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Kansas State Assessments; Facts, Dos and Donts Bill E. Losey Southwest Plains Regional Service Center

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Presentation on theme: "Kansas State Assessments; Facts, Dos and Donts Bill E. Losey Southwest Plains Regional Service Center"— Presentation transcript:

1 Kansas State Assessments; Facts, Dos and Donts Bill E. Losey Southwest Plains Regional Service Center

2 2 Contact Information Bill E. Losey Data Analysis, SWPRSC P O Box 1010, 900 West Lark Avenue Sublette, KS Ph: Fax: Toll Free: Mobile Phone:

3 3 Topics State Reading Assessment State Math Assessment State Writing Assessment State Science Assessment State History/Government Assessment Opportunity to Learn KAMM/Alternative Assessment Tools/Resources

4 4

5 5 Reading and Math General Assessment Information Test Window February 18 – April 14, 2008 Test Format Three, 45-minute sessions Math - 2 w/ calculator 1w/out All multiple-choice items Four to eight items per tested indicator

6 6 Performance Levels New Terms Exemplary Exceeds Standard Meets Standard Approaches Standard Academic Warning Old Terms Exemplary Advanced Proficient Basic Unsatisfactory

7 Kansas Assessment General Assessment Grades 3-8 and one grade at high school (OTL) KAMM (Kansas Assessment with Multiple Measures) 2% of district students Alternate Reading Assessment 1% of district students

8 State Reading Assessment

9 9 Kansas Reading Mission Statement The mission of Kansas reading education is for all Kansas students to be given an equal opportunity to become competent and strategic readers and writers.

10 10 Curriculum Standards Instruction Assessment

11 11 Text Types at Each Grade Level GradeNarrativeExpositoryTechnicalPersuasive HS2222

12 12 Reading Cut Scores

13 13 What is our goal for 2014?

14 14 Reading Fact Sheet Handout

15 15 Kansas Reading Flipchart SWPRSC Tools K ardopelli A ssessment C onditioning E xercises K ansas A ssessment T ools for Reading ACE Vocabulary Cards KAPTrivia CHILD / Flip Charts

16 State Math Assessment

17 17 General Mathematics % correct GradeAcademic Warning Approaches Standard Meets Standard Exceeds Standard Exemplary 3 rd th th th th th High School

18 18 What is our goal for 2014?

19 19 Math Fact Sheet Handout

20 20 SWPRSC Resources A ssessment C onditioning E xercises ACE Vocabulary Cards ACE CPS K ansas A ssessment T ools for Math KAP Trivia

21 State Writing Assessment Optional this year

22 22 07/08 Writing May be administered at the local level To guide instruction for 08/09 For data collection for In Not tied to AYP In 2009 writing assessment will be required New prompts Enhanced rubrics Uses 6 Trait Model

23 23 Writing Targets Unlike AYP, these targets stay the same. 5 th Grade 67% students Meets or Exceeds Standard 8 th Grade 73% Students Meets or Exceeds Standard High School 76% Students Exceeds Meets or Standard

24 24 Writing Performance Levels Based on the 5 point Rubric Based on the Composite Score Cut Scores Exemplary4.40 Exceeds Standards3.75 Meets Standard3.00 Approaches Standard2.30 Academic Warning<2.30

25 25 6 Trait aligned to Performance Levels

26 State Science Assessment

27 27 Grade Levels Assessed 4 th Grade – 42 Items Two 45 minute sessions 7 th Grade – 60 Items Two 45 minute sessions 11 th Grade – 60 Items Two 60 minute sessions Physical Science Assessment Life Science Assessment

28 28 Science Assessment Window and OTL General Assessment March 17 – May 9, 2008 Opportunity to Learn All Juniors must test this year for data setting. All students must complete both halves by Spring of their junior year. May assess OTL Freshmen and Sophomores this year No opportunity to re-test (OTL Lite)

29 History/Government Assessment

30 30 History Government Grade Levels Assessed 6 th Grade 48 Items - two 45 minutes sessions 8 th Grade 60 Items - two 45 minutes sessions High School 60 Items – two parts 30 items each part - 45 – 60 minutes each session

31 31 History Government Assessment Window HS – all 11 th graders and any other 9 th or 10 th grade student who is ready. Only 11 th grade scores count. 9 th and 10 th grade scored banked until student is a Junior OTL but may not re-test if student fails. March 17 – May 9, 2008

32 32 Next Steps… Use of data to drive instruction Knowledge gained from the data What are our strengths? On which reading indicators do students excel? What are our weaknesses? Which reading indicators do students need to improve on?

33 33 Spring 2006 Results Instructional Planning Graph Grade 3 Reading All Students Graph 1 Performance Summary by Indicator – Average Percent Correct Across All Test Forms

34 34 KAMM and Alternative Assessment Handout

35 Human Readers A new consideration for this year

36 36 Read Aloud Guidance All Text in Math, Science, and History/Government can be read Absolutely nothing form Reading Assessment passage may be read or pronounced, including single words. id=420. id=420.

37 37 Read Aloud Training SWPRSC by Carol Panzer January 18 Sublette 9:00 – 11:30 or 12:30 – 3:00 February 8 Scott City 9:00 – 11:30 or 12:30 – 3:00 To your door and customized to meet your needs.

38 State Assessment Dos and Donts

39 39 Assured Success (From Resourceful Students)

40 40 Why talk about Ethics? Level the playing field Stop assuming everyone assesses like I do Communication about what is appropriate and what is not Three types of DOS and DONTS Security Preparation Administrations

41 41 Test Security Dos Identify and publicize a test coordinator (contact person) who is responsible for ordering and handling all test materials prior to testing. Designate a person in each school to be responsible for distributing all the testing materials upon arrival in the building. Store test materials in a secure, locked area. Practice test security between sessions.

42 42 Test Security Dos Cont. Formalize the testing procedures at the district level. Send testing materials to the buildings designated person. Have the designated building person be responsible for counting the test materials upon arrival in the building.

43 43 Test Security Dos cont. Print Examiner Manuals several days prior to testing so that teachers who administer the assessment may become more familiar with the testing procedures. Distribute test booklets to teachers who are administering the test immediately prior to giving the assessment.

44 44 Test Security Dos cont. Instruct teachers not to open test booklets or log onto computerized assessments prior to administration. Administer assessments simultaneously throughout the building if possible. Provide opportunities for making up assessments as soon as possible after the test administration. At least two opportunities for make-ups should be provided by the school.

45 45 Test Security Dos cont. Provide spaces between seats during the assessment process if possible. Count test booklets and return all test materials to the district test coordinators office immediately upon completion of the testing window. The district test coordinator is responsible for destroying (burning or shredding) test booklets. Report any breach of test security, loss of materials, failure to account for materials, or any other deviation to Dr. Cherie Randall, Assessment Coordinator, Kansas State Department of Education,

46 46 Test Security Donts Allow test booklets to be distributed by anyone at the district or building level until immediately prior to test administration. Review tests or analyze test items before, during or after the assessment is administered. Teachers may look at the tests while students are taking the test to obtain a general overview of the assessment. Discuss any part of the test with the students before, during, or after the administration of the assessment.

47 47 Test Security Donts Dont Construct keys so that an assessment can be scored locally. Dont violate the do not copy warnings on the test booklets. Secure test materials cannot be reproduced or rewritten in any way except in unusual circumstances. Permission must be granted by KSDE ( ) or CETE ( ).

48 48 Create a Positive Testing Environment

49 49 Test Preparation Dos Provide students with the opportunity to learn the content included on the tests. Use state curriculum standards, benchmarks and indicators as a resource for instruction. Use appropriate vocabulary as referred to in each of the content area documents entitled, Kansas Curricular Standards. Assure that students have had prior experience with the testing format being used, whether paper-pencil or computer- based.

50 50 More Test Prep. Dos Integrate teaching of test taking skills with regular classroom instruction and assessment. Use practice material provided by CETE including online practice activities, and formative test built by the Learning Station and/or CETE.

51 51 Test Perpetration Donts Dont use actual or altered test questions for practice or instruction. Similar or altered questions may not be used for practice or instruction. Dont Intentionally target readings on the same themes or topics as those on the Kansas Reading Assessment for instruction or practice.

52 52 Test Administration Dos Teachers must read the Examiners Manual prior to test administration and follow the instructions during administration. Call KSDE ( ) or CETE ( ) with questions. Carefully follow instructions for distribution, maintenance and collection of all testing materials for all testing sessions. Notify the Kansas State Department of Education, (785) , of any test administration irregularities. Ensure that students with disabilities are scheduled for testing.

53 53 Test Administration Dos Cont. Document accommodations for students with disabilities and students on 504 plans. Adhere to the standardization requirements of the assessments. See Examiners Manual. Make a serious attempt to give assessments to students who were absent during scheduled testing days.

54 54 Test Administration Dos Cont. Students who are not tested count against the school for AYP participation rate. Collect and destroy student notes, scratch paper, and drawings etc., at the end of each testing session. Allow extended time immediately following the regularly scheduled test session for students who do not finish. Actively monitor the testing session. Moving around the room encourages students to focus on their own work. Verify that students are on the correct item and following general testing procedures.

55 55 Test Administration Dos Cont. Remove or cover (with opaque material) bulletin board displays, charts and diagrams, and other instructional material. Eliminate distractions such as bells, telephones, and school intercom system, etc. Help students approach testing in a relaxed and positive manner. Test students on consecutive days during a two week period. Allow sufficient time for make-up tests due to student absenteeism.

56 56 Test Administration Donts Coach or cue students in any way during test administration. This includes gestures and facial expressions. Respond to questions during testing that would help the student to understand the question, aid him/her in responding to an item, or advise/encourage him/her to edit or change a response. With the exception of the KAMM, do not allow students to return to any test or subtest after the scheduled session is concluded.

57 57 Test Administration Donts Cont. Make changes on student answer sheets. This may be done only by the test-taker during test administration. The only exception to this is for the ID/demographic information errors. If students made exceptionally light marks when recording their answers, their marks may be darkened. Test in an area that is scheduled for other uses immediately following a testing session. Create or use answer keys on the assessments. Make photocopies of test booklets. Keep copies of test booklets or other testing material. Allow employees or volunteers without the necessary knowledge and skills to interpret the results of an assessment.

58 58 Manipulatives?? Graph paper Integer number line Pattern blocks Color tiles (squares) chips, two-color counters, two-sided counters CUBES: multilink, connecting, color, wooden, unifix, multilink cubes Snap blocks Cuisenaire rods Geoboards Number cubes Money Hundreds chart Rulers, meter sticks, protractors, compass Base 10 (ten) blocks Clock or clock face Transparent mirror or mira Spinners Geometric solids Use only if used in daily instruction Provide in the room. Do not insist students use manipulatives.

59 59 Test Reporting Dos Use data to identify general areas where improvement is needed. Caution audiences about improper inferences based on assessment scores. Report with the audience in mind. Communicate the purpose of the assessment (accountability data for AYP, and QPA; and data for instructional improvement) as well as what the assessment is NOT designed to do. Share results with students and their parents.

60 60 More Testing Results Dos Provide staff development that is appropriate and informative in order for personnel to feel competent to respond to questions related to testing, scores, and interpretation of results. Provide a greater understanding of student performance by using appropriate data analyses, such as: disaggregation of data based upon student demographics examination of course preparation in relation to test scores examination of performance trends

61 61 More Testing Results Dos Report results by relying on statistics like reliability coefficients and standard error of measurement to help the audience understand error in measurement.

62 62 Test Reporting Donts Make comparisons which ignore differences in characteristics of students and disparities in test administration. Make a decision about a student or a building on the basis of a single test score. Provide assessment results in a manner or for a purpose that has not been validated (e.g., teacher performance evaluations and student promotion, remediation, retention, or graduation decisions). Make false, misleading, or inappropriate statements and/or unsubstantiated claims that lead to false or misleading conclusions about assessment results. Violate confidentiality or provide information that identifies individual students.

63 63 Next Regional Assessment Meeting February 14 th. Call your neighbor coordinator and invite them to the next meeting. Much professional development occurs in the car ride!

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