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Technology's Roles in the NCLB/ SOL Assessment Dance David Mott, Reports Online Systems and Tests for Higher Standards Presentation at the Virginia Society.

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Presentation on theme: "Technology's Roles in the NCLB/ SOL Assessment Dance David Mott, Reports Online Systems and Tests for Higher Standards Presentation at the Virginia Society."— Presentation transcript:

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2 Technology's Roles in the NCLB/ SOL Assessment Dance David Mott, Reports Online Systems and Tests for Higher Standards Presentation at the Virginia Society for Technology in Education (VSTE), Virginia Beach, February 27, 2007

3 Technology's Roles in the NCLB/ SOL Assessment Dance Technologists have vital roles to play in the current dance involving standards-based testing, the NCLB, AYP, school accreditation, and so on. Initially, technology was called upon to supply basic computer connectivity for internet-based, computer- delivered SOL tests. Having now largely accomplished this limited task, educators involved with technology are faced with a far more difficult task supporting teachers and administrators in one of the highest profile sectors of the current era, assessment and testing. This support requires both IT knowledge and a broad understanding of the educational process itself. Automating parts of the assessment process can produce a very high return on investments in technological expertise and money. Properly deployed and implemented, IT-supported systems that gather and analyze test data, can give all levels of decision makers potent information. This session covers the specifics of how current technology can support data-informed instruction. We will talk about formative and summative assessment systems, the right-sizing of assessment technology, proper data collection and use, and the need for end-user training in all aspects of these new data based approaches. The context will be real-world, with specific examples using the Reports Online System with the Test for Higher Standards assessments. However, the general principals apply to any powerful automated assessment system.

4 About me My childern – The animals – Colin Jessica Dylan Zack Puck Awk

5 About Me (so that you know where Im coming from) Im an experimental psychologist. Was at the VA DOE for 17+ years, in what is now called Assessment and Reporting. Supervisor of Test Development (and psychometrics – test equating, etc.) Administrator of the VSAP (VA Student Assessment Program, SAT-9) The divisions liason with the IT group In charge of procurements

6 How did I get into this business test publishing and scoring? After I left the VA DOE, what I was going to do for the rest of my life? Got together with Stuart Flanagan to do some SOL Mathematics tests. Then came SOL English, Science, and History & Social Science tests. Then we developed ROS so that teachers didnt have to hand score tests.

7 Some Vital Roles for Technology and Technologists in the NCLB Era Supply connectivity to the LAN & Internet for: Administrative data bases Testing activities Student access Teachers uses Training of: Administrators Teachers Students

8 Some Vital Roles for Technology and Technologists in the NCLB Era Recommend, buy, install, and support hardware Recommend, buy, install, and support software Plan for future directions for technology Participate in the production of technology related products Help school personnel use the available technology

9 Humor Time flies like an arrow; fruit flies like a banana.

10 Humor Time flies like an arrow; fruit flies like a banana. Time flies like an arrow – but an arrow flies in only one direction! The point is that whatever happens to education in the present era, education will never go back to the way it was. The point

11 A specific area: Data-Informed Decisionmaking Why Data-Informed rather that Data-Driven? Because data is not alive, it cant be in the drivers seat. A person needs to be at the controls.

12 Data-Informed Decisionmaking continued 1 Bus Schedules Data % ontime lengths of route in miles # of students transported on bus Bus Schedules Questions with Answers Are the shorter routes ontime more often? What is the average students route distance? and so on.

13 Data-Informed Decisionmaking continued 2 School Lunches Data # of lunches served in a day Menu items SOL testing day or not a testing day Bus Schedules Questions with Answers Which menus are most popular? Are more lunches served on SOL testing days, and is that dependent on the menu that day? and so on.

14 Data-Informed Instruction Testing Used as an example because it can be one of the heaviest and most mission-critical uses of technology – and because I know the most about it. Also, there is much payback to be had from properly using testing data to inform instruction – which is, after all, the business we are in.

15 The Examination as shown by the Ghost of Testing Past

16 The Parts of an Assessment System Student Information Database Test Generating System Test Presentation System Test Response Recording System Test Scoring System Test Reporting System Actionable Information

17 The Parts of an Assessment System Simple example, 7 parts – Teachers Gradebook System Student Information Database Test Generating System Test Presentation System Test Response Recording System Test Scoring System Test Reporting System Actionable Information

18 Choice Point Assessment systems In general ROS Online Testing ROS specifically, with reports ?

19 The Parts of an Assessment System More complex example same 7 parts – Reports Online System with content from Tests for Higher Standards Student Information Database Test Generating System Test Presentation System Test Response Recording System Test Scoring System Test Reporting System Actionable Information

20 Assessment System – Reports Online System w/ Tests for Higher Standards Student Information Database Extract from SASI or other student information system Name, ID, NCLB categories, Other info. Test Generating System Test Presentation System Test Response Recording System Test Scoring System Test Reporting System Actionable Information

21 Assessment System – Reports Online System (ROS) w/ Tests for Higher Standards (TfHS) Student Information Database Extract from SASI or other Name, ID, NCLB categories, Other info. Test Generating System Paper test using MS Word & TfHS content Teacher-produced test District-produced benchmark test Textbook, coachbook, or other test

22 Assessment System – Reports Online System (ROS) w/ Tests for Higher Standards (TfHS) Paper test using MS Word & TfHS content Teacher produced test – printed, overhead, oral, etc. District-produced benchmark test Textbook, coachbook, or other test Test Presentation System Printed page, overhead projector, whiteboard, oral, etc. Computer display

23 Assessment System – Reports Online System (ROS) w/ Tests for Higher Standards (TfHS) Test Presentation System Printed page, overhead projector, whiteboard, oral, etc. Computer display Test Response Recording System Student written responses – notebook paper, etc. Bubbled-in student answer sheets Responses on computer Responses on clicker (ROS doesnt support this yet.)

24 Assessment System – Reports Online System (ROS) w/ Tests for Higher Standards (TfHS) Responses on computer Responses on clicker (ROS doesnt support this yet.) Test Scoring System ROS website servers w/ underlying database One-time scoring vs. Active scoring (ROS is active.) Cut points and variable item weights Active keys Test Reporting System

25 Assessment System – Reports Online System (ROS) w/ Tests for Higher Standards (TfHS) Test Reporting System Reports on screen and on paper generated by ROS website servers w/ underlying database Item Analysis Report shows per-option response counts Matrix Report compares performance on each item, standard, reporting category, and more Progress Report outlines performance over time on multiple tests

26 Assessment System – Reports Online System (ROS) w/ Tests for Higher Standards (TfHS) Matrix Report compares performance on each item, standard, reporting category, and more Progress Report outlines performance over time on multiple tests Actionable Information A person (a teacher or administrator) needs to combine the dry data in the reports with personal experience about students into real information. Differentiated instruction needs to follow.

27 ROS Website Transition to the ROS website

28 For more information ROS website – rosworks.com David Mott TfHS website –www.tfhs.net


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