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1 Measure Up! Benchmark Assessment Quality Assurance Process RCAN September 10, 2010

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2 Measure Up! Objective To monitor and improve Benchmark Assessments in order to attain the most accurate possible measurement of student achievement with respect to California Content Standards Tests.

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Measure Up! Components Content—Structure & Course Guides Predictability – Correlation of Benchmark Exams to CST scores – Association of Benchmark Exams with CST Performance Levels Item Analysis – Difficulty – Discrimination – Representative of CST items Evolving

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4 PSUSD Benchmark Structure CST ~153 ID 60 to 75 Items Blueprint Aligned Benchmark #1 ~45 ID ~20-35 Items 1 st 45 ID Paced Standards Partial Match to CST Benchmark #2 ~90 ID ~20-35 Items 2 nd 45 ID Paced Standards Partial Match to CST Benchmark #3 ~135 ID ~20-35 Items 3 rd 45 ID Paced Standards Partial Match to CST

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Algebra I (8 th Grade) Aggregation of 3 Benchmarks Algebra I (8 th Grade) CST Predictability

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6 Prof = Algebra I BM (8 th Grade) Algebra I CST 2009 (8 th Grade)

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7 N = 23 N = 119N = 125 N = 51 N = 5

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ELA 10 th Grade Aggregation of 3 Benchmarks ELA 10 th Grade CST Predictability

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10 ELA 10 th Gd BM ELA 10 th Gd CST 2009 Prof = 53 53

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11 N = 26 N = 151 N = 326 N = 249 N = 36

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US History 11 th Grade Aggregation of 3 Benchmarks US History 11 th Grade CST Predictability

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14 r =.46 US His 11 th Gd BM US His 11 th Gd CST 2009 Prof = 40 63

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15 N = 68 N = 116 N = 142 N = 72 N = 7

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Science 8 th Grade Aggregation of 3 Benchmarks Science 8 th Grade CST Predictability

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18 r =.77 Science 8 th Gd BM Science 8 th Gd CST 2009 Prof = 39 44

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19 N = 84 N = 307 N = 494 N = 275 N = 24

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Math 6 th Grade Aggregation of 3 Benchmarks Math 6 th Grade CST Predictability

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22 r =.84 Math 6 th Gd BM Math 6 th Gd CST 2009 Prof = 43 48

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23 N = 164 N = 393 N = 460 N = 224 N = 31

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ELA 4 th Grade Aggregation of 3 Benchmarks ELA 4 th Grade CST Predictability

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26 r =.80 Prof =

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27 N = 88 N = 176 N = 334 N = 388 N = 93

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29 Item Level Analysis

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30 Item Difficulty The p value for any item – percentage of correct answers – usually in decimal form Ideally p value range is.30 to.80 for most items For example – p value of.28 = 28% of the test takers got the item right – p value of.75 = 75% of the test takers got the item right – P value of.95 = 95% of the test takers got the item right

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31 Item Difficulty Monitoring Item NumberN StudentsStandardp Value 1853NS NS NS MG MG MG PS PS PS PS3.3.95

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32 Item Discrimination Is item “discriminating” appropriately between higher & lower scoring students Discrimination Index (DI) = difference between how upper half and lower half of students score on an item DI ranges between -1 and +1 We want items to discriminate positively

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33 Item Discrimination Monitoring Item Number N Students Standardp ValueDIMax DI 1853NS NS NS MG MG MG PS PS PS PS

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th Grade Math 3 rd Benchmark th Grade Math 3 rd Benchmark Representative of CST Items and our continual Revision Process

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35 7NS Item p =.33 DI =.34

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36 RTQ for 7NS1.6 CST = 1 RTQ = 1

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37 7NS Item p =.42 DI =.31

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38 Additionally… Item #3 replaced (as #3) with item modeled after RTQ # 16 (7NS1.7*)—CST = 5, RTQ = 7 Item #15 replaced (as #13) with item modeled after RTQ #47 (7AF1.5) Item #s 23 & 24 replaced (as #s 21 & 22) with items modeled after RTQ #s 89 & 88 (7MG3.4*)

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39 Measure Up! Next Steps Benchmark Exam Structure Institutionalize System CAHSEE Writing Prompt Discrimination Distractor Shaping

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40 Questions?

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