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Idaho Standards Achievement Test Test Development April 2008 Margo Healy Director of Assessment and Accountability Office of the State Board.

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Presentation on theme: "Idaho Standards Achievement Test Test Development April 2008 Margo Healy Director of Assessment and Accountability Office of the State Board."— Presentation transcript:

1 Idaho Standards Achievement Test Test Development April 2008 Margo Healy Director of Assessment and Accountability Office of the State Board

2 Final test form(s) created and reviewed before administra- tion to students Idaho Content Standards (by grade and content) Test Development Teacher teams review items for content, cognitive demand, bias, grade-level appropriateness, and performance with Idaho students Proficiency Level Descriptors Test Blueprint Test Items reviewed for bias and sensitivity ITEMFIELDTESTITEMFIELDTEST Data Review of “Student Results” on test items Test Items reviewed for form and content Third Party External Review CUTSCORESCUTSCORES As standards change, it may be necessary to re-set achievement standards (cut scores). Expect a 4-5 year interval. A change in standards will trigger a change in the tests.

3 Content Limit: Provide parameters for instruction and test item development. Prevents too broad or too detailed focus in instruction and item development. Reading the Idaho Content Standards Goal 1.1: Understand and use numbers. 7.M Compare magnitudes and relative magnitudes of rational numbers, including integers, fractions, and decimals. CL: C,D Calc: CN Content Limit: Decimals must be terminating. Numbers may be ordered least to greatest or greatest to least.Decimals must be terminating. Numbers may be ordered least to greatest or greatest to least. Fraction denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, 16, 20, 25, and 100. Integers only as negative rational numbers.Fraction denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, 16, 20, 25, and 100. Integers only as negative rational numbers. Calculator codes: CN: CN: “calculator neutral.” Having or not having a calculator on this item will not affect students’ ability to demonstrate proficiency on this objective. YES YES: calculator MUST be available in order for the student to demonstrate proficiency on this objective. NO: NO: student MUST NOT have a calculator while completing this item in order to assess this objective. CR: CR: “calculator recommended.” For all items not assessing computation or estimation, calculator availability is recommended. Shaded objectives should be assessed in the classroom, but not included on the ISAT assessment. Cognitive level codes: B: Memorize C: Perform procedures D: Demonstrate understanding E: Conjecture, generalize, prove F: Solve non-routine problems, make connections

4 Proficiency Level Descriptors Proficiency Level Descriptors provide a verbal summary of what a student will know and be able to do, based on Idaho Content Standards. Sample: seventh grade math

5 Test Blueprint Sample: seventh grade math Test Blueprints determine the percentage of items based on each of the standards

6 Idaho Standard Achievement Tests: Aligned to Idaho Content Standards Science third-party independent Alignment Study for Grades 5, 7, and 10 were completed April Findings showed strong alignment for all grade 5,7, and 10 in science. Mathematics and Reading third-party independent Alignment Study for Grades 3-8, and 10 were completed April Findings showed strong alignment for all grade levels in these three content areas. Language Usage third-party independent alignment study for Grades 3-8 and 10 was held in Boise, Idaho, January 15 – 18, Findings showed strong alignment for all grade levels in these three content areas. *Alignment Study Reports are available upon request. Alignment studies are conducted by a team if four Idaho content experts, four national experts including one psychometrician. Their task is to measure the alignment of the CORE NCLB test for each grade and content with the content standards with limits, test blueprints, and proficiency level descriptors.

7 Validity & Reliability Validity refers to the degree to which evidence and theory support the interpretations of the test scores. Reliability refers to the consistency of such measurements when the testing procedure is repeated on a population of individuals or groups. Technical Report of the Spring 2007 ISAT: TechRpt-Chapters.pdf Appendices: TechRpt-Appendices.pdfhttp://www.boardofed.idaho.gov/saa/isat/ISAT-Spring2007- TechRpt-Appendices.pdf

8 ISAT Homepage


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