1. Assessment Overview

3. ISTEP+ (Grades 3-8 and 10) Continues for 2017-18 with few changes
Thoughtful transition to online for ; expectations for more online assessment in
Delaying released items to allow for delivery of solid pool and breach form
Improvements for
NEW Manual Configurations
NEW Science Test Blueprints and Item Specs
Practice Test Sessions: Now Preloaded by Pearson
Updated Setting: Calculator Accommodation
Updated Process: Student Transfers in PearsonAccessNext

4. Updates: Instructional Supports ISTEP+ Grade 10 Blueprints
October 6
ISTEP+ Passage Specifications
Blank Tutorial Online Form
October 13
ISTEP+ Grade 10 Annotations
ISTEP+ Grade 10 Specifications
November 17
Moodle course (Scoring and rubric analysis)-Secondary
November 13
Moodle course (Scoring and rubric analysis)-Elementary
December 1
Moodle course (Item development, blueprints, and specifications)
February 1

5. IREAD-3 (Grade 3)
The purpose of IREAD-3 is to measure foundational reading standards through grade three.
IREAD-3 is a state requirement: HEA 1367 (Spring 2010 PL 109)
IREAD-3 consists of Multiple-Choice items only
Students who do not pass IREAD-3 in the spring
Will have a summer retest opportunity
Students who do not pass IREAD-3 in the spring or the summer
Will continue to receive instruction in Grade 3 Reading
Will participate in the IREAD-3 retest
For these students, it is the responsibility of the local school to design a program that meets their learning needs and to determine classroom assignments.

6. Remediation: Guidance for Schools
For students who do not achieve a passing score on IREAD-3 and are not eligible for a Good Cause Exemption, schools should design a program that meets the learning needs of individual students and make decisions regarding organization of students for instruction. Local flexibility for this includes:
Retention in the traditional sense (i.e., receiving all content instruction at Grade 3 level in a Grade 3 classroom). The student would participate in Grade 3 ISTEP+ in all subject areas and the IREAD-3 retest.
Providing Grade 4 instruction in some subject areas (e.g., mathematics). The school must decide if the student would participate in Grade 3 ISTEP+ in all subject areas or Grade 4 ISTEP+ in all subject areas. The student would also participate in the IREAD-3 retest.
Providing instruction in all content areas (including reading/literacy) at a Grade 4 level in a Grade 4 classroom, in addition to the Grade 3 reading/literacy instruction. The school must decide if the student would participate in Grade 3 ISTEP+ in all subject areas or Grade 4 ISTEP+ in all subject areas. The student would also participate in the IREAD-3 retest.
Local decisions should be based on a student’s performance on IREAD-3 and other local assessment data collected regarding the learning needs of each student.
The local school is required to provide additional interventions for a student who does not pass IREAD-3. The interventions should be determined locally; that is, the content, structure, and duration of the necessary interventions provided should be based on the instructional needs of the individual student. This slide provides guidance for schools.

7. Indiana’s Alternate Assessment (ISTAR)
The ISTAR assessments are:
Delivered online
Student interactive
Administered individually
The content assessed:
Grades 3-8, 10: English/Language Arts, Mathematics
Grades 4, 6, 10: Science
Grades 5, 7: Social Studies
Part 1 (January 15 – February 16, 2018)
Placement test; addresses standards taught in the first half of the year
Includes items at all three tier levels
Results place students into one of three tiers
Low/medium/high structural level items
Part 2 (April 16 – May 18, 2018)
Student will be assigned a Tier 1, 2 or 3 test form.
Assesses standards that are part of instruction during second half of the school year

8. ISTEP+ ECAs (based on 2000/2006)
Current Graduation requirement for 12th graders in English 10 and Algebra I
The Algebra I ECA is based on standards adopted in 2000; the English 10 ECA is based on standards adopted in 2006.
School Year: English 10 & Algebra I
Graduation examination for the remaining class of 2018.
School Year: English 10 & Algebra I
This is the last year that the ECAs will be available to students and adults.

9. WIDA English language proficiency assessment for K-12 students W-APT
WIDA-ACCESS Placement Test
Provides an indicator of a student’s language proficiency level (1-6) on the WIDA continuum
Changing to WIDA Screener for school year
Given to students within 30 calendar days of the beginning of the school year or within 2 weeks of enrollment if a student enrolls later in the school year
WIDA ACCESS
English language proficiency assessment
Four Domains: Listening, Speaking, Reading, & Writing
Six week testing window beginning January 8-February 23
Alternate ACCESS
Available for students with significant cognitive disabilities

10. Increased Focus on Test Security
Goals
Deliver accommodations with fidelity
Utilize standard protocols and prepare in advance
Limit coaching and reviewing student responses
Thoughtful practices limit Undetermined scores.

11. Indiana’s Alternate Assessment (ISTAR)
Changes coming for ISTAR
Development of RFP to align to ILEARN
Under final review this week
Approval for release at November State Board meeting

13. HEA 1003 Established ILEARN assessment system
Allows State Board to define graduation pathways
Promotes assessment literacy

14. Types of Assessment Summative Assessment = Assessment of Learning
This spectrum demonstrates the wide variety of assessments that should be present in a classroom. Each type of assessment is important and can be used for different purposes.
Summative Assessment = Assessment of Learning
Formative Assessment = Assessment for Learning

15. Assessment Development Process
Blueprint & Specifications
Developed
Passages/Items Written
Review &
Editing
Committee Content, Bias and Accessibility Reviews
Scoring and Data Review for Field Test Items
Scoring and Statistical Analysis for Operational Items
Field Test
(embedded or standalone)
Form Construction (operational and field test items)
The flow chart highlights the key steps in assessment development. Most of these steps take place annually, with the exception of standard setting. Standard setting only occurs if there is a new test blueprint or the academic standards have changed.
-Blueprints are similar for assessment as they are in the architectural industry. They serve as the basis for defining key details for the assessment including how the standards will be reported by reporting categories and how they are prioritized by overall counts and percentages on the assessment. Specifications, like their name, provide more specific information for item writers about how the items must be written to ensure alignment on the assessment. These often include Depth of Knowledge, limits of the standards for a high-stakes assessment, and content relevant vocabulary that should be expected on the high stakes assessment. Educators are involved in the formulation of these documents. Typically, 8-10 educators participate for each grade and content area.
-Item development-this is typically conducted by vendors and managed by the department of education using blueprints and item specifications as a guide. The number of items vary each year based on deficiencies in the item pool and to address those areas of greatest need.
-The Indiana Department of Education spends several review cycles working with the vendor to refine the passages recommended or items to ensure alignment to the academic standards.
-The passages or items transition to committee reviews following the department review. Educators are involved in review committees. Typically, 8-10 educators participate for each grade and content area. The committees use a quality checklist to determine if the items meet the defined criteria.
-For ILEARN, we may have the option to license an existing pool. In this case, the items (or representative sample) would be reviewed by the department and Indiana educators.
-Once the passages and items are approved during the committee review, form construction begins. During form construction, operational and field test items are placed into forms to ensure consistency from one administration to another in terms of test difficulty. During form construction, the department must decide whether field test items are embedded or standalone.
-Operational and field test items are analyzed following each administration. Operational items that perform differently than expected or do not meet the statistical criteria are removed suppressed from the student’s score.
-Field test items continue to scoring and rangefinding and then data review, where the department and vendor define expectations for scoring and then review the statistical parameters for the items and determine if they can move into the operational pool for future use. Once approved, these items move into the pool for the following administration. In the future, educators will also review items for data quality.
-Standard setting occurs during the first operational cycle for an assessment. It only occurs again if the assessment has been in place for some time, the blueprints have been revised or the content standards have changed.
-Following the operational administration and standard setting if applicable, score reports are available.
Field Test Items Move to Operational Pool
Operational Administration
Standard Setting*
Score Reports
*Standard setting needed when transitioning blueprints or standards.

16. ILEARN
Beginning in
IDOE is negotiating contract with American Institutes for Research (AIR)
Pending contract execution, work will begin in December or January

17. AIR Assessment Not-for-profit Statewide assessments
Online adaptive testing
Gen Education, Alternate, English Proficiency Assessments

19. How is ILEARN the same? Same IN academic standards
Same content areas (ELA, Mathematics, Science and Social Studies)
A graduation requirement exists
An accountability component exists
Utilize technology for assessment

20. How is ILEARN the same? Same IN academic standards
Same content areas (ELA, Mathematics, Science and Social Studies)
A graduation requirement exists
An accountability component exists
Utilize technology for assessment

21. How is ILEARN different?
Utilizing computer adaptive testing (CAT) and technology as the primary mode for assessment for all item types
Additional accommodations and student supports
All reporting complete by July 1
Single test window
Revised cut scores
New blueprints and specifications

22. Graduation Pathways Recommendations approved by panel on November 7.
State Board work session on December 5.
Potential vote on December 6.

23. Next Steps Contribute to conversations regarding graduation pathways
Develop scope of work related to potential pathways
Continue work for the 2019 assessment

24. Next Steps Begin work on assessment:
Develop a blueprint with IN educators based on our standards
Reporting Categories
Appropriate distribution
How much is number sense v. geometry v. stats…
Develop test and item specifications with IN educators
Considers how the standards can be assessed through different types of items
Which standards can be assessed via MC, Open-ended…
New development of items that is needed to fulfill the blueprint
Delivered operationally in

25. Next Steps
Educators will be involved in every step of the process to develop the new assessment
Blueprints, specifications, development, cut scores are all based on feedback and recommendations from educators

26. Recruitment
Educators are needed throughout the process for development. Once contract is executed, educators will be recruited for the following:
Blueprints
Item specifications
Item audit
Item review
Standard setting