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Using the Iowa Assessments Interpretation Workshops Session 2 Using the Iowa Assessments to Monitor Student Growth.

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Presentation on theme: "Using the Iowa Assessments Interpretation Workshops Session 2 Using the Iowa Assessments to Monitor Student Growth."— Presentation transcript:

1 Using the Iowa Assessments Interpretation Workshops Session 2 Using the Iowa Assessments to Monitor Student Growth

2 What is Growth? Growth describes change in student achievement over time Focus of growth is on individual students or on matched groups of students

3 What is Growth?

4 NCLB Testing – Not Growth NCLB Fall ’09 Spring ’10 Fall ’10 Spring ’11 Fall ’11 Spring ‘12 Grade 3 Grade 4 Grade 5

5 Fall Testing for Growth IA Fall ’09 Spring ’10 Fall ’10 Spring ’11 Fall ’11 Spring ‘12 Grade 3 Grade 4 Grade 5

6 Why is Growth Important? Individuals learn at different rates Learning is continuous Focus on growth avoids arbitrary labels (like proficiency and advanced) Puts focus on setting long-term goals Understanding progress towards college- and career-readiness

7 Assumptions Learning is a continuum, not a set of discrete steps and achievement levels Measurable differences along the learning continuum Test development process can focus on growth along the continuum Growth scale for reporting results

8 Growth Scale Standard scores that describe a student’s location on an achievement continuum Tracks year-to-year growth regardless of where the student started on the continuum A vertical scale that describes student growth over time, as multiple measures on individual students using different, age- and grade-appropriate test forms are available Typical annual growth is defined and expectations for growth can be established and monitored

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10 Vertical Scales

11 How can information on growth be used to help students and teachers?

12 Monitor Progress Set Growth Goal Determine Expected Growth Calculate Absolute Growth Using Growth Information

13 Absolute Growth Standard Score Year 2 Standard Score Year 1 Step 1 -- Absolute Growth

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15 A/B Based on empirical growth model from 2000 B/E Based on difference between 2000 and 2010 growth models E/F Based on empirical growth model from 2010 Step 2 -- Expected Growth

16 EXPECTED GROWTH IN MATHEMATICS Form A to Form B Expected growth if child starts around the 10th percentile Expected growth if child starts around the 25th percentile Expected growth if child starts around the 50th percentile Expected growth if child starts around the 75th percentile Expected growth if child starts around the 90th percentile 3th to 4 th grade111315 1822 4th to 5th grade10 13 1820 5th to 6th grade81113 16 6th to 7th grade7812 15 7th to 8th grade7911 1213 8th to 9th grade7710 1112 9th to 10th grade478 88 10th to 11th grade457 88

17 EXPECTED GROWTH IN MATHEMATICS Form B to Form E Expected growth if child starts around the 10th percentile Expected growth if child starts around the 25th percentile Expected growth if child starts around the 50th percentile Expected growth if child starts around the 75th percentile Expected growth if child starts around the 90th percentile 3rd to 4th grade787 910 4th to 5th grade455 57 5th to 6th grade564 33 6th to 7th grade266 15 7th to 8th grade566 25 8th to 9th grade7710 1112 9th to 10th grade478 88 10th to 11th grade457 88

18 EXPECTED GROWTH IN MATHEMATICS Form E to Form F Expected growth if child starts around the 10th percentile Expected growth if child starts around the 25th percentile Expected growth if child starts around the 50th percentile Expected growth if child starts around the 75th percentile Expected growth if child starts around the 90th percentile 3th to 4 th grade111315 1822 4th to 5th grade10 13 1820 5th to 6th grade81113 16 6th to 7th grade7812 15 7th to 8th grade7911 1213 8th to 9th grade7710 1112 9th to 10th grade478 88 10th to 11th grade457 88

19 EXPECTED GROWTH IN READING Form B to Form E Expected growth if child starts around the 10th percentile Expected growth if child starts around the 25th percentile Expected growth if child starts around the 50th percentile Expected growth if child starts around the 75th percentile Expected growth if child starts around the 90th percentile 3rd to 4th grade77913 4th to 5th grade799811 5th to 6th grade77576 6th to 7th grade7981113 7th to 8th grade81011 14 8th to 9th grade58101114 9th to 10th grade57898 10th to 11th grade47777

20 EXPECTED GROWTH IN READING Form E to Form F Expected growth if child starts around the 10th percentile Expected growth if child starts around the 25th percentile Expected growth if child starts around the 50th percentile Expected growth if child starts around the 75th percentile Expected growth if child starts around the 90th percentile 3rd to 4th grade911151920 4th to 5th grade710141516 5th to 6th grade69131516 6th to 7th grade510121315 7th to 8th grade69111314 8th to 9th grade58101114 9th to 10th grade57898 10th to 11th grade47777

21 Step 3 -- Setting Growth Goals Examples  Goal A – All students become proficient in two years  Goal B – All students exceed expected growth for a given year  Goal C – All non-proficient students grow beyond expectations for a given year.  Goal D – All students in district “RTI” program exceed expected growth

22 SS in 3 rd Grade Proficiency for 3 rd Grade (168-192) Expected Growth (3 rd to 4 th Grade) Proficiency for 4 th Grade (181-210) Other Information Growth Goal Ellen213  235  Joseph200  218  Jack159-9170-11+14184 Hannah195  212  Megan171  184  Jordon185  200  Chris199  217  Nick165  180180 Beth190  215  190 Carly199  217  Katie163-5175-6+6181 Kyle145-23164-16+6170 Step 3 – Example: Setting Growth Goals

23 Step 4 -- Monitoring Student Growth

24 Step 4 – Monitoring Student Growth

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26 Resources for Monitoring Growth Longitudinal Reports on Iowa Assessments eITP for individual students and groups CD with Iowa Assessment data to monitor growth across years

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28 eITP – for groups eITP is a free service produced by Iowa Testing Programs that provides district-level Iowa Assessment growth data to district administrators in an online, interactive format. eITP represents a continuing effort on the part of Iowa Testing Programs to make test data informative and useful for the schools in Iowa. The growth profiles represent the core functionality of eITP. They currently display up to six years of growth data for the grade cohorts in your district. It shows relative strengths and weaknesses across the Iowa subtests and lets you highlight subtests where particularly high and low growth has occurred. A subgraph allows you to plot trends by subtests. Data tables and filters are available to support your own data analyses with programs like Microsoft Excel. See the Tutorials for more information. eITP provides both Standard Score (SS) and Grade Equivalent (GE) data.

29 eITP – for groups https://itp.education.uiowa.edu/Tools/Login.a spx?ReturnUrl=%2feITP https://itp.education.uiowa.edu/Tools/Login.a spx?ReturnUrl=%2feITP

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31 eITP – for the individual student https://itp.education.uiowa.edu/eitp/auth/ind ividual/WorkshopsTestingPurposeOnly.aspx https://itp.education.uiowa.edu/eitp/auth/ind ividual/WorkshopsTestingPurposeOnly.aspx

32 Accessing eITP eITP at the student level will be announced to Superintendents in early 2012 eITP is a separate ‘system’ within Online Tools (similar to Bar Coding). Current users of Online Tools will need to be granted access to eITP by the holder of the District Assistant Master Account. District Assistant Master Account may also create new user ID’s solely to access eITP.

33 Monitoring Student Growth Report – eITP How many years has Martha completed the Iowa Assessments? What information is provided by the differences between years in reading (0.8, 1, 0.6)? In mathematics, how would you describe Martha’s growth between grades 3 and 4, 4 and 5, 5 and 6? In reading, how would you describe Martha’s growth between these years? In the grade equivalent metric, what is the expected growth between years? In standard scores, what is the expected growth between years? The growth trend chart at the bottom of the page shows a lack of growth in science between grade 5 and 6. How would you use this information with other available information about Martha? What additional information would you like to know about Martha’s performance in science? Assume you are setting growth expectations for Martha for grade 7. Using the information in this report, where would you set goals in mathematics, reading and science? Would you share this information with Martha’s parents? What message would you convey about areas of emphasis for next year?

34 Monitoring Student Growth Report – Mathematics Performance Summary for Grades 6 and 7 What is Michael’s Standard Score in Grade 6? What is Michael’s Standard Score in Grade 7? Is Michael proficient in Grade 6? Grade 7? Based on the information in this report, how would you describe Michael’s performance on the mathematics assessment? What is Michael’s absolute growth in math between Grades 6 and 7? Is this growth more or less than expected? Michael’s national percentile rank in grade 6 was 50 and in grade 7, it was 49. How can this represent growth? The mathematics domains for grades 6 and 7 remain the same although the number of items within each domain vary. How can growth inferences be made from this information? Is growth a legitimate inference to be made from this type of assessment data? How can this growth data be used in conjunction with other information available about Michael? How can the growth information be used by mathematics teachers to help structure instruction for Michael? Can similar information aggregated to a class level be used to structure instruction for a class?

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