1. California State Assessments 2016
CAASPP Assessments
Alyssa Honeycutt
Coordinator, Data and Assessment
Irvine Unified School District

2. “Remember, test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up.”
A test is like a photograph. It is a snapshot of where your child is at one point in time. This one snapshot does not determine the limitless possibilities of where your child could end up in the future. It is just one piece of information from one time.
Carol S. Dweck, Ph.D. Mindset, The New Psychology of Success

3. Topics for Today: CAASPP Overview Test Scores
Preparing Students for Testing

4. CAASPP Overview

5. What state test(s) does my child take each spring?
Science CST (California Standards Test)
Grades 5, 8 and 10
Smarter Balanced
Summative Assessment
(SBAC)
Grades 3-8 and 11
Physical Fitness Test
Grades 5, 7 and 9
The science CST exam is the same paper-pencil exam we have had in the past aligned to the 1998 Science Content Standards for California Public Schools. Students with special needs continue to take the California Modified Assessment or the California Alternate Performance Assessment in Science as per their Individualized Education Plan. California will continue to use these science assessments until new science assessments aligned to the Next Generation Science Standards are developed. Test results are mailed home during the summer and early fall.
The Physical Fitness Test provides information that can be used by:
Students to assess and plan personal fitness programs
Teachers to design curriculum for PE programs
Parents and guardians to understand their child’s fitness levels
Students take this test in February – March depending on their school site schedule. The results get mailed home in June.
The California High School Exit Exam, comprised of an ELA section and a math section, is a requirement to receive a high school diploma in California. It is provided to tenth graders once (typically in the month of March). 11th graders who have not yet passed the CAHSEE have two opportunities to take the exam and 12th graders can take the test up to five times.
The Smarter Balanced Summative Assessment in ELA and math is given to students in grades 3-8 and 11. We will discuss this assessment in more detail in the following slides.
There are assessments in the state of California for students with special needs (with IEPs and Section 504 plans). For the sake of time today, we are not going to discuss these assessments. If your child is in the special education system, your IEP team will clarify your student’s assessment plan.
Some students participate in modified or alternate assessments for science, English language arts, and mathematics as per their Individualized Education Plan (IEP)

6. Parts of the Smarter Balanced Test
Computer Adaptive Test
1:30-2:00 hours
Scored
OPTIONAL
Classroom Activity
Approx. 30 minutes
Not Scored
Performance Task
ELA 2:00
Math 1:00-1:30
Scored
For each English Language Arts and math, there are three parts to the summative assessment: a computer adaptive test session, an unscored thirty minute classroom activity, and a performance task.
So, students will take a computer adaptive test for ELA, engage in a classroom activity, and then take the two-part performance task for ELA.
For math, students take a computer adaptive test, engage in a classroom activity, and then participate in a one-part performance task for math.
The estimated time for completion for each section varies by grade level and by student since the test is untimed.
Since the assessment is computer based, there are features such as tools, supports, video, audio, and interactive test items.

7. Computer Adaptive Test (CAT)
Accurate
Individualized
Secure
Efficient
Fast Results
Each tests starts with a similarly leveled question. Then based on the student’s correct or incorrect responses to a question, the computer adapts, giving the student an easier or more difficult question. Even though the difficulty of each question might be different from student to student, all of the tests follow the same test blueprint. This means all students are assessed on the same standards and answer the same number of questions.
Students can flag questions for review within a section, but must go back to verify their answers before they submit the section, so the computer can adapt accordingly.
For more information, click the link on the bottom of the slide!
To Learn More, CLICK here!

8. OPTIONAL Classroom Activity
Provides context for the Performance Task
The classroom activity takes place before the performance task, and is administered separately for ELA and math. It is the same activity for the entire class, it is unscored, and it lasts approximately 30 minutes.
It is VERY important that your child attend school this day!!!!
Before the Performance Task
Approx. 30 minutes
Whole Class Activity
Not Scored

9. Performance Task (PT)
Students individually answer a set of complex questions centered on common topic or problem.
ELA Performance Task
Two Sessions
Part 1 – Research
Part 2 – Writing
The performance task is the portion of the test that requires students to individually answer a set of complex questions centered on a common topic or problem.
The ELA performance task has two parts that are completed in two or more sessions. The math performance task has one part that is completed in one or more sessions.
For more information, click the link on the bottom of the slide!
Math Performance Task
One Session
To Learn More, CLICK Here!

10. Test Scores

11. How Does a CAT Work? Example: A Student of Average Ability
Expanded
Typical Ability
Very High
High
Med-High
Medium
Med-Low
Low
Very Low
5/9 = 56%
Ability Estimate
Resulting scores from the CAT portion of the test are based the specific test questions selected as a result of the student’s responses, but NOT the sum of the number answered correctly.

12. The Shift To: From: “How well have you learned?”
“How many did you get right?”

13. Scores Based on Difficulty
Higher Scores = Student answered more difficult questions correctly
Lower Scores = Student answered easier questions correctly

14. “What better way to prove you’ve learned something than to perform a task based on that learning?”
Students individually answer a set of complex questions centered on common topic or problem.
Not computer adaptive
Machine or human scored
Performance Task (PT)
The performance task is the portion of the test that requires students to individually answer a set of complex questions centered on a common topic or problem.
The ELA performance task has two parts that are completed in two or more sessions. The math performance task has one part that is completed in one or more sessions.
For more information, click the link on the bottom of the slide!
A PT is a non-adaptive form designed to provide students with the opportunity to demonstrate their ability to apply their knowledge and higher order thinking skills to explore and analyze a complex, read world scenario.

15. Final Scoring: Contribution of CAT and PT Sections
Number of Items defined by Test Blueprints
ELA/Literacy
Mathematics
Grade
CAT PT
3–5
38–41
5–6
31–34
2–6
6–8
37–42
30–34 11
39–41
33–36
For each student, the responses from the PT and CAT portions are merged for final scoring.
CAT and PT portions are merged for final scoring. These final scores represent the ability estimates for students based on the responses to specific test question – not the total number of questions answered correctly.

16. Overall Score Ranges by Grade Level
Subject
Min
Max 3
ELA/Literacy
2114
2623
Mathematics
2189
2621 4
2131
2663
2204
2659 5
2201
2701
2219
2700 6
2210
2724
2235
2748 7
2258
2745
2250
2778 8
2288
2769
2265
2802 11
2299
2795
2280
2862 ?
The ability score is calculated and mapped onto the reporting scale using a linear equation.
Resulting ability estimates are based on the specific test questions that a student answered, not the total number of items answered correctly.
Higher ability estimates are associated with test takers who correctly answer difficult and more discriminating items.
Lower ability estimates are associated with test takers who correctly answer easier and less discriminating items.
These scale scores are on a vertical scale and have the ability to show growth over time across grade levels
The test question pools for a particular grade level are designed to include enhanced pool of test questions that are more or less difficult for that grade but still matching the test blueprint for that grade.
Copyright © 2009 Educational Testing Service.

17. Grades are Vertically Aligned, NOT Equal
3rd Grade Item of Medium Difficulty ≠ 4th Grade Item of Medium Difficulty
However…
Items have been scaled vertically along a common scale to allow for meaningful comparisons as students progress through the years.
These assessments were scaled vertically – meaning scores for certain questions that were common between adjacent grades were linked, making it possible to monitor student growth over time across grade levels. Whereas this scale provides the ability to compare, it does not translate to “equal” scores across grade levels.

18. Overall Scores and Achievement Levels
The overall achievement levels are broad categorical labels given to particular scale score ranges. Each achievement level has a minimum and maximum scale score. The achievement level provides information about what the student’s scale score generally means about their estimated ability toward grade level standards.
The error band (Standard Error of Measurement) represents the range in which a student would score if they took the test over.
Error Band

19. Achievement Level Descriptors
Standard Exceeded
Demonstrates advanced progress toward mastery.
Standard Met
Standard Nearly Met
Demonstrates progress toward mastery.
Standard
Not Met
May require further development for success in future coursework.
Needs substantial improvement for success in future coursework.

20. Skill Area Breakdowns
Each subject is broken down into subtopics or areas. There are four areas for ELA/Literacy and three areas for Mathematics. Whereas these areas break down the subject, they still encompass a wide range of content and skills. For 2015, this is as detailed as the reports get. It is our hope to have more specific content or learning target information in the future.
Since these areas are broken down from the larger subject (ELA/literacy or math), there are less items in each area. Therefore, scores cannot be reliably broken down into four areas like the overall score. They are instead, more reliably broken down into three areas; above, at/near, or below standard.

21. Why Only 3 Scores for Skill Areas?
ELA/Literacy Items
Reading
Writing
Listening
Research
More Items = Can reliably break down into four levels:
Standard Not Met
Standard Met
Standard Nearly Met
Standard Exceeded
Less Items = Can reliably break down into three levels:
Below Standard
At/Near Standard
Above Standard

22. Skill Area Calculation
Below Standard
At/Near Standard
Above Standard
Student’s performance is greater than1.5 Standard Errors below the standard met cut score
Student’s performance is within 1.5 Standard Errors from the standard met cut score
Student’s performance is greater than1.5 Standard Errors above the standard met cut score
A score of at/near or above standard in an area, performance on the assessment was considered on target for the skill. If you are below
Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
Standard Met Cut Score

23. Why Not a Numerical Score?
Since these skill area scores represent approximations, providing them a numerical score would be providing false precision.
Other Considerations:
Not all skill areas are weighed the same
Some skill areas have more items in them than others
Meant to provide general information
Each subject is broken down into subtopics or areas. There are four areas for ELA/Literacy and three areas for Mathematics. Whereas these areas break down the subject, they still encompass a wide range of content and skills. For 2015, this is as detailed as the reports get. It is our hope to have more specific content or learning target information in the future.
Since these areas are broken down from the larger subject (ELA/literacy or math), there are less items in each area. Therefore, scores cannot be reliably broken down into four areas like the overall score. They are instead, more reliably broken down into three areas; above, at/near, or below standard.

24. In Summary: 3 Types of Scores
Type of Score
What it Looks Like
Information Provided
What it Means
Overall Score
Separate overall scores for ELA/literacy and mathematics
Higher score = Student answered more difficult questions correctly
Lower score = Student answered easier questions correctly
Achievement Level
Scale scores fall into one of four broad levels
Additional clarity on the meaning of the overall score
How the student performed relative to the standards
Claim/Area Level
ELA/Literacy Areas:
Reading
Writing
Listening
Research/Inquiry
Mathematics Areas:
Problem Solving & Modeling/ Data Analysis
Concepts & Procedures
Communicating Reasoning
Information on smaller areas of each subject
Three possible scores per area:
Below Standard
At/Near Standard
Above Standard
A starting point for further investigation

25. 2015 Results

26. In November 2014, Smarter Balanced released predictions of the percent of students that would perform at each level based on the field test results. Let’s see how IUSD performed…

27. Percent of Students Performing at Each Level
IUSD not only out performed the predictions, they also out performed state and county percentages.
Percent of Students Performing at Each Level

28. Average Overall Scores by Grade Level
On average, IUSD scores are 56 points above the county and 77 points above the state in ELA/literacy, compared to 73 points above the county and 99 points above the state in mathematics.
Average Overall Scores by Grade Level

29. On average, 90% of IUSD students are at/near or above standard in English language arts/literacy skill areas.
Percent of Students by Skill Area
For sample test questions, check out the
Parent Guides on iusd.org/statewide-testing

30. On average, 88% of IUSD students are at/near or above standard in mathematics skill areas.
Percent of Students by Skill Area
For sample test questions, check out the
Parent Guides on iusd.org/statewide-testing

31. Your Child’s Score Report
“Success is not final, failure is not fatal; it is the courage to continue that counts.” - Winston Churchill
Your Child’s Score Report

32. As always, your child’s teacher is your best resource for information!
Multiple Measures
As always, your child’s teacher is your best resource for information!
Just as a pediatrician uses multiple measures to monitor your child’s health, educators use multiple measures to monitor student progress. A standardized test is just one of many such measures.

33. Your Child’s Score Report Will:
Be mailed home late September or early October
Provide one piece of information about your child’s performance
Provide a starting point for conversations with your child’s teacher

34. Your Child’s Scores WILL NOT:
Be used as the sole determining factor for any high stakes decisions, including, but not limited to:
Promotion or retention
Intervention
Qualification for special programs

35. Student Preparation

36. Online Practice and Training Tests
Available on caaspp.org!
Training Test
Practice Test
The training test is a quick introduction to the online platform. It is presented in grade bands, and therefore might not have the most grade appropriate questions.
The practice test is a longer, more close version to the actual summative assessment.
Neither assessment has items that have been reviewed, aligned, vetted, or approved. Therefore, you will not be able to get good academic information from these exams.
The purpose of these tools is to learn how to take the Smarter Balanced assessment as well as to become familiar with the online tools, supports, and accommodations. Note: not all supports and accommodations are accessed in these tests.

37. Online Practice and Training Tests
This chart provides some more detailed information of what will be covered in the next few slides regarding the practice and training tests for the Smarter Balanced summative assessment. You can refer to this at your leisure.

38. Training and Practice Tests
They DO
They Do NOT
Familiarize students with the look and feel of the assessment
Give academic performance information
Provide practice using tools, supports, and accommodations
Predict how well a student will perform on the actual assessment
Help determine which supports and/or accommodations might be needed
Provide the same topics or content that will be covered on the assessment
It is important to understand the purpose and the limitations of these assessments. They are for students to become familiar with the style of testing in the Smarter Balanced assessment. These assessments will not provide specific academic information or scores. For information about your child’s academic strengths and weaknesses, contact your child’s teacher.

39. Accessing the Training/Practice Tests
This is the step-by-step process to access the practice and training tests.
Go to caaspp.org
Click on “Practice and Training Tests”
Click on “Student Interface Practice and Training Tests”
Click “Sign In”
Select your grade and click “Yes”
Select your test
Change any necessary settings, and click “Select”
Verify your settings and click “Yes, Start My Test”
Click “Begin Test Now”

40. Your Teacher(s) = Your Best Resource
"Assessments are like satellite photos — they are snapshots taken at one moment in time,”
- California State Superintendent, Tom Torlakson
Your child’s teacher is, and will always be, your best resource to gather specific information about your child’s academic strengths and needs.

41. Help at Home: Tips from Teachers
Provide opportunities for your child to read wide varieties of text
Allow your student to grapple with complex text and vocabulary before jumping in with the answer
Engage them in real life problem solving
Have them practice their listening skills
Encourage your child to research subjects of interest

42. IUSD.org/statewide-testing
Access:
Practice/Training Tests
Parent Guides
Links to Scores
Videos
And More!

43. You can always contact your child’s teacher with questions!
Your child’s teacher has a wealth of great information for you regarding your child’s academic strengths and needs. They also have information regarding assessment. Your child’s teacher can also contact me with any questions 