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ASSESSMENT 101

ASSESSMENT 101. Never Use Only One Point of Data. MEASURES OF ACADEMIC PROGRESS BASICS. MAP stands for “Measure of Academic Progress” Created at distributed by NWEA Utilized by many districts across the country D29 Began Implementation in 2009 as part of the District’s Strategic Plan

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ASSESSMENT 101

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  1. ASSESSMENT101

  2. Never Use Only One Point of Data

  3. MEASURES OF ACADEMIC PROGRESS BASICS • MAP stands for “Measure of Academic Progress” • Created at distributed by NWEA • Utilized by many districts across the country • D29 Began Implementation in 2009 as part of the District’s Strategic Plan • Growth Model Test • Non state mandated….for now

  4. Adult Reading X X X X 5thGrade X X X X X X X X X X X X X Beginning Literacy Classroom Reality • We have students performing above, at, & below “grade level” curriculum • How does this impact assessment and instruction? • The challenge: How Do We Foster Growth for All Students?

  5. Sample Item

  6. Immediate Results RIT Score LexileScore

  7. The RIT Score • RIT stands for Rasch Unit • RIT scores create an equal interval scale: • means that the difference between scores is the same regardless of whether a student is at the top, bottom or middle of the RIT scale. • it has the same meaning regardless of grade level. • RIT scores are like inches on an ‘academic’ yard stick • allows for the measurement of growth over time • allows for local, regional, & national comparisons

  8. Rasch unIT (RIT) Scale • Achievement Scale • Equal-interval • Used to show growth over time • Scale has the same meaning regardless of students’ grade level or items taken

  9. NWEA Norms typical • What is the expected growth score? • Use RIT point growth

  10. Levels of Data Utilization • District • Program • Grade Level • Classroom • Individual Student

  11. District Level Data • Compare District to National Performance Standards • Achievement Levels • Growth Levels • Compare District to Local Performance Standards? • NSSED/Township Norms *See NWEA Norm Study for Comparison Statistics: http://www.nwea.org/support/article/980

  12. Program Level Data • Eligibility for Gifted Services • Performance above the 95th percentile • Eligibility for Accelerated Math • Cut Score for Pre-Algebra/Algebra • Eligibility for Special Education Services • RtI Services below the 25th percentile • Progress monitoring data *Grade by Subject Report *Individual Student Report

  13. Grade-Level Data • Growth Trajectories of different cohort groups at a given grade level • Growth Trajectories of individual cohort groups across grade levels

  14. Classroom Level Data • Instructional Differentiation & Grouping -Reading, Math • Classroom By RIT Report • DesCartes Learning Continuum See NWEA Website for Information on Decartes http://www.nwea.org/support/course/descartes-continuum-learning

  15. Individual Student Level Data • Individual Student • Need for Problem Solving • Performance below the 33rd percentile • Monitoring of Response to Intervention (RtI) Services • Performance below 25th percentile • Individual Education Plan Progress Reporting • ISAT Performance Prediction • Identifying ‘Appropriate’ Reading Materials (Lexile) *Grade By Subject Report *Individual Student Report

  16. Lexile Scores Grade Basic Proficient Advanced 2 <100 100-400 >400 3 <500 500-800 >800 4 <600 600-900 >900 5 <700 700-1000 >1000 6 <800 800-1050 >1050 7 <850 850-1100 >1100 8 <900 900-1150 >1150 The Lexile Framework Website: http://www.lexile.com/EntrancePageFlash.html?1

  17. DesCartes Continuum • DesCartes is a tool that provides information FOR educators to meet the UNIQUE academic needs of each student. • DesCartes provides instructional planning tools specific for reading and mathematics skills and concepts aligned to the Illinois Learning standards. • Educators can use DesCartes to: • Organize resources to meet the needs of individual students. • Define flexible grouping for instruction. • Identify the skills and concepts that provide the most appropriate academic challenge. • Guide selection of materials that are appropriately challenging to ensure sustained academic growth for all students. • Engage students in setting their academic goals and tracking their progress. • Monitor academic growth in relationship to content standards.

  18. DesCartes: A Continuum of Learning“A Differentiation Guide” • Targeting & individualizing instruction • Monitoring student progress • Sharing resources • Conferencing with parents and students • Partnering with parents for enrichment

  19. Illinois Standards Achievement Tests • Criterion-Reference Test • Measures level of competency relative to state standards • Mandatory annual assessment in grades 3-8 (PSAE for grades 9-12) • Covers reading, math, and science

  20. 2012 Reading ISAT Assessment • Item formats: Multiple Choice (MC) and Extended Response (ER) • Field-test items within the test • Four answer choices for MC at all grades • Three 45-minute* sessions * Plus up to 10 additional minutes for all students

  21. ISAT Reading Test Session 1 • 6 short passages (literary, informational, poems) • 30 multiple-choice questions • SAT 10 (norm-referenced) questions

  22. ISAT Reading Test Session 2 • 2 longer passages • 20 multiple-choice questions • 1 extended-response item Note: Questions in Session 2 were written by Illinois educators

  23. ISAT Reading Test Session 3 • 2 or 3 passages • 20 multiple-choice questions • 1 extended-response item Note: Questions in Session 3 were written by Illinois educators

  24. Improving Reading Scores Students across Illinois seem to have difficulty with items that address these topics: • Antonyms • Homonyms • Mood and tone • Point of view • Irony

  25. Improving Reading Scores • Distinction between narrative and expository writing • Particularly when the expository text contains some dialogue and events occur in time order • Text structure/organizational pattern • Main idea vs. supporting detail • Elements of fiction • Author’s message • Identifying genre of a passage

  26. Improving Reading Scores • Items that require students to look back to a specific paragraph • Point of view • Inference • Character foil • Cause and effect

  27. Sample Books and Interactive Items • The 2011-2012 Sample Books are posted. No new sample items will be added for 2012 and hard copies are no longer mailed to schools. • The 2011-2012 Interactive ISAT items are posted online at www.isbe.net/assessment/htmls/sample_books.htm

  28. 2012 Mathematics ISAT • Item formats: Multiple Choice (MC), Short Response (SR), Extended Response (ER) • Field-test items within the test • Four answer choices for MC at all grades • Three 45-minute* sessions • Paper rulers for all grades (provided with test materials) • Reference sheet for grades 7-8 (provided with test materials) • Calculator use is allowed in grades 4-8 (View the “Calculator Use Policy” at http://www.isbe.net/assessment/pdfs/calculator_ISAT.pdf) * Plus up to 10 additional minutes for all students

  29. ReferenceSheet (Grades 7-8)

  30. Sample Books and Interactive Items • The 2011-2012 Sample Books (PDF) are posted at www.isbe.net/assessment/htmls/sample_books.htm. • No new sample items will be added for 2012 and hard copies are no longer mailed to schools. • The 2011-2012 Interactive ISAT items are posted online at www.isbe.net/assessment/htmls/sample_books.htm.

  31. Grade 3 Multiple-Choice Assessment Objective 6.3.11: Model and apply basic multiplication facts (up to 10×10), and apply them to related multiples of 10(e.g., 3×4=12, 30×4=120).

  32. Grade 4 Multiple-Choice Assessment Objective 6.4.16:Make estimates appropriate to a given situation with whole numbers.

  33. Grade 5 Multiple-Choice Assessment Objective 7.5.07: Solve problems involving map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).

  34. Grade 6 Multiple-Choice Assessment Objective 10.6.05: Solve problems involving the probability of a simple event, including representing the probability as a fraction, decimal, or percent.

  35. Grade 7 Multiple-Choice Assessment Objective 9.7.03: Solve problems using properties of triangles and quadrilaterals (e.g., opposite sides of a parallelogram are congruent).

  36. Grade 8 Multiple-Choice Assessment Objective 8.8.04: Recognize and generate equivalent forms of algebraic expressions.

  37. Reader Script • Only students whose IEP or Section 504 Plan indicates that the assessment may be read to them may be read to during state assessments. • Students must use a Form SF test booklet because the Reader Scripts are produced using Form SF. • Scripts must be used so that every student in Illinois hears the item presented consistently.

  38. Reader Script Example 1 Reader Script Text Question number 1. The scale on Todd’s map is one inch equals two hundred miles. The distance from his house to his friend’s house on the map is five and one-fourth inches. What is the distance in miles from Todd’s house to his friend’s house? A. One thousand miles B. One thousand fifty miles C. One thousand five hundred miles D. Twenty-four thousand miles

  39. Reader Script Example 2 Reader Script Text Question number 2. Tim’s mother put these cookies on a plate. The picture shows a plate with cookies. Which kind of cookie would Tim most likely get if he takes one without looking? Choose answer A, B, C, or D. Note: Reading the answers here is not possible since they are pictures, so students are instructed to choose from the options.

  40. Reader Script Example 3 Reader Script Text In the nineteen eighty-eight Olympic Games, Florence Griffith Joyner of the United States set an Olympic record for the women’s one hundred-meter dash. Her time was ten and sixty-two hundredths seconds. How is this time written as a number? Choose answer A, B, C, or D. Note: Reading the choices here would give away the answer.

  41. Short and Extended Response Items • Short and Extended Response items are only different item formats, they do not define the content. The content is defined in the Illinois Mathematics Assessment Framework • Directions for how students are to respond are included in the items themselves (e.g., show your work, label your answer) • Use released ISAT short and extended response sample items from the sample book (grades 3 through 8) to practice this format

  42. Short Response Example

  43. Short Response Answer Sheet For grades 4-8, the answer space for each short response item is 1 page, and it has faint square cm grid lines. These grid lines may help students if the item requires them to show work, draw a picture, make a chart, or graph an answer. Grade 3 students respond directly on the short response item page in the grade 3 test booklet.

  44. Short Response Rubric (general)

  45. Grade 3 Short Response Assessment Objective 6.3.07: Identify and locate whole numbers and halves on a number line.

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