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High Stakes Testing and Other Traditional School Assessments Gary L. Cates, Ph.D., N.C.S.P.

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Presentation on theme: "High Stakes Testing and Other Traditional School Assessments Gary L. Cates, Ph.D., N.C.S.P."— Presentation transcript:

1 High Stakes Testing and Other Traditional School Assessments Gary L. Cates, Ph.D., N.C.S.P

2 Illinois Standards Achievement Test Reading and Math: 3-8 Science 4 & 7 Writing 3, 5, 6, & 8

3 Prairie Sate Achievement Examination (PSAE) 11 th graders relative to standards ISBE: Science test ACT: English, math, reading, science “Work Keys”: Reading for information and Applied mathematics (work place focus)

4 Illinois Consumer Education Proficiency Test (ICEPT) 9-12 th grade before graduation. Pass or take a course

5 Illinois Alternative Assessment (IAA) Students with the severest of cognitive impairment Different tools same standards

6 Explore Plan provide data to help pinpoint student strengths and weaknesses, aligned to college and career ready expectations, provide data regarding student preferences for post-high school activities, provide the school with information on program effectiveness, provide valid and reliable data on student achievement at grades not currently assessed by PSAE. ISBE 2013

7 Third International Mathematics and Science Study (TIMSS) International test of 8 th graders in 95, 99, and SS.htmhttp://www.isbe.state.il.us/assessment/TIM SS.htm

8 National Assessment of Educational Progress Grades 4 & 8 Reading Assessment Nations Report Card (NCLB) Latest Results: Cates Stop Slide Show Here

9 Adequate Yearly Progress At least 95% of the students must be tested in reading and mathematics for the All group and subgroups. If the current year’s participation rate is less than 95%, the participation rate for AYP will be considered sufficient if the average of the current year and the preceding year is at least 95% or if the average of the current year and the two preceding years is at least 95%.

10 Adequate Yearly Progress Students in the All group and each subgroup must have performance levels of at least 85% Meeting/Exceeding standards for reading and mathematics. For any group (including the All group) with less than 85% Meeting/Exceeding standards, a 95% confidence interval will be applied, which may enable the group to meet AYP.

11 Adequate Yearly Progress For subgroups that do not meet their Safe Harbor targets, a 95% confidence interval will be applied, which may enable the subgroup to meet AYP.

12 Adequate Yearly Progress For 2011, non-high schools must achieve an attendance rate of at least 91%, and high schools must achieve a graduation rate of at least 82%.

13 Common Core Assessment Scrambling by test publishers and organizations 45 States & 4 territories adopted(AL, TX, NE, MN, VA, PR)

14 PARCC Partnership for Assessment of Readiness for College and Careers (PARCC) – 23 states –Create high-quality assessments –Build a pathway to college and career readiness for all students –Support educators in the classroom –Develop 21st century, technology-based assessments –Advance accountability at all levels

15 : 2 Summative Assessments Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. –Literacy PBA will focus on writing effectively when analyzing text. –Mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools. End-of-Year Assessment (EOY) administered after approx. 90% of the school year. –Literacy EOY will focus on reading comprehension. –Mathematics EOY will be comprised of innovative, machine-scorable items ISBE, 2013

16 : 2 Interim Assessment Components Early Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component ISBE, 2013

17 Norm Referenced Achievement Testing

18 Why do it? That’s what is referred Make comparisons between target child and sample Diagnosis specific content area deficiencies INFORM DECISION MAKING (i.e. Intervention)!

19 Problems with it? Not tied to the curriculum (Shapiro & Derr 1987) –Basal Readers & Commercial test –Bell et al (1992): Test-Content overlap bias –Commercial Test Scores across each other (Jastak & Jastak, 1978; WRAT/MAT). Not sensitive to change Not prescriptive

20 Criterion-Referenced Tests

21 Why use them? Screening Program Evaluation Meet, not meet, exceed (identification)

22 Problems with them? Sensitive to change Some lack normative sample Test/Curriculum overlap? (ISAT-Good) Limited range of sub-skills Learning Rate not assessed Influence of the environment not assessed


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