1. acos2010.wikispaces.com

2. ACT Provides the Following:  a standards-based system of assessments to monitor progress toward college and career readiness from grade 3 through early high school, connecting each grade level to the next  statewide assessment, data management and reporting functions for all students, districts, schools, aggregated and disaggregated groups of learners, and the individual learner  alignment with the ACT College Readiness BenchmarksACT College Readiness Benchmarks  student outcomes aligned to the Domain and Cluster reporting categories of the Common Core State Standards  capability for predicting outcomes on the ACT

3. Assessments  assessments in summative, interim and classroom formats  summative content areas of English, math, reading, science and writing  multiple question types including multiple choice, constructed response and technology-enhanced items  online delivery of assessments using state-of-the-art technology while also offering paper-and-pencil testing options  capability to create a personal needs profile for students on an individual education plan (IEP)

4. Interim Assessments

5. Classroom Assessments

6. Data Reporting  online reporting for professionals based on approval levels  capability for state downloads of data to secure district websites  capability for district downloads of data to secure district sites  capability for school downloads of data to secure school sites for parental review  capability of paper reporting for parental review

7. Score Scale

8. Sustainability  ongoing research, support, and validation of the system to reflect changes in college and career readiness standards  flexible professional development on the state, district or school levels

9. http://www.discoveractaspire.org/assessments/summativ e/ Content Specifications – Technical Bulletin #1  “The ACT Aspire mathematics assessments emphasize quantitative reasoning frequently applied to real-world contexts rather than memorization of formulas or computational skills. “ (p. 26)  Some items give the formula(s) they need, but others do not.  “Students are allowed and expected to strategically use acceptable calculators on the ACT Aspire mathematics assessments for Grade 6 and above.” (p. 27)  Paper-and-pencil tests test do not have technology-enhanced items. Multiple choice items are used in their place. (p. 27)

10. Selected response and technology enhanced items are worth 1 point each. Constructed response items are worth 4 points each.

11. Reporting Categories All questions are either measuring  Grade Level Progress – mathematical topics new to the grade  Foundation – topics learned in previous grades Some questions are also categorized as  Modeling – questions that assess understanding of mathematical models and their creation, interpretation, evaluation, and improvement  Justification and Explanation – giving reasons for why things work as they do, where students create a mathematical argument to justify (constructed response)

12. Points by category and grade.

13. How does ASPIRE match the CCSSM? “Through grade 7 the two are the same.” (page 5) “Across all parts of the test, students can apply Mathematical Practices to help them demonstrate their mathematical achievement.” (page 2)

14. Justification and Explanation Level 1 – students should have a fluent command of these skills Level 2 – most closely aligned with grade level focus Level 3 – more advanced As students progress from grade to grade, expectations increase according to which JE skill belongs to which level. Some level 3 JE skills will become level 2, and some level 2 will become level 1. A full-credit response shows evidence of the required level of JE skills needed to solve the problem and applies these skills to complete the task. Evaluated by trained scorers.

15. Depth of Knowledge “…assessing new topics for the grade and whether students continue to strengthen their mathematical core. Within this structure of content comes a level of rigor represented in part by a distribution of depth of knowledge (DOK) through Webb’s level 3. The Foundation component includes only DOK level 2 and level 3 because the component is about assessing how well students have continued to strengthen their mathematical core. Across all parts of the test, students can apply Mathematical Practices to help them demonstrate their mathematical achievement.”

16. Webb’s Depth of Knowledge 1.Recall and Reproduction 2.Skills and Concepts 3.Strategic Thinking / Reasoning 4.Extended Thinking

17. Percentage of Points by DOK 6 th Grade7 th Grade8 th Grade DOK 17 – 15 % 8 – 15 % DOK 233 – 41 % 30 – 38 % DOK 348 – 57 % 51 – 58 % Foundation questions are DOK 2 and 3.

18. Practice Test http://www.discoveractaspire.org/assessments/test-items/ UN: math PW: actaspire

19. 5.NBT.B MP3 N(13-15) 6-8 FoundationJE Level 3DOK Level 3

20. 8.F.A MP -- F(20-23) 8 Grade Level Progress JE Level --DOK Level 2

21. 6.G.A MP3 G(20- 23) 6 Grade Level Progress JE Level 3DOK Level 3 7-8 Foundation JE Level 3 DOK Level 3

22. Multiple levels  Multiple problems with common information  Questions are independent of each other. It is not necessary to get one correct in order to correctly answer the others.  Students must extract only the information needed for a particular question.

23. 7.EE.B MP4 A(24-27) 7 Grade Level Progress JE Level -- DOK Level 3 8 Foundation JE Level -- DOK Level 2

24. 6.SP.B MP-- S(16-19) 6 Grade Level Progress JE Level -- DOK Level 3 7-8 Foundation JE Level -- DOK Level 2

25. More Practice Items  www.illustrativemathematics.org www.illustrativemathematics.org  http://www.parcconline.org/samples/item-task-prototypes http://www.parcconline.org/samples/item-task-prototypes  http://www.smarterbalanced.org/smarter-balanced-assessments/ http://www.smarterbalanced.org/smarter-balanced-assessments/  https://www.engageny.org/resource/new-york-state-common-core-sample-questions https://www.engageny.org/resource/new-york-state-common-core-sample-questions