1 / 50

New Wisconsin Promise Conference

New Wisconsin Promise Conference January 11-12, 2005 Monona Terrace Convention Center Madison, Wisconsin A Quality Education for Every Child Elizabeth Burmaster, State Superintendent Understanding the New Assessment System WKCE-CRT Wisconsin Department of Public Instruction

benjamin
Télécharger la présentation

New Wisconsin Promise Conference

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. New Wisconsin Promise Conference January 11-12, 2005 Monona Terrace Convention Center Madison, Wisconsin

  2. A Quality Educationfor Every Child Elizabeth Burmaster, State Superintendent Understanding the New Assessment SystemWKCE-CRT Wisconsin Department of Public Instruction Office of Educational Accountability January 2005

  3. Why is Wisconsin changing its state assessment system?

  4. NCLB Requirements Single Statewide Accountability System Testing Adequate Yearly Progress Highly Qualified Teachers More Data Collection & Reporting

  5. Based on total enrollment Based on Full Academic Year Adequate Yearly Progress Determining Adequate Yearly Progress • Test Participation (95 %) • Other Indicator • Attendance rate for elementary and middle school • Graduation rate for high school • Reading • Math

  6. Adequate Yearly Progress Proficient by 2013-14 = 100% 74% 67.5% 61% 58% Accelerated annual gains beginning 2010-11 47.5% Percent Proficient/Advanced 37% Starting point 2001-02

  7. Eco Dis. LEP As/ Pac. Black Hispanic White SwD Am. In. Adequate Yearly Progress Determining Adequate Yearly Progress Determine if each subgroup meeting the minimal cell size has met the objective in reading and math. 100% 67.5% 61% 47.5% 37% (Percent Proficiency)

  8. Currently we test: ESEA requires: NCLB AccountabilityMeans More Testing Reading at 3rd Grade (WRCT) Testing grades 3, 4, 5, 6, 7, 8, and high school (10th grade) in Reading and Mathematics by 2005-06 Reading, Language Arts (Writing), Math, Science, and Social Studies at 4, 8, and 10 (WKCE Enhanced) Continued testing grades 4, 8, and 10 in Language Arts, Science, and Social Studies (State Law) NAEP was optional prior to 02-03 NAEP participation required starting 2002-03

  9. Wisconsin Knowledge and Concepts ExaminationsCriterion-Referenced Tests

  10. Beginning in Fall 2005 Grades 3, 4, 5, 6,7,8 and 10 Customized Tests: Reading Mathematics Grades 4, 8, and 10 Enhanced Shelf Tests: Language Arts Science Social Studies All Tested Grades: Alternate Assessments English Language Proficiency Tests

  11. WKCE–CRT Reading & Mathematics • Customized for Wisconsin • Built by Wisconsin educators • Based on the Wisconsin Model Academic Standards in Reading and Mathematics • Custom descriptors for each tested grade • WKCE-CRT begins Fall 2005 • Piloted in Wisconsin classrooms

  12. Educator Development &Item Review Panels Developed and edited: • blueprint • frameworks • objectives and sub-skills • descriptors for tested grades Reviewed: • accepted, rejected, and edited items

  13. WKCE-CRT Implementation Timeline • May 2004 Pilot Testing • December 2004 Field Testing • May 2005 WKCE-CRT Educator’s Guide • November 2005WKCE-CRT 1st Administration Grades 3, 4, 5, 6, 7, 8, and 10 Reading & Mathematics • February 2006 WKCE-CRT Public Release Reading and Math Items

  14. Assessment Frameworks and changes in reporting

  15. Assessment Frameworks: Format • Objectives • General statements of knowledge and skills • Subskills • Categories within each objective • Descriptors • Grade-level specific knowledge and skills within each category

  16. Assessment Frameworks: Descriptors • Specify what will be assessed at each grade for each sub-skill • Reflect fall of school year

  17. Remember – Fall test reflects previous grade 7th Grade Teacher Collaborates with Collaborates with 5th Grade Teacher 6th Grade Teacher Develops Curriculum Develops Curriculum Administers Administers Administers WKCE-CRT Fall 5th Grade Test WKCE-CRT Fall 7th Grade Test WKCE-CRT Fall 6th Grade Test

  18. Teaching and Learning Local Curriculum, Instruction, and Assessment Curriculum Assessment State Standards and Assessment Model Academic Standards Mathematics Assessment Framework Relating the Framework to Curriculum

  19. Changes in Reporting • Paper • Individual student results for parents/guardians • Electronic • All other reports • Online • Printable pdf • Data Cleanup • Online • Speeds up reporting

  20. Mathematics Assessment

  21. Mathematics Reporting Categories OBJECTIVES • A. Mathematical Processes • B. Number Operations and Relationships • C. Geometry • D. Measurement • E. Statistics and Probability • F. Algebraic Relationships

  22. A. Mathematical Processes Reasoning Communicating Connections Representation Problem Solving B. Number Operations and Relationships Concepts Computation Mathematics Objectives/Sub-skills

  23. C. Geometry Describing figures Spatial relationships and transformations Coordinate systems D. Measurement Measurable attributes Direct measurement Indirect measurement Mathematics Objectives/Sub-skills

  24. E. Statistics and Probability Data analysis and statistics Probability F. Algebraic Relationships Patterns, relations and functions Expressions, equations and inequalities Properties Mathematics Objectives/Sub-skills

  25. Mathematics Test Format • 4-5 Sessions • Estimated Time: • Approximately 160 minutes grades 3-5 180 minutes grades 6-8, 10 • Selected response (multiple choice) (approx. 80% of score points) • one point • assigned to one reporting category • Constructed response (approx. 20% of score points) • Grades 3-8 • one point – content • two points– process • Mathematics tools • Manipulatives (pattern blocks, tangrams, pentomino) • Measuring tools (ruler, protractor) • Calculators • Grade 10 (assigned to process & content) • - Brief Constructed Response Items: • 2 points • - Ext. Constructed Response Items: • 4 points

  26. Process Number Geometry Measurement Algebra Mathematics Blueprint Statistics & Probability

  27. Calculator Use Policy Grades 3 & 4: All sessions – no calculator (*) Grades 5-8 & 10: One session – no calculator Remaining sessions – calculator required Calculator Specifications: Grades 5-8: 4-function calculator, no advantage using higher powered calculator Grade 10: scientific calculator Districts may opt to allow scientific or graphing calculators at all levels (5-8 & 10), but must assure that memory is disabled on graphing calculators. Calculators with QWERTY keyboards, infra-red capabilities, or memory disks may not be used. (* See accommodations for students with IEP)

  28. Calculator Use Policy – Students with Disabilities • Two situations • Computation/non-calculator sessions • No calculator use – the same for everyone • Problem solving sessions • Grades 3 and 4 – calculator use with an IEP only

  29. Sample Mathematics Items from NAEP

  30. Constructed Response Examples

  31. Objective:Algebraic Relationships Sub-skill:Patterns, Relations and Functions Descriptor:Describe, recognize, interpret and translate graphical representations of mathematical and real-world phenomena on coordinate grids, e.g., slope, intercepts, rate of change, linear and non-linear functions, and quadratic, exponential and constant functions. WKCE-CRT Framework

  32. Constructed Response Item Example T W Two large storage tanks, T and W, contain water. T starts losing water at the same time additional water starts flowing into W. The graph below shows the amount of water in each tank over a period of hours.

  33. T W Assume that the rates of water loss and water gain continue as shown. At what number of hours will the amount of water in T be equal to the amount of water in W ? Show or explain how you found your answer.

  34. Scoring Guide •  Correct  • Correct response  • Partial  • Number of hours is incorrect, but falls between 6 1/2 and 8 1/2 and a correct procedure is demonstrated.ORNumber of hours is correct, but accompanying justification is insufficient or missing  • Incorrect  • Incorrect response

  35. Solution:8 hours. Graphical Solution:Extend both lines to the right until they intersect. Then read the horizontal coordinate of the point of intersection. Note: If lines are extended correctly until they intersect, this will serve as sufficient justification. No words are required in this situation. Algebraic Solution:Equation of lines:T   y = -50x + 900W   y = 25x + 300Point of intersection (8hrs, 500 gal)

  36.  Correct - Student Response

  37.  Partial - Student Response

  38.  Incorrect - Student Response

  39. Performance Results Percentage of Students Correct19 % Partial 31% Incorrect41 % Omitted Item 7 % Off Task 2 %

  40. Selected Response Items

  41. Objective:Measurement Sub-skill:Direct Measurement Descriptor:Read and interpret measuring instruments WKCE-CRT Framework

  42. Selected Response Item • The Celsius temperature rose from 4 degrees above zero to the temperature shown on the thermometer above. How many degrees did the temperature rise? • 6 • 7 • 12 • 20

  43. Performance Results Percentage of Students Correct51 % Incorrect47 % Omitted Item 2 %

  44. Objective:Statistics and Probability Sub-skill:Data Analysis and Statistics Descriptor:Extract, interpret and analyze data WKCE-CRT Framework

  45. Selected Response Item • The pie chart shows the portion of time Pat spent on homework in each subject last week. If Pat spent 2 hours on mathematics, about how many hours did Pat spend on homework altogether? • 4 • 8 • 12 • 16

  46. Performance Results Percentage of Students Correct51 % Incorrect47 % Omitted Item 2 %

  47. Next Steps – Local Level • Share Reading and Mathematics Frameworks with all educators • Review district curriculum • Plan for implementation of calculator use policy • Discuss IEP accommodations at all levels • Implement changes, if needed • Institute professional development opportunities to review alignment • Create communication plan to parents regarding WKCE-CRT • Provide assessment update to school board

  48. Helpful Websites • Frameworks • www.dpi.state.wi.us/dpi/oea/wkce-crt • WI Model Academic Standards • www.dpi.state.wi.us/dpi/standards/index.html • National Assessment of Educational Progress • www.dpi.state.wi.us/dpi/oea/naep.html • Office of Educational Accountability • www.dpi.state.wi.us/dpi/oea/ • Alternate Assessments • http://www.dpi.state.wi.us/dpi/oea/wsasalt.html

  49. Questions Phil Olsen Reading Assessment Consultant Phillip.Olsen@dpi.state.wi.us 608-266-8779 Laura Moranchek Mathematics Assessment Consultant Laura.Moranchek@dpi.state.wi.us 608-267-5153

More Related