Session 2 Traditional Assessments Session 2 Traditional Assessments.
High Stakes Testing and Other Traditional School Assessments
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Transcript of High Stakes Testing and Other Traditional School Assessments
High Stakes Testing and Other Traditional School Assessments
Gary L. Cates, Ph.D., N.C.S.P
Illinois Standards Achievement Test
Reading and Math: 3-8Science 4 & 7Writing 3, 5, 6, & 8
Prairie Sate Achievement Examination (PSAE)
• 11th graders relative to standards• ISBE: Science test• ACT: English, math, reading, science• “Work Keys”: Reading for information and
Applied mathematics (work place focus)
Illinois Consumer Education Proficiency Test (ICEPT)
• 9-12th grade before graduation. Pass or take a course
Illinois Alternative Assessment (IAA)
• Students with the severest of cognitive impairment
• Different tools same standards
Explore Plan• provide data to help pinpoint student strengths and
weaknesses, aligned to college and career ready expectations,
• provide data regarding student preferences for post-high school activities,
• provide the school with information on program effectiveness,
• provide valid and reliable data on student achievement at grades not currently assessed by PSAE.
ISBE 2013
Third International Mathematics and Science Study (TIMSS)
• International test of 8th graders in 95, 99, and 2003.
• http://www.isbe.state.il.us/assessment/TIMSS.htm
National Assessment of Educational Progress
• Grades 4 & 8 Reading Assessment• Nations Report Card (NCLB)• Latest Results: Cates Stop Slide Show
Here• http://nces.ed.gov/nationsreportcard/states
Adequate Yearly Progress• At least 95% of the students must be
tested in reading and mathematics for the All group and subgroups. If the current year’s participation rate is less than 95%, the participation rate for AYP will be considered sufficient if the average of the current year and the preceding year is at least 95% or if the average of the current year and the two preceding years is at least 95%.
Adequate Yearly Progress
• Students in the All group and each subgroup must have performance levels of at least 85% Meeting/Exceeding standards for reading and mathematics. For any group (including the All group) with less than 85% Meeting/Exceeding standards, a 95% confidence interval will be applied, which may enable the group to meet AYP.
Adequate Yearly Progress
• For subgroups that do not meet their Safe Harbor targets, a 95% confidence interval will be applied, which may enable the subgroup to meet AYP.
Adequate Yearly Progress
• For 2011, non-high schools must achieve an attendance rate of at least 91%, and high schools must achieve a graduation rate of at least 82%.
Common Core Assessment
• Scrambling by test publishers and organizations
• 45 States & 4 territories adopted(AL, TX, NE, MN, VA, PR)
PARCC• Partnership for Assessment of Readiness for
College and Careers (PARCC) – 23 states– Create high-quality assessments – Build a pathway to college and career readiness for all students
– Support educators in the classroom– Develop 21st century, technology-based assessments– Advance accountability at all levels
2014-2015:2 Summative Assessments
• Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. – Literacy PBA will focus on writing effectively when analyzing text.– Mathematics PBA will focus on applying skills, concepts, and understandings to
solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools.
• End-of-Year Assessment (EOY) administered after approx. 90% of the school year.– Literacy EOY will focus on reading comprehension.– Mathematics EOY will be comprised of innovative, machine-scorable items
ISBE, 2013
2014-2015:2 Interim Assessment Components• Early Assessment designed to be an indicator
of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs
Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component
ISBE, 2013
Norm Referenced Achievement Testing
Why do it?
• That’s what is referred• Make comparisons between target child
and sample• Diagnosis specific content area
deficiencies• INFORM DECISION MAKING (i.e.
Intervention)!
Problems with it?
• Not tied to the curriculum (Shapiro & Derr 1987)– Basal Readers & Commercial test– Bell et al (1992): Test-Content overlap bias– Commercial Test Scores across each other
(Jastak & Jastak, 1978; WRAT/MAT).• Not sensitive to change• Not prescriptive
Criterion-Referenced Tests
Why use them?
• Screening• Program Evaluation• Meet, not meet, exceed (identification)
Problems with them?
• Sensitive to change• Some lack normative sample• Test/Curriculum overlap? (ISAT-Good)• Limited range of sub-skills• Learning Rate not assessed• Influence of the environment not assessed