1. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT1 Test Preparation

2. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT2 Guidelines Professional Ethics: No test-preparation practice should violate the ethical norms of the education profession. Educational Defensibility: No test-preparation practice should increase students test scores without simultaneously increasing mastery of the curricular aim tested. Appropriate Test-Preparation Practices -- Dr. James Popham

3. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT3 Good Test Preparation Practices Classroom Instruction uses Formative Assessment Processes to Prepare Students for the Test Apple Tree Learning Progressions are used in Classroom Instruction

4. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT4 Teaching to the Test Cherry Pick the items so that you select what is to be tested rather than what is instructionally sound. Learning progressions are ignored. The best apple!

5. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT5 Intended Learning Outcomes Meeting the Standards

6. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT6 1. Understand Utility Knife– that sound and appropriate test preparation directly depends on the purpose of the test for which the student is being prepared

7. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT7 2. Review and construct Pro and Con List

8. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT8 3. Establish criteria UnsoundSound Questionable? for deciding what is sound, questionable, and unsound test preparation practice.

9. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT9 4. Create a continuum Of test preparation practices from sound and appropriate to unsound and inappropriate.

10. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT10 Popham: Never, Never Say Say: Teaching to the tests items. Or Say: Teaching to the curricular aim presented by the test. Teaching to the Test

11. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT11 Beneficial Effects for Test-Preparation

12. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT12 Beneficial Effects 1. The standard or benchmark being tested is aligned to the test and clearly understood by teacher and student. 2. The criterion for successful performance is clearly understood by teacher and student.

13. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT14 Beneficial Effects 3. Students have a variety of ways in which to demonstrate proficiency on the standard. 4. Teacher teaches concepts rather than drills students on applications.

14. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT1 Harmful Effects

15. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT15 Harmful Effects 1. Test is not aligned to standard or benchmark being taught. 2. Criterion for success on the standard is not clear to student.

16. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT16 Harmful Effects 3. Teacher teaches the actual items on the test itself. 4. On a math test teacher creates clones of actual test items by keeping the question and answer choices but substituting different numbers.

17. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT17 Harmful Effects 5. Teacher limits ways students can demonstrate competency.

18. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT18 The Theory of Successive Approximations

19. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT19 Students do best when they have opportunities to try what they know and are able to do against a clearly understood standard or criterion

20. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT20 Students do best when they receive meaningful feedback about their performance.

21. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT21 Students use meaningful feedback to improve their performance on successive administrations of the test. They continually move closer (approximate) to the standard or criterion.

22. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT22 Summary Dr. Popham reminds teachers: Creators of high-stakes tests need to supply curricular aim descriptions from which sound instructional decisions can be made!

23. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT23 Activity One Briefly respond to the following questions: 1.What does the phrase teaching to the test mean to you? 2.Do you believe that teaching to the test is helpful or harmful to students? Why ? Share your responses with a partner. On what points do you agree or disagree? 1

24. ASSESSMENT LITERACY PROJECT Kansas State Department of Education ASSESSMENT LITERACY PROJECT24 Activity Two 2 Please read Dr. Pophams handout on the Five Test-Preparation Practices. Individually or in small groups discuss how you use the following preparations: 1.Previous-form 2.Current-form 3.Generalized test-taking 4.Same-format 5.Varied-form