1. Delaware County Reading Council Fall Conference State Assessment Update Rich Maraschiello Diane Simaska October 23, 2014

2. PSSA ELA ASSESSMENT 2015

3. About the Test
Assesses knowledge and skills described in the ELA Assessment Anchor Content Standards and Eligible Content
Reading and Writing items are now presented in a single ELA test booklet
There is no separate PSSA Writing test window
All grades have 4 sections
All grades have reading, language and writing composition items
Only Grade 3 has short answer questions
Only Grades 4-8 have text dependent analysis questions

4. About the Eligible Content
The Eligible Content at each grade level shows the range of knowledge and skills drawn upon to design the PSSA for that grade level
Examining the Eligible Content across grade levels shows the progression of expectations from one grade to the next

5. ELA Reporting Framework
ELA Reporting Framework, Clusters, and Categories
Reporting Category Code
Reading
Genre
Literature Text A
Informational Text B
Core Competencies
Key Ideas and Details [Key Ideas]
A–K/B–K
Craft and Structure, and Integration of Knowledge and Ideas [CSI]
A–C/B–C
Vocabulary Acquisition and Use [Vocabulary]
A–V/B–V
Writing C
Language D
Text Dependent Analysis E

6. ELA Reporting Cluster and Category
Reporting Category
Grade 3 4 5 6 7 8
Reading A
24–34%
18–27% B
Writing C*
13%
14% D
29%
21%
TDA E*
19%
All Areas Total
100%

7. Item Types and Points Grade 3 20 core passage MC items 20 points
20 points
18 core standalone MC items
2 core 2 pt EBSR items
18 points
4 points
2 core 3 pt EBSR items
6 points
2 core 3 pt SA items
1 core 4 pt WP (weighted x2)
8 points
Total
62 points
Grades 4-8
23 core passage MC items
23 points
18 core standalone MC items
18 points
3 core 2 pt EBSR items
6 points
3 core 3 pt EBSR items
9 points
1 core 4 pt TDA (weighted x4)
16 points
1 core 4 pt WP (weighted x3)
12 points
Total
84 points

8. Grade 3 Format Section Content Emphasis Number of MC/EBSR Number of
WP/SA
Estimated Number of Passages
Estimated Section Testing Time (in minutes) 1
Writing and Language
20 MC 60 2
Reading
8–12 MC
1–3 EBSR
34–50 3
14 MC
2 EBSR 48 4

9. Grades 4-8 Format Section Content Emphasis Number of MC/EBSR
Number of WP/TDA
Estimated Number of Passages
Estimated Section Testing Time (in minutes) 1
Writing and Language
20 MC 60 2
Reading
15–18 MC
4–5 EBSR 3
58–69
Reading and
Text Dependent Analysis
14 MC
2 EBSR 73 4
5–8 MC
1–2 EBSR
48–57

10. by Performance Level and Grade
ELA Scale Score Ranges
by Performance Level and Grade
Cut scores will be determined post-testing through a Standard Setting study with grade level PA educators

11. ≠ Not the Same! Scores on SA or TDA ELA Questions
3-4 points
2-3 points
1-2 points
0-1 point
Performance Level Descriptors
Advanced
Proficient
Basic
Below Basic ≠
1) Scores on constructed response questions contribute to a student’s raw score.
2) The student’s raw score is converted to a scale score.
3) The student’s scale score is interpreted as a Performance Level.

12. Grade 4 Multiple Choice Question (1 pt.)

13. Grade 3 Short-Answer Question (3 pts.)

14. Grade 3 Short Answer Scoring Guidelines (1pt.)

15. Grade 4 Online Multiple Choice Question (1 point)

16. Grade 4 Selected Response (3 pts.)

17. Grade 4 Online Selected Response (3 pts.)

18. Grade 4 Online Selected Response (3 pts.)

19. Grade 7 Selected Response (3 points)

20. Grade 7 Online Selected Response (3 pts.)

21. Grade 8 Language Multiple Choice (1 pt.)

22. Sample Grade 7 Writing Prompt (4 pts.)

23. PSSA 6-8 Argumentative Scoring Guidelines (4 pts.)

24. Sample Grade 7 Text Dependent Analysis Essay (4 pts.)

25. How Are TDA Responses Scored?
Scored for analysis of the reading passage
Scored for composition skills
Holistic scoring
4 points

26. Text Dependent Analysis Scoring Guidelines (4 pts.)

27. Technology Update Testing on iPads and Chromebooks
Statewide November 2014
Classroom Diagnostic Tools (CDT) and Keystone Exams (Winter and beyond)
iPads
Accessed via eDIRECT
Mobile Device Management (MDM) system required
External keyboard required for Keystone Exams (open-ended items)
Chromebooks
Accessed via the Chrome Store
Chrome Management Application and DRC Setup Tool Kit required

28. Classroom Diagnostic Tools (CDT)

29. CDT Overview
The Pennsylvania Classroom Diagnostic Tools (CDT) is a set of online tools designed to provide diagnostic information in order to guide instruction and provide support to students, teachers and administrators.
Operational for students in grades 3 through high school
Online assessments delivered in a Computer Adaptive Test (CAT) format
Multiple-choice (MC) items
Multiple assessments per year
Real-time reporting
Reports dynamically linked to curriculum resources in SAS
Notes for Trainer:
Use Random Reporter and have participants read from Slides 8 and 9. Discuss any questions that may arise. 29

30. CDT Overview (continued)
Assesses content in Math, Science, and Literacy (Reading and Writing; Literature and Composition)
Single assessment consists of approximately items and can be completed in minutes
Test ticket can be Reset to allow students to finish the next day
Students should be assigned to an assessment based on course/grade enrollment in the school year
Notes for Trainer: 30

31. The CDT Cycle 9/17/2018 Notes for Trainer:
The process of teaching and learning never ends. It is not just the student and the teacher but the involvement of both. We also want the parents/guardians informed as well. The Individual interactive report is a great tool to support the center of this graphic. Just as Student Achievement is the center of the SAS architecture; the Share is the heart of the CDT Cycle.
9/17/2018

32. What are the available areas for the Classroom Diagnostic Tools?
The CDT is available for:
PSSA Math
Keystone Exams: Algebra 1, (Geometry, Algebra 2)
PSSA Reading, PSSA Writing
Keystone Exams: Literature, (English Composition)
PSSA Science
Keystone Exams: Biology, (Chemistry)
Notes for Trainer:
Listed in order of Math, Literacy, and Science.
9/17/2018

33. What Reports Are Available to the Teacher Immediately after the Students take the CDTs?
Group Map
Individual Map
Individual Learning Progression Map
Group Learning Progression Map
Notes for Trainer:
As soon as the student(s) finish the CDT, the teacher(s) has immediate access to the four reports.
The next four slides explain the four maps. It is not necessary to go deep, but the notes for each map is reference for the trainer(s). kllkj 16

34. Group Diagnostic Map – Reading Grade 4 Lower Grades
Notes for Trainer:
Use the tabs along the top to navigate through the four different reports: Group Map, Individual Map, Individual Learning Progression Map, and Group Learning Progression Map.
Discuss the Map itself
Dots represent students.
Users can hover over a dot to display student identifying information as well as score.
Colors represent the scale continuum.
There is a total score column and columns for each diagnostic category.
Users can click on a dot to show a student’s performance across all the diagnostic categories. (A black line will appear.)
Users can select several students by drawing a box around them on the map.
User can click on Show Eligible Content button to display information along the right side of the report under Instructional Enrichment.
Eligible Content (EC) will display. These are areas in which the student(s) could benefit from further enrichment, no matter where a student may be.
The EC numbers themselves are links to Materials and Resources within the SAS system.
Additional Note:
Some Eligible Contents demonstrated as strengths or needs have been pre-populated to lessons or web-based activities on SAS. For many Eligible Contents showing strengths or needs, there may be no prepopulated lessons. Lessons are continually being evaluated for placement on the SAS site attributed to strengths and needs of the Eligible Content. Many of these lessons have been developed by PA teachers. If no lessons are posted at this time, the teacher still knows the areas of strengths and needs and is able to construct lessons from his/her specially designed lessons or those found within his/her curriculum or textbook.
The grid at the bottom of the map shows students in the group along with their scores in a tabular format.
Users can click on the Export All to CSV button to export the data in the grid to a CSV file, which can be easily opened in Excel.
Users click on Export to PDF to export the image of the map along with the grid and any Eligible Content that is displayed to a PDF file.
9/17/2018

35. Group Diagnostic Map – Reading
Zoomed In
Notes for Trainer:
During the presentation, you can cover the following:
The default view for the map is zoomed all the way out, so the slider bars on the side are set out as far as they can go.
Click on the Optimize Zoom button, so the maps zooms into the area of the scale where the students are listed. (The student with the highest score will appear towards the top; the student with the lowest score will appear towards the bottom.)
Users can use the slider bar along the left side to adjust the view.
If you expand the slider bar to the full view (square buttons at top and bottom are pushed apart as far as they go), the full scale will display.
You can adjust both top and bottom buttons to display only students within a given range.
The range of the CDT goes from 200 to 2000, regardless of grade 3-5.
Use this slide to discuss changing the map configuration. The map configuration shows the Scale Score range of red, green and blue for a specified grade level. It represents the end of year expectations for the end of grade level. (The dots don’t change; the colors move to represent the expectations for the different grades.) The CDT system allows you to select a lower or higher grade level to determine where students were for that grade level expectation. For example, the teacher at the beginning of the school year for Lower Grade 4 would select the Map Configuration for Lower Grade 3 to see where students scored compared to Grade 3 end of year expectations.
You can see how the students in the group performed compared to the expectation at a different grade.
In the filter area, go to Map Configuration.
Select a different grade to see how the map re-paints.
9/17/2018

36. Group Diagnostic Map - Reading Single Diagnostic Category
Notes for Trainer:
At the top of the group diagnostic map, you can choose to see a single diagnostic category.
When a single diagnostic category is chosen, results for the past three assessments will display.
This screen shot displays the student-level information that is displayed when hovering over a dot.
9/17/2018

37. Student Diagnostic Map - Reading
Notes for Trainer:
Navigate to the individual map with the tabs along the top.
The individual map will display for the student selected in the group map.
Use the student drop-down menu to change the student
Results for the most recent assessments will be displayed. (Maximum is three.)
Lines around scores represent standard error of measurement.
Display the links to Materials and Resources on SAS by clicking on the most recent score in the map.
Additional Note:
If asked, “What does the whisker mean? How do I interpret it?” “If there is an overlap between whiskers, one cannot state there is a statistical difference in performance between the two performances. “
(Toggle out of the demo and move back to the Power Point presentation to review the purposes and links of the Learning Progressions with the CDT.)
9/17/2018

38. Learning Progressions
What are Learning Progressions?
Learning Progressions show the developmental sequences or building blocks of content/skills students need to master as they progress toward career and college readiness.
The progressions are tied directly to the PA Assessment Anchors and Eligible Content.
The progressions are also tied directly to the Voluntary Model Curriculum (VMC) Units and Lesson Plans and are posted on the SAS Website.
Notes for Trainer:
One of the major benefits of the CDT is its direct link to the Learning Progressions. Before looking at the reports that are tied to Learning Progressions, it is important to understand what Learning Progressions are and why they are important.
The purpose for this slide and the next slide is to provide a brief introduction to Learning Progressions so that the CDT report and the Learning Progression Map will be more easily understood.
Every Intermediate Unit received a set of large wall Learning Progressions for Grades 3- high school correlated to the PA Core Standards, Assessment Anchors and Eligible content for ELA and Math. Updates to include K-2 will be published on SAS. Large copies will be distributed with the updated Learning Progressions to all Intermediate Units, PDE, and CDT Core Team. Use the wall maps for a visual reference with the slides referenced in the slides or within the Live Demo. The connection between the Learning Progressions posted on the wall maps and the Individual Learning Progression and the Group Learning Progression Interactive Maps will be more easily correlated if you post them in your training room.
9/17/2018

39. Individual Learning Progression Map - Reading
Notes for Trainer:
This is a sample of an Individual Learning Progression Map. The sample map provides detailed information about a student’s actual performance on items at the Eligible Content level.
Navigate to the Learning Progression Map using the tabs along the top.
The map will display the results for any given student from the group map.
If you wish to view a different student’s map, you should use the student drop-down menu.
The information found on the map is as follows:
Grades are displayed along the top (column headings). You may view the map at the grade the student was administered the CDT, or you may view the student’s results as compared to another grade.
Diagnostic categories and sub–categories are displayed along the left side. This display is scrollable, allowing you to view a student’s map for all diagnostic categories in the same order they appear in the other CDT reports. A diagnostic sub-category is displayed by clicking on a diagnostic category.
Three different dots appear on the map; each dot represents Eligible Content within the sub–category.
A green dot means a student answered an item(s) representing the given Eligible Content correctly, indicating a strength in the Eligible Content. A red dot means the student did not answer an item(s) representing the given Eligible Content correctly. The teacher may want to explore each red dot further, as it may indicate an area of need.
A gray dot represents Eligible Content in which the student did not receive an item(s). Gray dots are displayed on the report so that progressions of other appropriate and possibly related Eligible Content may be viewed or explored further.
When you hover on a dot (green, red, or gray), a box will appear with this information:
Description of the Eligible Content
Materials and Resources tied directly to the Eligible Content (SAS link)
Sample item, which will bring up another window showing a sample item of average difficulty representing the Eligible Content.
9/17/2018

40. Why should the Classroom Diagnostic Tools be used?
Benefits for Teachers:
Promotes teaching and collaboration with students, parents/guardians, and others
Provides immediate access to diagnostic reports about student strengths and areas of need
Promotes teacher understanding of student strengths and areas of need throughout the year
Allows monitoring of student achievement to guide ongoing planning and instruction
Guides individual as well as flexible grouping of students to target instruction
Provides immediate access to SAS resources to support whole group, small group, and individual instruction
Provides opportunities for teachers to reflect, collaborate, and match instruction to student need
Rather than being another mechanism of reporting information about student performance, the CDT is an integral part of the constructive process involving teaching and learning.
Notes for Trainer:
If using face-to-face, use this slide to wrap up the brainstorm activity.
Additional benefits: data for school improvement planning, grade-level team meetings, parental support, one-on-one conferencing with students, goal setting, celebrating growth, and easing temperament of students and teachers.
Again, you will need to tailor based on time. May want audience to read and absorb.
9/17/2018

41. Questions?

42. DRC Pennsylvania Customer Service Team
CDT Contact Information
DRC Pennsylvania Customer Service Team
Phone:
Fax:

43. PSSA ELA Contact: Diane Simaska dsimaska@pa.gov 717-346-8064