nb provincial assessment program
TRANSCRIPT
NB Provincial Assessment ProgramEECD
Presenter: Cheryl Miles, Learning Specialist Literacy AssessmentsAssessment and Evaluation Branch
July 19, 2016
NB Provincial Assessment Program
Learning Targets/Goals
At the end of this session participants will
•understand Balanced Assessment and the structure of the new Provincial Assessment Program.
Co-constructing Criteria Activity
• What is assessment?
What is Balanced Assessment?
Balanced assessment refers to using multiple measures of learning to accommodate a variety of goals at the classroom, district and provincial levels. The three components of a balanced assessment model include formative, benchmark and large-scale measures.
WHY Balanced Assessment?
• Systemic Alignment• Researched based• Emphasis on classroom and school level
evidence• Contextualization of large-scale information
Small piece of research…
• The achievement gains associated with formative assessment have been described as “among the largest ever reported for educational interventions”.
• The study carried out by the OECD’s Centre for Educational Research and Innovation (CERI) supports these findings.
• Formative assessment also improves equity of student outcomes.
• Schools which use formative assessment show not only general gains in academic achievement, but also particularly high gains for previously underachieving students. Attendance and retention of learning are also improved, as well as the quality of students’ work.(OECD Policy Brief Formative Assessment: Improving Learning in Secondary Classrooms, November 2005)
© 2005, Dynamic Measurement Group 11
GPS On Where are we?
You are Here
Port
Where do we want to be ?How do we get there?
How are we doing?
ActualCourse
DesiredCourse
Assessment is the GPS for Educators
10
20
30
40
Dec.Scores
Feb.Scores
Jan.Scores
M archScores
AprilScores
M ayScores
JuneScores
60
50
Rea
ding
Aimline
New Brunswick Provincial Assessment Program
Moving from a ‘data-rich’ to an ‘information-rich’ model
• Multi-year implementation model – began in 2014 (Formative Assessment, Realignment of Provincial Assessment Program)
• Realignment complete 2016-17
Alignment with PCAP and PISA
Design of the New Provincial Assessments
• Matrix sampling
Matrix SamplingBooklet A
Booklet B
Booklet C
Booklet D
2 Reading Passages
2 Reading Passages
2 Reading Passages
2 Reading Passages
Student Questionnaires
Item Aspect Percentage of Assessment
Literal Response 20%Inferential Response 60%Personal/Critical/Evaluative Responses 20%
Items per Booklet Booklet A
Booklet B
Booklet C
Booklet D
Multiple Choice Literal Responses 3 3 3 3Inferential Responses 9 9 9 9Personal/Critical/Evaluative Responses
3 3 3 3
Constructed Response Personal/Critical/Evaluative 1 1 1 Inferential 1
Reading Domain - English
Item Aspect Percentage of Assessment
Literal Response 20%Inferential Response 60%Personal/Critical/Evaluative Responses 20%
Items per Booklet Booklet A
Booklet B
Booklet C Booklet D
Multiple Choice Literal Responses 3 3 3 3Inferential Responses 9 9 9 9Personal/Critical/Evaluative Responses
1 1 1 1
Constructed Response Personal/Critical/Evaluative 1 1 1 Inferential 1
Reading Domain - French
Strand Percentage of Assessment
NumberNumber Sense 50%
Patterns and RelationsPatternsVariables and Equations
15%
Shape and SpaceMeasurement3-D Objects and 2-D ShapesTransformations
30%
Statistics and ProbabilityData AnalysisChance and Uncertainty
5%
Items per Booklet Booklet A
Booklet B
Booklet C Booklet D
Multiple Choice Number 6 6 6 6Patterns and Relations 2 2 2 2Shape and Space 4 4 4 4Stats and Probability 1 1 1 1Constructed Response Number 1 Patterns and Relations 1 Shape and Space 1 1
Mathematics Domain
Strand Percentage of Assessment
Initiating and Planning (IP)Scientific questioningPredictions and hypothesisControl and test variablesPlanning experiment
40%
Performing and Recording (PR)Performing experiments and recording observations
10%
Analysing and Interpreting (AI)Classify and display dataAnalyze dataDraw conclusions
40%
STSEApply learning 10%
Items per Booklet Booklet A
Booklet B
Booklet C
Booklet D
Multiple Choice Initiating and Planning 5 5 5 5Performing and Recording
1 1 1 1
Analyzing and Interpreting
6 6 6 6
STSE 1 1 1 1Constructed Response Planning 1 Analyzing and Interpreting
1 1 1
Scientific Literacy
Why include a student questionnaire?
• Provides an opportunity to discover and report on correlational data
Attended Pre-SchoolNo Yes, for
one year or
less
Yes, for more than one year
ASD East 5.1% 57.4% 37.5%ASD North 2.5% 62.7% 34.7%
ASD South 2.7% 59.4% 37.9%
ASD West 1.9% 64.9% 33.2%Rest of Canada 5.6% 38.9% 55.5%
The math performance of students with more than one year of pre-school was significantly higher than students with either one year or less or no pre-school at all. On average about 55 percent of students outside of New Brunswick reported having attended pre-school for 1 year or more. About 37 percent of New Brunswick students reported similar amounts of time in pre-school. The 18 percent difference was statistically significant.
NB Provincial Assessment Timetable
Reporting of Provincial Results
• School Level results will be reported at Grades 4, 6 and 10 in Reading (English and FI / IF), Mathematics and Scientific Literacy.
• Individual student results will continue to be reported at Grade 2, ELPA/R and Grade 12 FSL Oral Proficiency Certification.
Reporting of Results: Grades 4, 6, & 10
• Performance Levels – student performance reported over 6 levels (school, district, provincial)
• Performance Level Descriptors
Data Coaching – Information Rich Model
Tips– Start Small vs Deep Drilling– Big Picture– Be Patient– Actionable
Questions1. In looking at this data, what pops out at you?2.What further questions does the data raise?3. If this data remains constant, what might be the
possible consequence for our students?
“Data do not provide right answers or quick fixes, but data offer decision makers an opportunity to view a phenomenon through a number of different lenses, to put forward hypotheses, to challenge beliefs, and to pose more questions”
Questions?