1. Next Generation Iowa Assessments

2.  Overview of the Iowa Assessments ◦ Purpose of Forms E/F and Alignment Considerations ◦ Next Generation Iowa Assessments

4. Built to Bridge the Gap Built to Maintain Federal and State Reporting Requirements for Growth, Proficiency Aligned to Common Core in ELA and Math eITP Online Tools Supports both Forms Connects Practice to Content

5. Comparison of % of Proficient Students (A/B to E/F) Parallel Forms allow the Tracking of Students Design Maintained Flexible Scheduling for Testing Vertical Scale to Measure Growth Valid, Reliable and Technically Sound Aligned to Iowa Core (2008)

6. Alignment Domain coverage at the same level Expanded standards covered Format Paired Passages Additional informational texts Rigor Using evidence from texts in social studies and science Assessing research and inquiry across all areas

7.  State commissioned study to set cutscores on Form E  State commissioned study to document alignment on Form E  Study results questioned by vendor and ITP  Study results released to districts (October 2013)  Response to study prepared by ITP

8. Response to Claims Raised by DRC’s Mathematics and Reading Alignment Study The Iowa Department of Education released a report in October 2013 that was commissioned in March 2013 to align the Iowa Assessments, Form E, to the Iowa Core/Common Core State Standards in Reading and Mathematics. The study compared Form E to a set of standards that were not used to develop Form E. In addition, apparent flaws in the methodology and implementation of the alignment study, Iowa Testing Programs (ITP) has serious reservations about the integrity of the results and serious questions about the validity of any conclusions drawn by the authors, Data Recognition Corporation, of the report.

11.  15 raters aligned  11 standards  6 domains  4 grade levels

12. ReportingEmpirically validated InnovativeResearch based

14. Guided by desire to inform instruction  Aligned to Common Core State Standards  No overlapping grade levels Guided by the quality of the information provided to users  Emphasis on measuring growth  Emphasis on college and career readiness  Technically sound and reliable

15.  Be valid, fair and reliable  Make effective and appropriate use of technology and a variety of item types  Be appropriately secure  Provide fast turnaround time on scores, without forcing the use of lower-quality assessment items  Be maintained, administered and scored at a cost that is sustainable over time

16. Technology- enhanced items

17. Opportunities to measure additional components of the Common Core State Standards

18. Opportunities for students to write

19.  Variety of passage lengths  Variety of paired passages or sidebars with passages  Materials are used as stimulus materials for MC and CR items

20. Written responses allow students the opportunity to develop ideas and generate responses

21. Written responses allow educators the opportunity to review and evaluate student work

22. Online testing and Paper/Pencil

23.  Measuring progress and tracking growth with a vertically scaled assessment  Measuring the Common Core State Standards  Predicting college readiness  Monitoring gaps  Supporting valid interpretations and uses of assessment results

24. Assessments for multiple purposes New reporting technologies Variety of item types Enhanced online capabilities

25.  Catherine-welch@uiowa.edu Catherine-welch@uiowa.edu  Steve-dunbar@uiowa.edu Steve-dunbar@uiowa.edu