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Who in the World Develops and Writes the MI-Access Items?. OEAA Conference 2007 – Day 2 MI-Access Coordinators. Session Presenters. Alison Place , Questar Assessment, Inc. Les Sewall , Questar Assessment, Inc . Desiree Spikings , Questar Assessment, Inc. Goals for the Presentation. - PowerPoint PPT Presentation
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Who in the World Develops and Writes the MI-Access Items?
OEAA Conference 2007 – Day 2
MI-Access Coordinators
2
Session Presenters
• Alison Place, Questar Assessment, Inc.
• Les Sewall, Questar Assessment, Inc.
• Desiree Spikings, Questar Assessment, Inc.
3
Goals for the Presentation
• Provide an overview of MI-Access assessment item development
• Explain the purpose and activities of the associated committees: APWT, CAC, SRC, RFC, & SSP
• Describe how interested participants can share expertise and experience in the development process
4
Assessment Development Process
Identify Assessable
Content
Committee: APWT
Design Assessment
Plan
Committee: APWT
Develop Assessment
Blueprint
Committee: APWT
Write Passage or
Stimulus Materials
Train Item Writers
Develop Items
5
Assessment Development Process
Edit ItemsState Internal Item Review
Meeting
External Item Review Meeting
Committees: CAC and SRC
Field-TestingData Review
Meeting
Committees: CAC and SRC
6
Assessment Development Process
Assessment Administration
Rangefinding for Field- Tested Constructed
Response Items
Committee: RFC
Scoring the Assessment
New Form Construction
7
Assessment Development Process
Standard Setting is
ConductedCommittee: SSP
The TAC Reviews and Approves
Recommendations of the SSP
The Performance Standards are
Presented to the SBE
Assessment Results Are
Released to the Public
8
Advisory Roles and Functions
• Assessment Plan Writing Team (APWT)
• Content Advisory Committee (CAC)
• Sensitivity Review Committee (SRC)
• Rangefinding Committee (RFC)
• Standard Setting Panel (SSP)
9
Advisory Committees Composition
Geographically & demographically diverse representatives of
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Advisory Committees Composition
• Special & general education teachers• Content specialists• Teacher consultants• Administrators• School psychologists, counselors,
diagnosticians• Community & business
representatives
11
Assessment Plan Writing Teams
Purpose: Recommendations for the design of the
assessment plan
12
Assessment Plan Writing Teams
Activities:• Examine research base & resources.
• Extend MI Content Standards, Benchmarks, & Grade Level Content Expectations (GLCEs).
• Using the Extended GLCEs and Benchmarks (EBs), identify content assessable at the state level.
• Develop the assessment plan.
13
Assessment Plan Writing Teams
The Assessment Plan includes• Underlying assumptions• Content area constructs to be assessed• Format of assessment & prototype items• Administration, scoring, & reporting
recommendations• Preliminary assessment blueprint (length
of time, number of items per EGLCE/EB, administration, accommodations, and item specifications)
14
Sensitivity Review Committee
Purpose: • To review all assessment items &
materials for fairness & potential bias issues
• To make sure assessments are sensitive to cultural & other differences among students
15
Sensitivity Review Committee
Activities:Check each item to determine if it includes
• stereotypes or negative perceptions
• knowledge that is elite or private
• cultural insensitivity or misrepresentation
• a balance of gender and race
16
Content Advisory Committee
Purpose:
Review of assessment items for • Alignment with Content Standards,
Benchmarks, & EGLCEs/EBs
• Appropriate grade & difficulty level
• Quality, accuracy, & completeness
• Wording clarity
17
Content Advisory Committee
Activities:
Check each item to determine if it
• matches the content of the EGLCEs and EBs
• is coded correctly
• is appropriate for the grade & developmental level of the students
18
Rangefinding Committee
Purpose:
From a large sample of student responses for each assessed prompt, the RFC selects sets of papers that can be used for training and
qualifying scorers.
19
Rangefinding Committee
Activities:• Independently score a variety of
actual student responses to a particular Expressing Ideas prompt.
• With the group, discuss & attempt to reach consensus on scores for papers that represent the whole range (low, medium, high) of each of the 4 score points.
• Repeat process with each prompt.
20
Standard Setting Panel
Purpose:
To recommend the “cut” scores that delineate achievement at 3 performance levels
• Emerging
• Attained
• Surpassed
21
Standard Setting Panel
Activities:
• Learn the standard setting technique.
• Define & refine the Performance Level Descriptors (PLDs).
• “Take” the assessment.
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Serving on an Advisory Panel
• Active role in shaping the assessments
• Networking and collegiality
• Learning and professional development
• Contributions to the quality of education in Michigan
23
MI-Access Committees
• How do we apply?Go to www.mi.gov/mi-access
Click on MI-Access Committee Application (pdf form)
• Who can answer further questions?Peggy Dutcher
