts Cont.

□ Make changes on student answer sheets. This may be done only by the test-taker during test administration. The only exception to this is for the ID/demographic information errors. If students made exceptionally light marks when recording their answers, their marks may be darkened.

□ Test in an area that is scheduled for other uses immediately following a testing session.

□ Create or use answer keys on the assessments.□ Make photocopies of test booklets.□ Keep copies of test booklets or other testing

material.□ Allow employees or volunteers without the

necessary knowledge and skills to interpret the results of an assessment.

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Manipulatives??□ Graph paper □ Integer number line □ Pattern blocks □ Color tiles (squares) □ chips, two-color counters, two-sided

counters □ CUBES: multilink, connecting, color,

wooden, unifix,  multilink cubes□ Snap blocks □ Cuisenaire rods □ Geoboards □ Number cubes □ Money □ Hundreds chart□ Rulers, meter sticks, protractors,

compass□ Base 10 (ten) blocks□ Clock or clock face□ Transparent mirror or mira □ Spinners□ Geometric solids

□Use only if used in daily instruction

□Provide in the room.

□Do not insist students use manipulatives.

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Test Reporting Do’s

□Use data to identify general areas where improvement is needed.

□Caution audiences about improper inferences based on assessment scores.

□Report with the audience in mind. □Communicate the purpose of the

assessment (accountability data for AYP, and QPA; and data for instructional improvement) as well as what the assessment is NOT designed to do.

□Share results with students and their parents.

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More Testing Results Do’s

□ Provide staff development that is appropriate and informative in order for personnel to feel competent to respond to questions related to testing, scores, and interpretation of results.

□ Provide a greater understanding of student performance by using appropriate data analyses, such as:□ disaggregation of data based upon student

demographics□ examination of course preparation in relation to test

scores□ examination of performance trends

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More Testing Results Do’s

□Report results by relying on statistics like reliability coefficients and standard error of measurement to help the audience understand error in measurement.

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Test Reporting Don’ts

□ Make comparisons which ignore differences in characteristics of students and disparities in test administration.

□ Make a decision about a student or a building on the basis of a single test score.

□ Provide assessment results in a manner or for a purpose that has not been validated (e.g., teacher performance evaluations and student promotion, remediation, retention, or graduation decisions).

□ Make false, misleading, or inappropriate statements and/or unsubstantiated claims that lead to false or misleading conclusions about assessment results.

□ Violate confidentiality or provide information that identifies individual students.

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Next Regional Assessment Meeting

□February 14th.□Call your neighbor coordinator and

invite them to the next meeting.□Much professional development occurs

in the car ride!