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Iowa Assessment Update

Iowa Assessment Update. School Administrators of Iowa November 2013 Catherine Welch Iowa Testing Programs. Past -- Emphasis. Present – Forms E and F. Guided by mandate to be linked to previous forms for accountability reporting (A, B, E, F) Guided by desire to inform instruction

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Iowa Assessment Update

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  1. Iowa Assessment Update School Administrators of Iowa November 2013 Catherine Welch Iowa Testing Programs

  2. Past -- Emphasis

  3. Present – Forms E and F • Guided by mandate to be linked to previous forms for accountability reporting (A, B, E, F) • Guided by desire to inform instruction • Emphasis on level of information in reporting structure • Emphasis on reliable reporting • Guided by the quality of the information provided to users • Emphasis on measuring growth • Emphasis on college and career readiness

  4. Forms E and F– Test Similarities Balance of Concepts, Applications and Procedures Range of Cognitive Demands Aligned to Common Core Domains Connects Practice to Content

  5. Forms E and F– Technical Similarities Vertical Scale to Measure Growth Allows Direct Comparisons to Previous Forms Parallel Forms allow the Tracking of Students Addresses NCLB Requirements Valid, Reliable and Technically Sound

  6. Form F -- Enhancements

  7. Current Results • State Performance • Growth • Use of Information

  8. Reading Results – 2012-2013

  9. Mathematics Results – 2012-2013

  10. Compared to Nation

  11. Growth in Reading

  12. Growth in Mathematics

  13. Relationship between STEM Interest and Achievement

  14. Future

  15. Next Generation Iowa Assessment

  16. Timeline for Next Generation Iowa Assessment

  17. Information Provided

  18. Considerations for Moving Forward

  19. Considerations for Moving Forward • Evaluate Purpose of Assessments • Evaluate Products to Match Purpose • Make Appropriate Comparisons • Define Criteria for Evaluation from House File 215 • aligned with the Iowa common core standards in both content and rigor; • accurately describes student achievement and growth for purposes of the school, the school district, and state accountability systems; and • provides valid, reliable, and fair measures of student progress toward college or career readiness

  20. Evaluate Purpose • Accountability • Administrator • Teacher • Student • Summative • Formative • Interim

  21. Evaluate Products and Reports to Match Purpose • Review the items and tests • Review the score reports • If adaptive, review the algorithms for adaptive testing • For example, understand how high-level 4rd graders will be tested and the implications for alignment • Understand how low-level 8th graders will be tested and the implications for comparisons across students • If fixed form, review the implications for the balance and selection of content • Compare level of reporting to requirements

  22. Make Appropriate Comparisons

  23. Define Criteria for Evaluation • Aligned • Reliable • Valid • Growth • Readiness • Technology • Costs • How much is enough? • Who are the experts to evaluate these criteria? • What are the compromises to be made? • How are these compromises tied to purpose?

  24. 4th Grade Mathematics Performance

  25. 5th Grade Mathematics Performance

  26. Alignment

  27. Alignment? • “Aligned” by 15 trained experts • “Aligned” to 11 different standards • “Aligned” to 4 different grade levels • “Aligned” to 3 different domains

  28. SBAC Alignment?

  29. Alignment? • “Aligned” by 7trained experts • “Aligned” to 6different standards • “Aligned” to 3 different grade levels • “Aligned” to 3different domains

  30. Define Criteria for Use • What are the metrics to be reported? • Are they understood by parents? • Will teachers have enough information from the results to shape their instruction? • Will teachers receive the responses from the open-ended, constructed-response items? • Will teachers receive professional development on the usefulness of the results?

  31. Define Criteria for Technology • Identify the vendor that will deliver the assessment • Pilot test the types of items to be used • Pilot test in a variety of districts in the spring of the year during the same 12-week window; during the busiest times of the day • Pilot test using the vendor-developed online tools • Pilot test using the graphics, videos, that will be a part of the assessment

  32. Define Criteria for Administration • Demand same time-of-year testing • Demand reports/information prior to the end of the year • Demand reports that show growth, readiness, achievement indicators and instructional-relevance

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