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Race to the Top Assessment Program General & Technical Discussion

Race to the Top Assessment Program General & Technical Discussion. Lizanne DeStefano University of Illinois. Through Course Summative Assessments. Grade level or College/Career Readiness standards/performance levels at the heart of the system, not the assessments;

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Race to the Top Assessment Program General & Technical Discussion

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  1. Race to the Top Assessment ProgramGeneral & Technical Discussion Lizanne DeStefano University of Illinois

  2. Through Course Summative Assessments • Grade level or College/Career Readiness standards/performance levels at the heart of the system, not the assessments; • Higher education representatives and business community involved in standard setting (content and external validity) • Clear specification of construct/skills to be assessed allows identification of needed access skills for each assessment (construct validity) • Support teaching of target and access skills across grade levels/subject areas • Accessible assessments designed to minimize need for accommodation (e.g. time, print, format, format, reading level, language complexity) (reliability, construct validity); • Special education, ELL and Related Services involved in assessment development

  3. Through Course Assessments (continued) • Multiple assessments should be built with the intent of maintaining high precision across the full performance continuum. • Modular or adaptive assessments aligned to grade level standards and performance descriptors • Predictive and consequential validity of aggregation rules (by subgroups) are central to a sound system.

  4. System for Certifying the Quality and Rigor of End of Course Exams • Once again, rigorous standards that are critical for college or career readiness are central to the validity of any end of course assessment system. • Predictive and concurrent validity evidence is central to determining quality of these assessments.

  5. Computer-based test administration • Novel item types may differentially disadvantage students with disabilities and other subgroups; • Students should have ample experience with technology used in the assessment; • CAT algorithms developed with mainstream population may not adequately assess students with alternate patterns of performance

  6. Innovation and Improvement Beyond 4 Year Grant Period • Huge barrier to effective implementation of NCLB assessment requirement was the lack of time for R&D. • Applicants should submit: • a detailed management plan/timeline including R&D, products, implementation, and use for the four years of funding AND • a second plan describing post-funding activities and benchmarks for full implementation and continued R&D.

  7. Additional, Focused Research • Considerable research exists on growth modeling and value-added methodology. • Studies of use (or nonuse) and consequential validity of various types of high or mid-stakes assessment are needed. • Studies of functioning of the consortia with formative feedback to increase impact of RTT Assessment initiative.

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