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RACE TO THE TOP ASSESSMENTS Sally Sanders Science Content Specialist 1 October 24, 2012 Florida Association of Science Supervisors Update from the Office.

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Presentation on theme: "RACE TO THE TOP ASSESSMENTS Sally Sanders Science Content Specialist 1 October 24, 2012 Florida Association of Science Supervisors Update from the Office."— Presentation transcript:

1 RACE TO THE TOP ASSESSMENTS Sally Sanders Science Content Specialist 1 October 24, 2012 Florida Association of Science Supervisors Update from the Office of

2 Race to the Top Goals 2  Double the percentage of incoming high school freshmen who ultimately graduate from high school, go on to college, and achieve at least a year’s worth of college credit;  Cut the achievement gap in half in 2015;  Increase the percentage of students scoring at or above proficient on NAEP by 2015, to or beyond the performance levels of the highest-performing states.

3 Florida’s RTTT Application Three projects assigned specifically to the Office of RTTT Assessments:  Florida Interim Assessment Item Bank and Test Platform  District-developed Assessments for Hard-to- Measure Content Areas  Contract for FL participation in international benchmarking studies (TIMSS, PIRLS, PISA) 3

4 District Developed Assessments 4 ContentAwarded Districts Physical and Health Education: K-8 Miami-Dade County Physical and Health Education: 9-12 Hillsborough County Performing Arts: K-12Polk County Visual Arts: K-12Miami-Dade County Career and Technical Education Hillsborough County World LanguagesDuval County

5 Status Update: Hard to Measure Content Areas  Competitive Award for seven projects issued in August 2011  Main deliverable in Year 1 ( ): Item Specifications  Main deliverable in Year 2 ( ): Item Development  Main deliverable in Year 3 ( ): Field Testing 5

6 Timeline – District-Developed Student Assessments Project FallSpringSummer FallSpringSummer FallSpring  Monitoring, Communication and Risk Management plans completed  Item development plan  Item review plan  Item writer training materials  Item specifications for PE/ Health, Visual Arts, Performing Arts, CTE, World Languages  Batch 1 items for review  Batch 2 items for review  Year 1 items uploaded to test platform for pilot testing  Item Development  Face-to- Face Project Meeting  Item development  Begin test design specifications  Batch 3 items for review  Batch 4 items for review  Review of items for bias and content  Year 2 items uploaded to test platform for pilot testing  Test design specifications complete  Preparation for Field- Testing.  Batch 5 items for review  State-wide field test  Train performance scorers  Analyze data  Data review for bias and content  Compile final item pool

7 Status Update: TIMSS, PIRLS, PISA 7  TIMMS (Trends in International Mathematics and Science Study)  Test given in Spring 2011 in Grades 4 and 8  Results available in Spring 2013  PIRLS (Progress in International Reading Literacy Study)  Test given in Spring 2011 in Grade 4  Results available in Spring 2013  PISA (Program for International Student Assessment)  Test will be given in Fall 2012 to 15-year-old students  Results available in Spring 2014

8 Item Bank and Test Platform 8  Statewide technology-based system  Bank of standards-based items/tasks In development  Test builder tool to construct valid and reliable assessments Diagnostic, interim, summative  Computer or paper-based functionality

9 Item Bank and Test Platform 9  Online tutorials for  use of the item bank  item writing  item reviewing  assessment development

10 Timeline - Interim Assessment Item Bank and Test Platform Project FallSpringSummer FallSpringSummer FallSpring Bid protest to ITN Intent to award published Contract awarded to Pearson Test item development plan & blueprint of the content standards Plan for Item review is approved Communicati on plan of PD modules Recruitment of Florida Educators for Item Reviewers and Writers Item specifications Math, ELA,SS, Sci, Spanish Approved item development plan for yr2 All year 1 items in bank Y1 batch 1&2 completed Meetings for item reviewers and review Sustainability plan Meetings for item reviewers and review have been conducted Phase 1 of item bank is operational Develop communication to stakeholders Online system of tutorials-approved and available Y1 batch 3,4 & 5 completed All meetings for item reviewers and review have been conducted Y 1 submitted and approved Functional ity test Phase 2 is operational Year 2 batch 1completed Approved item development plan for Y2 Deliver approved communicatio n plan Y2 batch 2,3 & 4 completed Interim assessment for Math (FAIM) Item Tryouts completed Online training for educators to write items Y2 batch 5 completed All meetings for item reviewers and review have been conducted All items for Y3 submitted and approved Phases 3-6 are operational Item Bank and Test Platform fully functional.

11 CCSS Connection 11  Common Core State Standards   Common Core Tools   The Teaching Channel: Inspired Teaching, Inspiring Classrooms  https://www.teachingchannel.org https://www.teachingchannel.org  Education Northwest   CPALMS 

12 PARCCConnection 12  Partnership for Assessment of Readiness for College and Careers  Sample Item and Task Prototypes  Model Content Frameworks  PARCC assessments aligned to the CCSS  Vince Verges, PARCC Project Director  Serves as K-12 Lead for PARCC in Florida

13 Classroom Connection 13  Interim Assessments  Given at regular intervals throughout the school year  Designed to evaluate students’ knowledge and skills relative to a specific set of academic standards  Data can be aggregated to inform instruction

14 14 Tier 1 Differentiated Accountability & other state level programs Tier 2 District level access This collection will house the majority of items. Tier 3 School level access Tier 4 Classroom teacher access Tier 5 Public access Sample items. Collection will grow over time. Tiers 1-4 will be password accessible to a limited group of people. Greatest security is employed for Tier 1 items, with wider access available at lower levels. As items are no longer used at an upper level, they will move to become available at the next level down. By end of Year 2, the IBTP will house approximately 60,000 items. IBTP Item Distribution

15 Item Specifications 15  Purpose: Provide guidance to item writers and reviewers for the development of high-quality standards-based (NGSSS and CCSS) assessment items  Status: Item specifications are in final phase of development/approval; item writers are using draft version of specs

16 Item Types 16  Selected Response  Short Response  Gridded Response  Constructed Response  Extended Response  Essay Response  Performance Tasks

17 Selected Response 17 A Selected Response item is one for which the student selects the correct response from a list (typically multiple choice).  SR items for Grades K-2 have two distractors and one correct answer.  SR items for Grades 3-12 have three distractors and one correct answer.  SR items are worth 1 point each.

18 Short Response (SHR) 18 A Short Response item requires the student to provide a short written response.  SHR items are used to pose a question with a limited set of nearly equivalent correct options.  SHR items are worth 1 point each.

19 Gridded Response (GR) 19 A Gridded Response item is an open-ended question for which a student enters a numeric answer using a grid. GR guidelines include:  Responses entered on a grid  One correct answer (could have multiple representations)  No negative numbers GR items are worth 1 point each.

20 Constructed Response (CR) 20  A Constructed Response item is developed to elicit a variety of responses that are then evaluated using a rubric and exemplars. Answer options are not provided. To answer correctly, the student must construct a response that demonstrates understanding. Graphic organizers may be used in some constructed response items. CR items are worth 2 points each.

21 Extended Response (ER) 21 An open-ended question that allows students to provide a detailed, in-depth written answer.  Students are required to:  make decisions and perform higher-level analysis by constructing responses  demonstrate understanding and proficiency  support their responses with specific references to the passage or other stimulus  ER items are worth 4 points each.

22 Essay Response (ESR) 22 Items designed to elicit in ‐ depth written responses from students and may assess more than one standard.  Elicits a sufficient amount of work for the highest point count  Requires that the student provide support (evidence-based) for the response  ESR items are worth 6 points each.

23 Performance Tasks (PT) 23  Performance tasks elicit a demonstration of the student’s mastery of the benchmark/ standard; they may require students to:  Create a product  Demonstrate a process  Perform an activity  Performance tasks may address one or more benchmarks/ standards and may be composed of multiple items.  Performance tasks are evaluated with customized scoring rubrics/exemplars.  PT items are worth 1-10 points each.

24 District Involvement 24  Florida educators are involved in writing and reviewing items for the Interim Assessment Item Bank; writers and reviewers are compensated  Next slide shows district representation as of October 2012  Column 1: Total item writers/district for all 5 content areas (Science, Mathematics, ELA, Social Studies, and Spanish)  Column 2: Total item writers/district for Science  Column 3: Total item reviewers/district for all 5 content areas  Column 4: Total item reviewers/district for Science

25 25 Item Writers Item Reviewers Item Writers Item Reviewers Item Writers Item Reviewers AllScience AllScience AllScience AllScience AllScience AllScience Alachua20 10 Gulf00 00 Okeechobee00 10 Baker10 00 Hamilton00 00 Orange30 20 Bay82 41 Hardee00 00 Osceola31 20 Bradford00 00 Hendry10 00 Palm Beach Brevard31 40 Hernando40 10 Pasco72 20 Broward Highlands00 00 Pinellas61 10 Calhoun00 10 Hillsborough Polk41 10 Charlotte20 10 Holmes00 00 Putnam00 00 Citrus41 10 Indian River00 00 St. Johns Clay30 10 Jackson10 10 St. Lucie Collier80 20 Jefferson00 00 Santa Rosa10 00 Columbia00 00 Lake Sarasota00 00 Dade Lee Seminole60 10 DeSoto20 10 Leon50 11 Sumter00 10 Dixie00 00 Levy20 00 Suwannee00 00 Duval Liberty10 00 Taylor00 10 Escambia Madison00 00 Union00 00 Flagler10 00 Manatee50 20 Volusia92 82 Franklin00 00 Marion Wakulla41 10 Gadsden00 10 Martin10 00 Walton00 00 Gilchrist00 00 Monroe10 00 Washington00 00 Glades10 00 Nassau20 00 Totals Glades10 00 Okaloosa40 10 as of 10/4/12

26 How can your district be involved? 26  Functionality Testing  Phase I – in progress  Nominate Item Writers  Nominate Item Reviewers  Item Tryouts (field testing)

27 How can educators be involved? 27  Serve as item writers or reviewers  Test the functionality of the test platform  Send contact information to   Name  District  address  Teaching assignment

28 Office of RTTT Assessments Director: District Developed Assessments for HtM Project Manager: IBTP Project Manager: Five Content Specialists:  English/Language Arts:  Mathematics:  Science:  Social Studies:  Spanish: 28

29 Florida’s Common Core State Standards (CCSS) Implementation Plan Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS

30 30 Florida Statute – Passed as Part of Senate Bill 736 in Spring 2011  Section FS: (8) LOCAL ASSESSMENTS.— (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 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. (c) The Commissioner of Education shall identify methods to assist and support districts in the development and acquisition of assessments required under this subsection. Methods may include developing item banks, facilitating the sharing of developed tests among school districts, acquiring assessments from state and national curriculum-area organizations, and providing technical assistance in best professional practices of test development based upon state-adopted curriculum standards, administration, and security. Section , FS Student assessment program for public schools

31 SALLY SANDERS OFFICE OF RACE TO THE TOP ASSESSMENTS SCIENCE SPECIALIST (850) Fall 2012 Thank you Division of Accountability, Research, and Measurement Florida Department of Education


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