1. 1/27 CRESST/UCLA A Sample of CRESST Research Ronald Dietel Arizona Educational Research Organization Phoenix, AZ - October 19-20, 2006 UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards, and Student Testing

2. 2/27 CRESST/UCLA CRESST Background 1966 - Center for the Study of Evaluation-1996 1985 - National Center for Research on Evaluation, Standards, and Student Testing 1990’s - Research on performance assessment and standards-based assessment Today - POWERSOURCE and more

3. 3/27 CRESST/UCLA CRESST Partners UCLA Faculty Non-faculty External Universities Colorado Stanford Harvard USC Maryland

4. 4/27 CRESST/UCLA Model-Based Assessment Cognitive Families Content Understanding Problem Solving Teamwork and Collaboration MetacognitionCommunication Learning

5. 5/27 CRESST/UCLA Performance Assessment Research Findings “If this is the way you are testing, then this is the way we are going to teach.” Kathy Comfort, 1992 CRESST Conference

6. 6/27 CRESST/UCLA Performance Assessment Research Findings Drive instruction Not comparable Expensive to develop and score Many tasks required to produce reliable scores May not differentiate between learners Group assessment validity issues

7. 7/27 CRESST/UCLA Effects of Testing

8. 8/27 CRESST/UCLA Effects of Testing

9. 9/27 CRESST/UCLA NCLB - Bob Linn Tests are relatively inexpensive Test changes can be implemented quickly Test results are visible Test creates instructional changes that are difficult to legislate

10. 10/27 CRESST/UCLA Achievement Level Disparity

11. 11/27 CRESST/UCLA Achievement Level Challenges

12. 12/27 CRESST/UCLA NAEP vs.. State Scores

13. 13/27 CRESST/UCLA High NCLB Expectations

14. 14/27 CRESST/UCLA Rubber Meets the Road

15. 15/27 CRESST/UCLA Arizona NAEP - Mathematics GradeYearPercent at or Above Proficient 4199213 199615 200016 200325 200528 8199013 199215 199618 200020 200321 200526

16. 16/27 CRESST/UCLA Arizona NAEP - Reading

17. 17/27 CRESST/UCLA State NCLB Trajectories

18. 18/27 CRESST/UCLA ELL Challenges

19. 19/27 CRESST/UCLA NCLB Recommendations Set realistic goals - Existence Proof Measure AYP using growth in achievement Explore common proficiency definitions that improve credibility and comparability

20. 20/27 CRESST/UCLA ELL Recommendations Focus on reading Closely track ELL performance Modify test questions Give credit for ELL re-designation Use test accommodations, check validity

21. 21/27 CRESST/UCLA Distance Learning Research Extraneous content Verbal instructions vs. on-screen instructions Worked examples Feedback Time Management Goal Setting

22. 22/27 CRESST/UCLA Accountability and Assessment Comprehensive Center (AACC) WestEd/CRESST Partnership Assist regional comprehensive centers and states Three strands Special Populations Data Use and Diagnostic Assessment State Assessment Support Dissemination

23. 23/27 CRESST/UCLA www.aacompcenter.org

24. 24/27 CRESST/UCLA Other CRESST Work CRESST Value Added Model Program Evaluation Senor-based wireless networks POWERSOURCE

25. 25/27 CRESST/UCLA POWERSOURCE © Study Design

26. 26/27 CRESST/UCLA POWERSOURCE © Focus on Big Ideas Middle school mathematics formative assessments Experimental study: (grades 6-8) Phased in approach Contact Noelle Griffin-310-825-8605; griffin@cse.ucla.edu

27. 27/27 CRESST/UCLA next presentation Ron Dietel voice fax email 310.794.9168 310.825.3883 ron@ucla.edu ©2006 Regents of the University of California