online statewide assessment: coming soon to a school near...
TRANSCRIPT
Online Statewide Assessment: Coming Soon to a School Near You!
David Judd Director; Office of Systems, Psychometrics & Measurement Research
Bureau of Assessment and Accountability
April 30, 2013
MERA Conference
Today’s Topics
• Student Voice
• Kindergarten Entry Assessment
• Statewide assessment overview
• Next-generation assessment accessibility
• Statewide systems supporting online assessment & reporting
• Technology readiness
• Fall 2013 Online Testing Opportunities2
MEAP Social Studies Online PilotStudent Comments
“I enjoyed taking the online test a lot more”
“It was very fun”
“Make the math one too!”
“I would like to use computers for the MEAP again”
“I LOVED TAKING IT ONLINE !!!!!!!!!”
“I feel like it was better to take it online”
“I wish we took all MEAP tests online, it was faster”
“The online MEAP test was a good experience!!!!!”
“Can we take all the MEAP tests online?”
“The computer tend to make me tired and sleepy”
“I did not like how I could see other computers and I would see how far (the other students) were.”
“Make the words bigger”
“It could use some more color”
“You should tell the kids their score at the end”
“Fix the highlighter tool!”
MEAP Social Studies Online PilotStudent Comments
MEAP Social Studies Online Pilot Online or Paper?
MEAP Social Studies Online Pilot What distractions did students face?
K-2 Cognitive LabsParticipation
• 18 Second Grade Teachers
• 29 First Grade Teachers
• 22 Kindergarten Teachers
• Feedback focused on…– Overall sentiment
– Technology-related issues
– Test content and format
– Implementation issues
K-2 Cognitive LabsFeedback
• Teachers need to… – prepare students with computer skills– determine logistics of administering an online assessment
to a large group of students
• Some elements were difficult for students…– Scrolling– Drop-down boxes
• System needs to…– highlight words as they are being read– allow student to turn audio off
K-2 Cognitive LabsFeedback
• Higher student engagement
• Acknowledges different learning styles
• Human voice audio was very helpful
• Reduction in test anxiety
• Necessary life skills
Kindergarten Entry Assessment (KEA)
Legislation provided $3.25 million to implement a KEA
Requires PD for educators Must include a system for data entry and
integration with P-20 LDS Spotlights conducted fall 2012 to understand
state of the art Request for Proposals released March 2013 Significant pilot testing expected fall 2013
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The Assessment Challenge
How do we get from here... ...to here?
All students
leave high school
career and
college ready
Common Core
State Standards
specify K-12
expectations for
career and
college readiness
...and what can an
assessment system
do to help?
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Transitions
– MEAP SBAC (Smarter Balanced Assessment Consortium)
– MME SBAC
– MEAP-Access (for students with disabilities for whom both MEAP/MME
and MI-Access are inappropriate) SBAC
– MI-Access (for students with significant cognitive disabilities) DLM (Dynamic Learning Maps)• Functional Independence (for students with mild cognitive disabilities)
• Supported Independence (for students with moderate cognitive disabilities)
• Participation (for students with severe cognitive disabilities)
– Michigan English Language Proficiency Assessment (ELPA) WIDA/ASSETS (World Class Instructional Design and Assessment)12
Additions
• Interim Assessments
– Optional & Online only
– Primarily grades and content areas not covered by a consortia
• Science
• Social Studies
• MMC courses
• K-2 ELA & Mathematics
• Model assessment (e.g., Arts)
• Kindergarten Entry Assessment13
● 25 states representing 40% of K-12 students in U.S.
● 21 governing, 4 advisory states
● Washington state is fiscal agent
● WestEd provides project management services
SBAC - A Consortium of States
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A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for career
and college
readiness
All students
leave
high school
career and
college
ready
Teachers and
schools have
information and
tools they need
to improve
teaching and
learningInterim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to career and college
readiness
Teacher resources for formative
assessment practices
to improve instruction
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A Balanced Assessment System
Two types of Interim Assessments- Summative Clone (mimics accountability test blueprint)- Interim Cluster (deeper dive into assessment targets)
Smarter Balanced Sample Items
● October 9th , 2012 release of online tool holding 50+ items
−Mathematics
−ELA
−Samples from all 7 grades (3-8 and 11)
● Item type conversations
● New level of rigor expected by the Common Core State Standards
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Smarter Balanced Sample Items
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Smarter Balanced Sample Items
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Performance Tasks● New item type for Michigan
● Measure concepts other item types do not cover very well (e.g., research)
● Up to an estimated 125 minutes needed
● Performance Tasks may include a Classroom Activity
● Six sample Performance Tasks
● Teacher Preparation & Resources
● Specifications
● Scoring Rubrics
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Smarter Balanced Pilot Test – Spring 2013
• Scientific Sample– Over 700 Michigan schools agreed to participate
– Student survey responses being collected
• Volunteer Schools (Practice Tests)– Grades 3-8 and 11 in ELA and Mathematics
– Similar to planned assessment experience
– Available May 29, 2013 and through the 2013-14 school year
• Practice Test Accommodations– Text-to-speech
– Item-level pop-up Spanish glossaries for construct irrelevant terms (math tests only)
– Braille
– American Sign Language (ASL)23
Smarter Balanced Pilot Test – Spring 2013
• Lessons Learned
– Item development
– Systems interoperability
– Scoring needs
– Translation methodology
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Smarter Balanced Next Steps
• Item development for spring 2014 field test
• Hire a scoring service provider and build Artificial Intelligence (AI) scoring engine
• Continue developing:
– Computer Adaptive Testing (CAT) specifications
– Reporting system
– Digital library
– Interim system
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Find Out More
Smarter Balanced can be found online at:
SmarterBalanced.org
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DLM – Dynamic Learning Maps
www.dynamiclearningmaps.org
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DLM Timeline
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The Common Core Essential Elements are specific statements of the content and skills that are
linked to the Common Core State Standards grade level specific expectations for students with
significant cognitive disabilities.
Common Core Essential Elements: Design Priorities
• Define essential differences from grade to grade in
– cognitive demand
– content knowledge
– skills-based expectations
• Identify the key elements essential for each grade level.
– Not necessarily a one-to-one relationship with Common Core State Standards
• Align Essential Elements across and between grades
CCSS Grade-Level
Standards
Common Core
Essential ElementsRange of Complexity
Represent and solve problems involving multiplication and division.
3.OA.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into
EE3.OA.1-2. Use
repeated addition
and equal groups to
find the total
number of objects
to find the sum.
Students will:EE3.OA.1-2. Use repeated addition to find the total number of objects arranged in a square or rectangular array.Ex. Using tiles in a template, identify the total number of tiles by adding the tiles in the template.Ex. Fill space of squares and rectangles with 1-inch tiles, add tiles in rows or columns to determine total number of tiles it takes to fill the shape (square/rectangle).Ex. Use an abacus to find the total.Students will:
EE3.OA.1-2. Use repeated addition and equal groups to find the total number of objects to find the sum.Ex. Two birds + two Birds + two birds = six birds.Ex. Given a repeated addition number sentence, use a number line to find the sum.
Third Grade Mathematics Standards: Standards: Operations and Algebraic Thinking
CCSS Grade-Level
Standards
Common Core
Essential ElementsRange of Complexity
Phonics and Word
Recognition.
RF.5.3. Know and apply
grade-level phonics and
word analysis skills in
decoding words.
a. Use combined
knowledge of all
letter-sound
correspondences,
syllabication
patterns, and
morphology (e.g.,
roots and affixes)
to read accurately
unfamiliar
multisyllabic
words in context
and out of
context.
EERF.5.3. Know and
apply phonics and
word analysis skills
in decoding words.
a. Decode two-
syllable words.
Students will:
EERF.5.3.a. Decode up to multiple-syllable words.
Ex. Read text comprised of frequently encountered two- and three-syllable words.
Students will:
EERF.5.3.a. Decode two-syllable words.
Ex. Read text comprised of single-syllable words with accuracy.
Ex. Use decoding skills to match familiar words with picture-based representations
of the words.
Students will:
EERF.5.3.a. Identify the beginning and ending consonant sounds of familiar words.
Ex. Asked what the first and last sound in mat is, respond with /m/ and /t/ sound.
Ex. Represents the initial and final sound in efforts to spell familiar words.
Ex. Given a word card, the student will indicate (point to) the letter that is at the
beginning of the word and the letter at the end of the word.
Students will:
EERF.5.3.a. Identify initial letter in own name.
Ex. Selects first letter of own name from an array of letters.
Ex. State first letter of own name when asked.
Ex. Given three student names, can pick out own name based on the first letter.
Fifth Grade English Language Arts Standards: Reading (Foundational Skills)
Technology Features for DLM
• Touch screen technology• Audio via sound files• American Sign Language video• Pop-up context-dependent
dictionaries/glossaries• Text and image magnification• On-screen note taking• Color overlays• IntelliKeys™ keyboard accessibility• Masking• Text readers• Refreshable braille displays
As a result you can expect some changes in the future…
• Accommodations and selection process
• Development of Personal Needs Profiles
• Move towards consortium developed Participation Guidelines
• Accommodations Monitoring
ASSETS – Assessment Services Supporting ELs through
Technology Systems (ASSETS)
35http://assets.wceruw.org/
ASSETS Timeline
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Alternate ACCESS• Currently available
– K (Future availability)
– Grades 1-2
– Grades 3-5
– Grades 6-8
– Grades 9-12
• Designed for ELs who are also SWDs
• Based on alternate performance indicators and alternate proficiency levels
• Listening, Reading, Writing, and Speaking
• Michigan plans to offer in 201337
Technology Readiness Progress
• Bruce Umpstead, OEII & Dave Judd, BAA
• Spring 2015, online assessment to the extent possible
• Smarter Balanced and Michigan accountability assessments will have paper/pencil version at least through spring 2017
• Michigan interim assessments are optional so no paper/pencil version
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Accessibility and Online Testing
• Technology-based assessment platforms offer new opportunities and ways for accommodations to be provided to students who need them
• Requires a new look at defining
– Accommodations
– Embedded supports/tools
– Good testing practices
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Good Testing PracticesTeachers must take care to ensure students have opportunities to become familiar with technological aspects of online testing
• Allow time for practice tests using planned assessment platform
• Provide practice time using accommodations and embedded tools
• Begin to use/increase the use of technology in instruction
• Evaluate use of tools/accommodations
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What we’ve learned about
TECHNOLOGY READINESS
Device Readiness
• Device Specificationso Most devices meet minimum requirements
o Form factors supported:
- Desktop
- Laptop
- Netbook
- Tablet
• Number of Deviceso Logistical challenges with limited testing devices
o Pilot opportunities allow dry-run of logistics
Network Readiness
• Speed/Capacity• Actual speed varies continually
• Current utilization levels need to be considered
• Reliability• Wireless access points potentially over-utilized
• Consider age and performance of networking equipment
Don’t Feel Ready for Online Testing?
• Paper and Pencil versions of Summative tests will be available through Spring 2017
• So, why make the shift to online testing now?
Advantages of Online Testing
• Retake opportunity
• More informative reports
• Quicker reporting
• No materials to inventory, monitor, and return
• Optional interim assessments online only
• Adaptive testing capability
• More efficient scoring
• Increased student engagement
• Improved security
Michigan Online Testing Opportunities for Fall 2013
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MI-Access SS Cog Lab
5th and 8th Grade MEAPScience
6th and 9th Grade MEAPSocial Studies
K-2 Interim AssessmentsELA and Math
3 - HS Interim AssessmentsScience & Social Studies
Kindergarten Entrance Assessment
September October November