High Stakes Testing and Other Traditional School Assessments

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High Stakes Testing and Other Traditional School Assessments Powered By Docstoc
					High Stakes Testing and Other
Traditional School Assessments
   Gary L. Cates, Ph.D., N.C.S.P
  Illinois Standards Achievement
Reading and Math: 3-8
Science 4 & 7
Writing 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
• Students with the severest of cognitive
• Different tools same standards
                 Explore Plan
• provide data to help pinpoint student strengths and
  weaknesses, aligned to college and career ready
• provide data regarding student preferences for post-high
  school activities,
• provide the school with information on program
• 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.
       National Assessment of
        Educational Progress
• Grades 4 & 8 Reading Assessment
• Nations Report Card (NCLB)
• Latest Results: Cates Stop Slide Show
    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
• 45 States & 4 territories adopted(AL, TX,
  NE, MN, VA, PR)
• 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
  – Advance accountability at all levels
     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
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

  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
           Problems with it?
• Not tied to the curriculum (Shapiro & Derr
  – 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

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