1 / 36

The Curious Life of Local Reading Items

The Curious Life of Local Reading Items. Annual Spring WERA Conference March 30, 2007 JoAnne Buiteweg, Peter Hendrickson and Debra Ritchhart Everett Public Schools. Once Upon a Time…. In a place not so far, far away….

colum
Télécharger la présentation

The Curious Life of Local Reading Items

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. The Curious Life of Local Reading Items Annual Spring WERA Conference March 30, 2007 JoAnne Buiteweg, Peter Hendrickson and Debra Ritchhart Everett Public Schools

  2. Once Upon a Time…

  3. In a place not so far, far away…

  4. There was a department organized under the Executive Director for Curriculum Alignment and Implementation…

  5. Opportunity to Learn(Requirements) • Align curriculum & instruction to the assessed standards • Align assessments to the assessed standards • Monitor student progress on the assessed standards • Communicate progress on the assessed standards to students and parents • Do something additional for students not at standard

  6. Royal Experts • Wiggins, G. P., & McTighe, J. (2005). Understanding By Design. Alexandria, VA: ASCD. • Stiggins, R. J. , Arter, J. A., Chappuis, S., and Jan Chappuis. (2004). Classroom Assessment for Student Learning: Doing It Right-Using It Well. Portland, OR: Assessment Training Institute. • O’Connor, K. (2002). How to Grade for Learning. Arlington Heights, IL: Skylight Professional Development. • Marzano, R. J. (2000). Transforming Classroom Grading. Alexandria, VA: ASCD. • DuFour, R. and Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Alexandria, VA: ASCD.

  7. Standards-Based Core Course Elements

  8. Aligning to Assessed Standards in Secondary Literacy • 2002-2003 • Ken O’Connor keynotes and visits throughout year • Secondary Literacy Initiative utilizes Ken’s work as next step in alignment work

  9. Instructional Facilitator in Literacy2004-05 Working with teachers to answer: • Does the evidence you are collecting truly reflect what you have taught? • Have you gathered and provided feedback on enough formative evidence throughout a unit for students to learn? • Do you have enough summative evidence to accurately assess a student?

  10. School District 4. Classroom-based Assessment Plans 5. Explicit Instruction 6. Gather Evidence and Report Progress • 1. Curriculum Maps • 2. Common District Assessments • Professional Development Alignment of District-Level & School-Level Professional Development

  11. Development of Common Assessments • Writing • Annual assessment provided a bank of prompts with annotations • Initial target of literacy initiative was to shift from six trait writing scoring to a guide more aligned with WASL but rich enough to help focus instruction • Results a 4 x 4 instrument developed over two years • Reading • WASL released items did not create enough of a focus for classroom instruction • Initial target of literacy initiative was to train teacher leaders to write reading items for common assessments for both monitoring teaching and learning as well as develop students’ assessment literacy

  12. Independent Independent Independent Baseline Coached Coached Coached Standards-Based Common Assessment Plan TIMELINE FOR COMMON ASSESSMENTS First Day Trimester Grade Report Trimester Grade Report Trimester Grade Report

  13. Middle School Reading Common Assessments Reading • WASL: sets conditions • Practice WASL: to simulate rigor (from OSPI) • Coached: focus on assessment literacy and current trimester targets • Independent: to mirror WASL conditions (simulations) Baseline: Beginning-of-the-Year (Pre-Test) • on all 10 targets • all multiple-choice questions (opt. short answer & extended response items) 1st Trimester: Focus on targets 1-5 • 1 of 2 Short Answer should be summarizing • 1 Extended Response should be literary elements or text features stem 2nd Trimester: Focus on targets 6-10 • 2 Short Answer questions • Extended Response should be compare and contrast 3rd Trimester: End-of-the-Year (Post-Test) • on all 10 targets • all multiple-choice questions (opt. short answer & extended response items)

  14. Role of Item Writers • Strong relationship to classrooms, teachers • Deep understanding of GLEs, test specifications, item specifications • Broad knowledge of accessible text, web sources • Literacy specialists, coach/leaders • Develop, administer, analyze, translate to instruction

  15. Gathering the Data Utilize Technology • Input • Collect response selection • Easy entry for short answer and extended response • Automate multiple choice answer scoring and blend with short answer and extended response • Assessment total score, strand scores, and target scores to teachers as immediate as possible • Reports & Displays • Provide student level, classroom level, grade level by school and by district comparison information for each assessment • Item level data by response at all levels

  16. What we can learn from items…

  17. Classical Test TheoryP-values • Difficulty of a test item • Percentage selecting correct response • Example • 100 students respond • Correct answer is “C” • 65 students answer “C” • P-value=65/100=0.65

  18. P-values… • Lower…harder • < .20 too close to guessing if five choices • Hard .20 to .40 • Confusing language? • Teach again? • Sweet P-values • Around 0.60 • Range .40 to .60 • Higher…easier • = or > 0.90 too easy • Easy .61 to 89 • Very little information

  19. Classical Test TheoryPoint Biserials • Strength of association between: • Correlation right and wrong scores with • Total test score • Example • 30 item test, each item worth a point • Item “5” is correct (1) or incorrect (0) • Compute Total student scores minus Item “5”score • Correlate Item “5” scores to Total minus “5” scores

  20. Point -Biserials… • Low Point-Biserials • <0.15 reject, =>0.15 minimal, =>0.25 good • Capable students missing easy items • Sweet spot • 0.3 or higher • High Point-Biserials…more discriminating • 1.0 is max • Higher scorers got correct • Lower scorers missed it

  21. Calculating PBS in Excel • Create data matrix “A” • Cases in rows • Item scores 0,1 in columns • Sum case scores in Totals column • Create data matrix “B” • Mirror of matrix “A” • Substitute (Total Score-Item Score) for Item Scores • Correlate matrix “A” with matrix “B”

  22. Caution: Interpretation • Item analysis does not equal validity • Good p-values and point-biserials may mask invalid items • Very easy or tough items may be needed to sample content • Application item among many fact items may not discriminate well…but we need them • Item statistics influenced by students sampled

  23. Why Bad or Misfitting Items? • Poorly written, confusing • Unclear, misleading graphics • No clear, correct response • Obviously wrong distractor • Item reflects different content than rest • Bias against some gender, ethnic, other subgroup (Differential Item Functioning)

  24. Item Analysis DisplayTri1 2006 Reading Test

  25. What we can learn from items…

  26. Distractor Evaluation • Distractor quality influences performance • Must be incorrect • Appeal to low scorers, not at mastery • Infrequent choice of high scorers • Poor distractor? • Revise • Replace • Remove

  27. Item Analysis References • “Test item analysis and decision making”. DIIA, University of Texas at Austin. Accessed 14 February 2007 http://www.utexas.edu/academic/mec/scan/index.html • The Measurement and Evaluation Center (MEC) offers tutorials for faculty writing and interpreting tests. • Halydna, T.M. (1999). Developing and validating multiple-choice test items (2nd ed.). Mahway, NJ: Lawrence Erlbaum Associates. • This has become the standard text for item development, oft cited in measurement articles.

  28. Item Analysis References • Netsky, Bev. (2001). “Ask Dr. Psi: P-values and Point Biserials”. Bloomington, MN: Pearson VUE Accessed 14 June 2006 http://www.promissor.com/knowledge/askdrPsi/drcat20010223.asp. • Pearson VUE’s Promissor is the online test division of Pearson/NCS where Dr. Psi (testing) and Dr. Phi (mathematics) reside. • Varma, Seema. (--). Preliminary item statistics using point-biserial correlation and p-values. Morgan Hill, CA: Educational Data Systems. • This slim tutorial for educators from a Rasch shop demonstrates the use of Excel to compute simple test statistics. SPSS syntax is also provided. Find them at http://www.eddata.com.

  29. School District 4. Classroom-based Assessment Plans 5. Explicit Instruction 6. Gather Evidence and Report Progress • 1. Curriculum Maps • 2. Common District Assessments • Professional Development Alignment of District-Level & School-Level Professional Development

  30. Guiding Questions 1.  What do we want each student to learn? 2.  How will we know if they have learned? 3. How do we respond when students don't learn? 4. How do we respond if students already know the content?

  31. The moral of the story?

  32. One little item can be the seed for changing the landscape for our students!

  33. Narrators’ Contact Information • JoAnne Buiteweg, Curriculum & Assessment Specialist jbuiteweg@everettsd.org, Educational Service Center • Peter Hendrickson, Ph.D., Assessment Specialist phendrickson@everettsd.org, Educational Service Center • Debra Ritchhart, Instructional Facilitator for Literacy dritchhart@everettsd.org, Heatherwood Middle School

More Related