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New Test Item Specifications for High School Courses: Implications for Upcoming Common Assessments and Opportunities for Involvement Heather P. Wright.

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Presentation on theme: "New Test Item Specifications for High School Courses: Implications for Upcoming Common Assessments and Opportunities for Involvement Heather P. Wright."— Presentation transcript:

1 New Test Item Specifications for High School Courses: Implications for Upcoming Common Assessments and Opportunities for Involvement Heather P. Wright August 9-10, 2012

2 Common Board Configuration Date: August 9 & 10, 2012 Benchmark: N/A Bell Ringer : How do your teachers use item specifications? Essential Question: What is the creation process for the test item specifications for high school “gap” courses? How do these test item specifications affect upcoming common assessments? What professional development opportunities and opportunities for involvement are available for Lake County teachers? Vocabulary: Item Specifications Objective: Participants will understand the creation process for the new test item specification for high school “gap” courses, will understand the instructional implications of these item specifications, and will learn about upcoming opportunities for involvement in the “Gap” course assessment project. Agenda: Gradual Release Summarizing Activity: Consider how you will use test item specifications in your school to improve instruction. Homework: Encourage your teachers to participate as item writers and reviewers. Learning Goal: Understanding the multiple implications of new test item specifications for previously untested courses

3 Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

4 21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

5 High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

6 Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

7 The Challenge: Florida State Statute 1008.22(8) (a) Measurement of the learning gains of students in all subjects and grade levels other than subjects and grade levels required for the state student achievement testing program is the responsibility of the school districts. (b) Beginning with the 2014-2015 school year, each school district shall administer for each course offered in the district a student assessment that measures mastery of the content, as described in the state-adopted course description, at the necessary level of rigor for the course. Such assessments may include: 1. Statewide assessments. 2. Other standardized assessments, including nationally recognized standardized assessments. 3. Industry certification examinations. 4. District-developed or district-selected end-of-course assessments.

8 Statewide Gap Analysis: Master Assessment Plan As of 2011, 2882 total courses offered K-12 statewide 636 with planned or existing statewide standardized assessments, FL Interim Assessments, District- developed Hard to Measure assessments, or other assessments (AP, IB, AICE, etc.) 2246 “gap” courses

9 District Gap Analysis Focus on 9-12 courses Lake County: 91 “gap” courses grades 9-12 with enrollments >50

10 Central Florida Assessment Collaborative “Gap” Courses Identified Physical Science (R&H) Anatomy & Physiology (R&H) Marine Science 1 & 2 (R&H) Integrated Science 1 & 2 Environmental Science Forensic ScienceZoologyGeneticsIntensive Math*Pre-Calculus* Liberal Arts Math*Informal Geometry* Analysis of Functions* Adv Alg w/ Fin Applications* Analytic Geometry* Math for College Readiness Trigonometry*Calculus*Probability & Statistics* Anthropology* World Cultural Geography Psychology 1 & 2*Sociology*Law StudiesAmerican Economic Experience: Scarcity & Choice Civics (HS)Digital Design 1*Computers for College & Careers Creative Writing 1- 5 Journalism 1-5* Chinese 1-4Japanese 1-4Russian 1-2Arabic 1-4

11 CFAC Partner Districts Bay CountyBrevard County Charlotte County Citrus CountyDesoto County Duval CountyGlades CountyHardee County Hendry County Hernando County Jackson County Lake CountyLeon CountyLevy CountyManatee County Martin CountyOkeechobee County Orange County Osceola County Pasco County Pinellas County Polk CountySarasota County Seminole County Volusia County

12 Compensation for Participants CFAC Recommended compensation guidelines: $750/item specification developer $25/accepted item for item writers 4 items/hour reviewed by item reviewers, at LCEA agreed-upon hourly stipend

13 Item Specification Development: Step 1 – Identification of Assessable Benchmarks

14 Item Specification Development: Step 2 – Identification of Reporting Categories Example: Physical Science Physics Chemistry Human Impacts Nature of Science

15 Item Specification Development: Step 3 – Building out Item Specifications



18 Item Specification Development: Step 4: Designing the Assessment


20 Lake County Participants To Date: Gap Course Project: Hard to Measure Project: EHSERHSLHSLMHSSLHSTHSUHSMDHS 46452320 EHSERHSLHSLMHSSLHSTHSUHSMDHS 12204000

21 Future Opportunities for Involvement: “Gap” Science, Math, ELA, Social Studies, and CTE: Need additional item writers & reviewers Round 2 call for item writers & reviewers for Hard to Measure projects Possible Round 2 call for item writers & reviewers for Interim Assessment Item Bank

22 Participant Scale and Reflection (Please complete and turn in) Summer Leadership Institute 0-Not Using No understanding or implementatio n steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

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