Presentation on theme: "Information and Concerns Around Mandated Testing 2014-2015."— Presentation transcript:
Information and Concerns Around Mandated Testing
Basic Information Tests this year: NWEA (3 rd – 8 th ) REACH (K-8 th and all subjects) PARCC (3 rd -8 th ) Algebra Exit Exam (8th) PARCC: Computer-Based Reading and Math (End of Year) PARCC 3 rd - 8 th (Approximately 8 hours total testing for each student and 50% extended time for students with special needs and English Language Learners) PARCC is the test created by the Partnership for the Assessment of Readiness for College and Careers, one of two federally funded multi-state consortia created to design new Common Core assessments in math and English.
What is it going to be used for? ●The idea was that many states would use one of these two tests — which were supposed to be more sophisticated and better able to assess student abilities — thus making cross-state comparisons of student performance possible. ●Barbara-Byrd-Bennet wanted to delay using the PARCC this year because she said there still remain “too many questions about PARCC to know how this new test provides more for teachers, students, parents, and principals than we are already providing through our current assessment strategies.” ●The superintendent for district 202 says, “The PARCC test is neither valid nor reliable as a measure. And the reason for that is that it has never been given to a large population. So we’re paying to have a private testing company norm their instrument on the backs of Illinois students. That’s a big problem.”
How does testing impact student learning? ●Time for each session: Parcc alone=about 8 hours/NWEA=about 4 hours/REACH=1 hour per subject area/Algebra exit exam=about 1 hour ●TOTAL time (for each student) spent on these mandated tests= a.3 rd -7 th grader: 19 hours and 50% extended time for students with special needs and English Language Learners b.8th grader: 20 hours and 50% extended time for students with special needs and English Language Learners ●Money diverted away from areas that have been known to contribute more to a successful student/learner, areas that are coined as “system-level conditions” ●Learning tasks have changed or teachers are challenged to find a balance/compromise between direct skill/test prep instruction and other practices they have done in the past (project-based, portfolio work, etc.) ●Testing fatigue
Yes, but…. ●The idea was that many states would use one of these two tests — which were supposed to be more sophisticated and better able to assess student abilities — thus making cross-state comparisons of student performance possible. ●BUT….of the 26 states that first committed to the PARCC, only 9 remain. ●When asked what PARCC would be used for then this year, ISBE said it would be for baseline data.
What are our choices? Next steps? 1.Have more conversations about testing and the topics surrounding it (common core, teacher accountability, money, what learning looks like and other ways to measure it, improving “system level conditions” etc.) 1.Learn more. Invite Raise Your Hand Coalition or More than a Score to come and speak with us. You can More than a Score at: 1.Opt-out options 1.Create alternative opportunities for students during testing days 1.Ask our LSC, PAC, BAC what their ideas are and what they would like to know more about