Outstanding Schools Act 1993— Senate Bill 380 Approved 75 Show Me performance standards—1996 (the blue placemat) Developed a performance-based Missouri Assessment Program (MAP) Classified school districts by performance (APR, annual performance report)
Missouri Alphabet Soup Please speak English DOK NCLB GLE’S MSIP CSIP CLE’s AYP APR IBD
Current Status of the MAP Five MAP Assessments: Grade-Level End-of-Course MAP-A LAS Links Personal Finance
Grade and Course Level Expectations Version 2.0 of the GLEs and CLEs are finalized and on the DESE website. These are living documents! When issues or updates occur, changes will be made and dates will be indicated. All Spring of 2010 tests will be aligned to these assessment documents! Have teachers check these against their curricula.
Steps in Test Development Item Writing Item Pilot Score, Revise, Rewrite Content and Bias Review Item Refinement Field Test Achievement-Level Setting Operational Testing
Types of questions on the End- of-Course Assessment Selected Response (multiple choice) SR Performance Event (extended response) PE Phase II tests only have selected response questions.
What can I do to help prepare students for the EOC test? Everyone’s Responsibility PE, Music, Art,
End-of-Course Assessments Testing windows Three large testing windows per year ‣ Fall10/13/2009 – 1/29/2010 ‣ Spring 3/01/2010 – 5/28/2010 ‣ Summer 6/16/2010 – 8/31/2010 14
End-of-Course Assessments Required Tests English II Algebra I Biology Government 15
End-of-Course Assessments Optional Tests English I Algebra II Geometry American History 16
End-of-Course Assessments Phase I Assessments Include: English II, Algebra I, and Biology Were the first group of EOC tests created Became operational in Spring 2009 Required for AYP, APR and/or NCLB 17
End-of-Course Assessments All Phase I Assessments Have two sessions: Session I – Selected Response Items Session II – Performance Events (PE) or Writing Prompts (WP) 18
End-of-Course Assessments Phase I, Session I Assessments Have 47 selected response (multiple choice) items Present students with a question followed by four response options Are worth 35 points total 19
End-of-Course Assessments Phase I, Session II Assessments Require students to work through more complicated items Make allowances for more than one approach to a correct answer Allow insight into a student’s ability to apply knowledge and understanding to real-life situations 20
End-of-Course Assessments Phase I, Session II Assessments Points are not the same for each content area! ‣ English II writing prompt is worth 4 points. ‣ Algebra I PE is worth 4 points. ‣ Biology PE is worth 20 points. 21
End-of-Course Assessments Phase II Assessments Include the following: English I Algebra II Geometry American History Government Were second group of EOC tests created Become operational October 13, 2009 22
End-of-Course Assessments Phase II Assessments Government is the only required Phase II Assessment. Government is required for APR. 23
End-of-Course Assessments Phase II Assessments Have selected response (SR) items only English I has 52 items – 7 passages with 6 or 8 items each. All other Phase II Assessments have 50 items each. All are worth 40 points 24
MAP-A and LAS Links MAP –A assessment is designed for students with significant cognitive disabilities who meet eligibility requirements. These students are tested according to a rubric system and are held accountable for Alternative Performance Indicators rather than CLEs and GLEs. LAS Links is the English Language Proficiency assessment required by NCLB. It is designed to assess non-native speaking students and determine their progress toward English proficiency.
Requirements As per Missouri law, students must be enrolled in ½ credit of personal finance. The class may be embedded or stand alone. If the material is embedded, students must take the personal finance test. The pass rate is determined by the district.
What can I do to help prepare students for the EOC test? Start preparing them NOW! You can’t expect them to perform at assessment time if the expectations haven’t been in place all year.
Daily Preparations—what can I do? Write, Write, Write!!! Read, Read, Read!!! Think, Think, Think!!!
Depth of Knowledge Individually: Write down what you know about Depth of Knowledge. With a group: Make a central list of all information. Classify your information! Group information and label it accordingly.
Depth of knowledge Levels Level 1 Recall Recall of a fact, information, or procedure Level 2 Skill/Concept Use information of conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem
Depth of knowledge Level 1 Recall and Reproduction Examples Language Arts: Which of these means about the same thing as the word exacerbate? Science: What is the process called which plants use to manufacture sugar from sunlight? Mathematics: Which of the following numbers, when rounded to the nearest thousand, becomes 90,000? Social Studies: What was the main reason many leaders in Great Britain leaned toward supporting the Confederacy in the Civil War?
Depth of knowledge Level 2 Using Skills and Concepts Examples Language Arts: Which of these statements best describes what the passage is about? Science: Which graph of heart rate bests represents that a person walked for 2 minutes, ran for 5 minutes, walked for 2 more minutes, and ran for the last 2 minutes. Mathematics: A car has traveled 23,456.2 miles. The next exit is 1000 feet ahead. What will the mileage gauge read then. Social Studies: There was a sharp decline in immigration into the Unites States during the second decade of the 20 th century. Which of the following best accounts for that decline?
Depth of knowledge Level 3 Strategic Thinking Examples Language Arts: The style in this passage is characterized by similes like these: “smooth as pudding”, “crisp as a fresh apple,” and “rough as shredded coconut.” Which of these best explains the author’s purpose in using these similes? Science: In a laboratory experiment, an enzyme is combined with its substrate at time zero. The absorbance of the resulting solution is measured at five-minute intervals. In this procedure, an increase in absorbance is related to the amount of product formed during the reactions. The experiment uses three preparations. (Students will see illustrations.) The most likely reason for the failure of the absorbance to increase significantly after 10 minutes in preparation III is that… (Multiple choice options)
Depth of knowledge Level 4 Extended Thinking Examples Mathematics: Students are asked to identify a “real world” problem that requires the application of mathematics, describe the possible procedure(s) for solving, and explain the outcome and their reasoning. Social Studies: Students are given the scenario of acid rain potentially causing problems in a specific farming community. Students are to define and describe the problem with supporting data, propose alternative solutions to the problem, select one solution, and explain why it would be the best.
Practice Please look at the following examples on your table and arrange them according to the levels. What levels were easy? Which levels were difficult?
Alignment Teachers must understand that the GLEs and CLEs are an assessment document, not a curriculum. The DOK is a ceiling and may be tested at lower levels, too. They must align their curriculum to the appropriate levels.
Tips! Understand that all teachers are READING teachers! Use research-based instructional strategies! (Marzano’s Classroom Instruction That Works) Encourage student engagement. (Discuss the link between movement and learning.) Write quality assessments that contain clear learning targets and essential objectives, common assessments, and aligned formative assessments. Evaluate data, especially of crystal reports. Encourage teachers to use that data to address the needs of ALL STUDENTS! Differentiated instruction works!
DESE Resources The following are resources teachers can utilize to improve students’ scores.
DESE Resources on the Website: Achievement level descriptors Assessment interpretations Glossaries GLEs and CLEs Sample curriculum units Link to NAEP released items MAP released items Professional Associations and their resources
Final Thoughts! The attitudes of the teachers toward the testing processes are important! Think of the test as more data that helps shape learning for their students. Data collection and evaluation should be ongoing, not just with state data. (Assessment for learning will make powerful differences!)
9 square review What are the phase I EOC test? What are two strategies I can use to prepare my students for the EOC? What is an example of some verbs associated with DOK level 1? How can I improve my students’ attitudes on the EOC? What is the advantage of taking the phase II tests for the EOC? What is are two examples of the kinds of learning used in DOK level II? What is the structure of the test most closely associated with what I teach? Name 4 resources on the DESE website. How will teaching reading in every content area help students on the EOC?
QUESTIONS? We are always willing to help with any part of the testing process: we can answer questions about test procedures or provide quality professional development for your teachers. Contact information: Kathy Gray Southern Regional Professional Development Center 528 Ellis Webb City, MO 64870 Phone: 417-673-2730 Email: firstname.lastname@example.org@mssu.edu Website: www.mssu.edu/srpdc