Accountability, Testing, and Common Exams

Tammy Howard

Jim Kroening

Jennifer Preston

October 25, 2012

Overview: 2012-13

2

READY Accountability Model

3

AccountabilityPurpose – Indicators – Key Ideas

Provide incentives and supports to

• Improve Student Learning Outcomes

• Raise Graduation Rates

• Close Achievement Gaps

▲

4

Elementary and Middle School AccountabilityPurpose – Indicators – Key Ideas

End of Grade

3-8 Math

End of Grade

3-8 ELA

End of Grade

5 & 8 Science

▲

EOG

3-8 Math

Δ End of Grade

3-8 Math

Δ End of Grade

3-8 ELA

Δ End of Grade

5 & 8 Science

EVAAS Growth

School-wide

StatusIndicators“this year”

ProgressIndicators“trend over time for groups of students”

Growth Indicators“combined individual student’s growth”

5

High SchoolSchool AccountabilityPurpose – Indicators – Key Ideas

▲

EOG

3-8 Math

Δ End of Grade

3-8 Math

End of Course

ACT

Graduation Rates

Math Course Rigor

WorkKeys

Graduation Project

Δ End of Course

Δ ACT

Δ Graduation Rates

Δ Math Course Rigor

Δ WorkKeys

EVAAS Growth

School-wide

StatusIndicators“this year”

ProgressIndicators“trend over time for groups of students”

Growth Indicators“combined individual student’s growth”

6

How each indicator is defined

Performance Composite (Elementary and High)

• Percent of proficient tests in a school• All tests, subjects, and grade levels• Uses the EOG/EOC test data

Algebra II/Integrated III • Percent of graduates who take and pass Alg. II or Int. Math III

• Excludes the 1% population

Graduation Rate • Percent of students that graduate within 4 years and within 5 years(4-year cohort graduation rate)

WorkKeys • Percent of seniors who are CTE concentrators who achieve a Silver certificate, or better, on the WorkKeys assessment

ACT • Percent of students who meet college readiness targets

Graduation Project • Did a school implement a graduation project ?

7

School Performance Grades

8

Responding to School Performance Grades (SPG)

• The SBE must respond to the General Assembly “…annually by January 15 on recommended adjustments to the school performance grade elements and scales for award of scores and grades.”

• Additionally, SECTION 7A.3.(f) indicates:“It is the intent of the General Assembly to add a student growth component to school performance grades.”

• Operational in 2012-13

9

What are the basics of the SPGs?

High Schools• Performance Composite • Algebra II/Integrated III• Graduation Rate• WorkKeys• ACT

Total Points 0-500100 points100 points100 points100 points100 points

Elementary/Middle Schools

• Performance Composite

Total Points 0-100100 points

+ Growth

10

How each indicator is defined

Performance Composite (Elementary and High)

• Percent of proficient tests in a school• All tests, subjects, and grade levels• Use the EOG/EOC test data

Algebra II/Integrated III • Percent of 4-year cohort graduates who take and pass Alg. II or Int. Math III

• Excludes the 1% population

Graduation Rate • Percent of students that graduate within 4 years (4-year cohort graduation rate)

WorkKeys • Percent of seniors who are CTE concentrators who achieve a Silver certificate, or better, on the WorkKeys assessment

ACT • Percent of Grade 11 students who meet a college readiness standard

11

Alignment Between Indicators in High School

End of Course

ACT

Graduation Rates

Math Course Rigor

WorkKeys

Graduation Project

High School Performance Grades

• Performance Composite • Algebra II/Integrated III• Graduation Rate• WorkKeys• ACT

Key Point: The set of indicators are shared and set a college and career-ready expectation. The Graduation Project is not part of the school grade.

12

Assessment

A Closer Look at the Next Generation of State

Assessments

13

2012-2013 School Calendar - Draft

PLAN

EXPLOREACT March 5, 2013March 19, 2013 (make-up)March 5-19 (accommodations testing)

WorkKeys

New Assessments

Compilation of New DataStandard Setting

READY Report to SBE

2012 2013

Teacher teams write field test items

Last ABCs

Report

Pilot test of summative and interim assessment items and performance tasks

2nd Tech Readiness Tool Collection Windows

WorkKeys for Early Graduates in Dec

14

A Change in the Claim of Testing

Claims in the Past:

Proficiency

Claims in the Future:

Career- and College- Ready

15

Changing what we think of as “State Assessments”

This is what we’ve known

Summative

Interim Tools

Formative Processes

• Constructed Response

• Performance Tasks• Computer Adaptive

Testing

“Along the Way”

+

“Every Day”

16

Assessment

How do I get READY for the new summative assessments?

17

Getting Ready

Step 1: Dig into the Standards.

Where do I go to do that?

For Common Corewww.ncpublicschools.org/acre/standards/common-core-tools/

For Essential Standardshttp://www.ncpublicschools.org/acre/standards/support-tools/

18

Getting Ready

Content Specificationshttp://www.ncpublicschools.org/acre/assessment/online/

Step 2: Internalize Content Specifications

Where do I go to do that?

19

Getting Ready

Item Typeshttp://thismeeting.wikispaces.com/ under Summer Institute 2012

Step 3: Review New Item Types, Items and Released Forms

Where do I go to do that?

Released FormsComing in Fall of 2012

Tutorial of New Assessmentshttp://go.ncsu.edu/nctdemo

20

Getting Ready Step 3:

New Item Types and ItemsConstructed-Response and Technology-Enhanced Items

• Mathematics: gridded response itemso Grades 5-8 and Math I (Algebra I/Integrated I)

• Calculator Inactive: Grades 3-8 and Math I (Algebra I/Integrated I)o One-third to one-half of grades 3-8o One-third of Math I (Algebra I/Integrated I)

• English II: short constructed response, technology-enhanced and multiple choice

21

Grade 5 Science TE Item

5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the directions in which they travel (RBT = Conceptual/Understand; DOK = 2)

This distance/time graph shows the distance covered by an insect crawling across a table. Using the information on the graph, place (click and drag) the remaining distances to complete the table below.

Distance traveled in 10 seconds Distance traveled in 20 seconds Distance traveled in 25 seconds

20 cm

30 cm 40 cm 50 cm

Distance Time Graph

22

Grade 8 Science TE Item

8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution (RBT = Conceptual/ Understand; DOK = 2)

List of Species and Their Characteristics• Estuarine species inhabit coastal areas; they are adapted to a mix of salt and fresh water• Desert species are adapted to hot, arid areas which have large temperature fluctuations• Very rare tree species inhabit the Amazon basin• Reef-building coral inhabit coastal areas; their health and growth are negatively affected by pollutants• Salamander species in the southern U.S. depend on flowing water to keep oxygen levels high enough for survival

If the changing conditions in the chart below occur, which species listed above will likely go extinct? Drag and drop the species that will most likely go extinct for each changing condition.

Changing Conditions Species Likely to Go Extinct

Sea levels rise rapidly Estuarine

Prolonged drought

Deforestation in South America

Catastrophic oil spill in a coastal region

Amazon rare tree Desert

Reef-building coralSalamander

23

Grade 6 Constructed Response Item

Calculator: InactiveDOK: Skill/ConceptDomain: Expressions and EquationsStandard: 6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

A company is having a picnic. The expenses will be for music and refreshments.

• The music will cost $150.• The refreshments will cost $125.  • Tickets will be sold for $2.50 per employee.

What is the minimum number of tickets that must be sold to pay for the picnic expenses?

Note that students receive instructions and practice for gridding answers.

24

Math I Constructed Response Item

Calculator: InactiveDOK: Skill/ConceptDomain: Interpreting FunctionsStandard: F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

The daily profit, P, of a business that sells x units of a product each day is given by the function P = –2x2 + 200x + 3,000. The number of units sold on Tuesday was 10 less than the number needed for maximum possible profit. What is the difference between the actual profit on Tuesday and the maximum possible profit?

Enter your response here:

Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed.

25

English II Multiple-Choice Item

Moonriseby Jenette Purcell

City night skygives itself to me againwhen I have so little left to receive it.I am dark, crumblingand you are rivers and trees awaysearching your own night sky for a sign.The strong gates of your heartare wide open to me always, but,if only.So I wait, as seasons before, decades before,fathers and mothers before me still insidewatch and listen.Suddenly,bamboo, bones, fiber, fences,water, glistening koi,*all the tiny rooms,paths and places I hold your memoriesrelaxin audible, reverent wonderat the fullness formingon this horizon’s edge.

*koi: colorful fish that symbolize love and friendship

Which line from the poem describes the speaker’s feelings about loving someone?

“when I have so little left to receive it”

“are wide open to me always, but”

“paths and places I hold your memories

“at the fullness forming”

DOK: Skill/ConceptStandard: Reading for Literature (RL.1)Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

26

English II Constructed-Response Item

Moonriseby Jenette Purcell

City night skygives itself to me againwhen I have so little left to receive it.I am dark, crumblingand you are rivers and trees awaysearching your own night sky for a sign.The strong gates of your heartare wide open to me always, but,if only.So I wait, as seasons before, decades before,fathers and mothers before me still insidewatch and listen.Suddenly,bamboo, bones, fiber, fences,water, glistening koi,*all the tiny rooms,paths and places I hold your memoriesrelaxin audible, reverent wonderat the fullness formingon this horizon’s edge.

*koi: colorful fish that symbolize love and friendship

In Moonrise, explain how the theme is developed throughout the poem. Use specific details to support your answer.

DOK: Strategic ThinkingStandard: Reading for Literature (RL.2)Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

27

Scoring Rubric for Constructed- Response Item

Score (points)

Rubric

2 • Identifies the theme of the poem• Uses at least one example of how the theme is revealed in the poem• Writes a response that explains how the theme is developed throughout the poem

1 • Identifies the theme of the poem• May or may not use at least one example of how the theme is revealed in the poem• Writes a response that may or may not explain how the theme is developed throughout the entire poem

0 • Fails to identify the theme of the poem• Fails to use at least one example of how the theme is developed in the poem• Fails to write a response that explain show the theme is developed throughout the poem

In Moonrise, explain how the theme is developed throughout the poem. Use specific details to support your answer.

28

English II Technology-Enhanced Item

Excerpt from Moonriseby Jenette Purcell

Suddenly,bamboo, bones, fiber, fences,water, glistening koi,*

all the tiny rooms,paths and places I hold your memoriesrelaxin audible, reverent wonderat the fullness formingon this horizon’s edge.

Select (by clicking) the synonym that can replace reverent in the poem.

respectful

redundant

amazed

significant

DOK: Skill/ConceptStandard: Reading for Literature (RL.4)Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

29

Common Exams

A Library of Common Exams is being designed for non-tested subjects for district use to populate Standard 6

30

Focusing on the “Why”

So why have statewide Measures of Student Learning/Common Exams?

1. North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA

2. Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards

3. Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects

31

Principles for Administration

1. Every English Language Arts, Science, Mathematics, and Social Studies teacher in grades 4 – 12 has a value-added score

2. Teacher growth values will be calculated based on all students a teacher teaches and, when multiple assessments are required, on all data generated through the assessments

32

Decision Tree for Administration

33

Resources for Districts

• Implementation Guide

• Administration Timelines

• Assessment Specifications

• Guide to Measuring Student Growth

• Local Planning Template

34

Implementation Options - Timing

• Administration of the high school MSLs in the fall is optional

• If a district chooses to administer, all MSLs must be administered (1st semester only - Geometry & Algebra II optional)

• If a district chooses to administer, results will be used to determine the sixth standard rating

35

District Flexibility

• Administration online, paper/pencil or hybrid

• Date of administration

• Administration during class period or testing week

• Use in student grade

• Which assessments are administered

• How to ensure secure administration

36

Addressing Concerns

Who has designed the Common Exams, and how have they been designed?

•Same basic process as state assessments with the creation of assessment blueprints, generation of items, review of items, review of forms, and final production

•Over 800 teachers from across the State have been involved in the blueprint creation and form review processes

•NCDPI psychometricians and test measurement specialists have been involved and will analyze (and remove from results) any poor-performing items before growth is calculated

37

Addressing Concerns

Why doesn’t anyone know what will be on the MSLs?

•Assessment specifications are available at: http://www.ncpublicschools.org/educatoreffect/measures/specifications/

•General information on rubrics released to C&I leaders on October 19 (and posted to website)

•Online module will provide training on how to use rubrics to score performance tasks

•Each item has its own specific rubric

38

Addressing Concerns

How will the performance items be scored?

•There must be at least one scorer who is not the student’s teacher of record AND who has the content knowledge necessary to score the item

•With the exception of ELA, performance items can be administered early to allow time for scoring

•Scoring of work is necessary for what the 800 teachers deemed to be authentic assessment for new, concept-based standards

39

Addressing Concerns

MSLs hurt students and teachers

•The Common Exam administration process should not affect students any differently than the administration of a teacher-created final exam

•MSL scores do not need to be used as final exam grades

•Percent correct provided by Winscan is a suggestion for a grade

•It is only fair to base SOME part of a teacher’s evaluation on the growth of his or her students

40

educatoreffectiveness@dpi.nc.govhttp://www.ncpublicschools.org/educatoreffect/

Contact Information

41