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Assessment

This article discusses the transition from current assessments to Common Core State Standards assessments, including FCAT 2.0 and PARCC. It also covers the changes in assessment formats and scoring criteria, as well as the standard setting process and timeline.

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Assessment

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  1. Assessment FCAT 2.0 End-of-Course Assessments Transition to Common Core Assessments (PARCC) RTTT - Item Bank and Test Platform

  2. Assessment Transition Current assessments measure student success on Next Generation Sunshine State Standards • FCAT 2.0 Reading • FCAT 2.0 Mathematics • FCAT 2.0 Writing – State Board to consider new school grade standard • New standards for FCAT 2.0 Science, December 2012 • New Standards for Florida Geometry, and Biology 1 End-of-Course Assessments, December 2012 New assessments to measure Common Core State Standards • Move to PARCC common core assessments, Spring 2014-15 • English Language Arts - grades 3 to 11 • Math – grades 3 to 8 • Algebra 1 • Geometry • Algebra 2

  3. Florida End-of-Course Assessments

  4. Transition to Computer Based Assessments

  5. FCAT 2.0 Writing • Continue more rigorous scoring criteria • Increased attention to standard English conventions • Increased attention to supporting details • Provided training for district staff on writing scoring conventions • In 2013 increase the time available for the writing assessment from 45 to 60 minutes

  6. Low High Level 1 Level 2 Level 3 Level 4 Level5 Standard Setting • Fall 2012: FCAT 2.0 Science, Geometry, and Biology 1 End-of-Course Assessment • Purpose: Identify the “cut points” that define the new Achievement Levels Five Achievement Levels, Four Cut Points

  7. 2012 Educator Panels: • Comprised of educators from around the state representing, large, small, rural and urban districts • Experience with the achievement level descriptions and the assessments • 4 days of iterative rounds of judgment • 4 rounds of judgment

  8. Educator Panel Makes Four Rounds of Judgments • Round 1: Panelists make independent percent-correct judgments on each item, for each cut point. • Given the knowledge, skills, and abilities that are required in this question, what percentage of “just barely” students at this Achievement Level should get this item correct? • Discuss individual and table-level cut scores. • Round 2: Panelists will independently revise judgments as they see necessary. • Discuss individual, table-level, and committee-level cut scores. • Round 3: Panelists will independently revise judgments as they see necessary. • Discuss individual, table-level, and committee-level cut scores; receive impact data on the total Spring 2012 testing population for all grades. • Round 4: Panelists will independently revise judgments as they see necessary. • Wrap-up: Each committee will be shown its final proposed cut scores, as well as the impact data based on the total population and by subgroup (e.g., gender and ethnicity).

  9. Reactor Panel Comprised of superintendents, teachers, postsecondary faculty, business leaders, community members, subject area experts Overview of standard-setting process Standard-setting debrief Review tests Discuss cut scores proposed by the educators, as well as impact data Reactor panel feedback

  10. Standard Setting Public Workshops • October 8 – Tallahassee • October 9 – West Palm Beach • October 10 – Lakeland • October 11 – Web ex

  11. Cut Score Recommendation to State Board • Commissioner reviews feedback from both the educator panel, the reactor panel, and public workshops • Commissioner makes a recommendations to the State Board of Education • FCAT 2.0 Science – achievement level standards • Geometry – achievement level standards, passing score, college ready score • Biology 1 – achievement level standards, passing score, college ready score • December 2012 State Board Meeting

  12. Past Experience - FCAT Science Standards 13

  13. Past Experience - FCAT Science Standards 14

  14. NAEP Results: Grade 4 and Grade 8 Science (Percentage at or above Proficient) 15

  15. Partnership for Assessment of Readiness for College and Careers (PARCC) Governing Board States Participating States 16

  16. PARCC Assessments • English, Language Arts/ Literacy assessments in Grades 3-10 • Mathematics assessments in Grades 3-8; • End-of-Course assessments (EOCs) in Algebra 1, Geometry, Algebra 2. 17

  17. PARCC Timeline SY 2012-13 First year pilot/field testing and related research and data collection SY 2013-14 Second year pilot/field testing and related research and data collection SY 2014-15 Full administration of PARCC assessments Summer 2015 Set achievement levels, including college-ready performance levels SY 2010-11 Launch and design phase SY 2011-12 Development begins 18

  18. Goal #1: Create High-Quality Assessments Flexible • End-of-Year • Assessment • Innovative, computer-based items • Mid-Year Assessment • Performance-based • Emphasis on hard to measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Early Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • ELA/Literacy • Speaking • Listening Summative assessment for accountability Formative assessment 19

  19. Goal #2: Build a Pathway to College and Career Readiness for All Students K-2 formative assessment being developed, aligned to the PARCC system Timely student achievement data showing students, parents and educators whether ALL students are on-track to college and career readiness College readiness score to identify who is ready for college-level coursework • Targeted interventions & supports: • 12th-grade bridge courses • PD for educators SUCCESS IN FIRST-YEAR, CREDIT-BEARING, POSTSECONDARY COURSEWORK ONGOING STUDENT SUPPORTS/INTERVENTIONS

  20. Goal #3: Support Educators in the Classroom INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION PROFESSIONAL DEVELOPMENT MODULES K-12 Educator TIMELY STUDENT ACHIEVEMENT DATA EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING

  21. RTTT Assessments • Florida participation in International Assessments • TIMSS and PIRLS testing (grades 4 and 8) completed in Spring 2011; results in Spring 2013 • PISA testing (for 15 year olds) in Fall 2012 (63 Florida high schools); results in Spring 2014 • Interim Assessment Item Bank and Test Platform • Item Development for “Hard-to-Measure” content areas

  22. Florida Interim Assessment Item Bank and Test Platform • Competitive Procurement – Awarded to Pearson in June 2012 • Will include tiered-level access to standards-based assessment items for • Language Arts and Math (based on the CCSS) • Science, Social Studies, and Spanish (based on Florida’s NGSSS) • Will include a “test platform” that will assist users in test construction • Will allow for both computer-based and paper / pencil tests

  23. Florida Interim Assessment Item Bank and Test Platform • Items will be written by contractor and by Florida educators • Contractor will provide training for writers, reviewers, and users of the system • System will include the ability for teachers and districts to create and administer items that are not shared statewide • Items (with tiered access) that are available statewide will be reviewed and vetted

  24. Florida Interim Assessment Item Bank and Test Platform • Access to Florida Item Bank (which can be used by districts to create, review, and securely store assessment items, as well as to view items in the statewide bank) will be available for district access in Spring 2013 • Access to the Florida Test Platform (which can be used to create and administer Computer-Based or paper/pencil tests) will be available for district access in Spring 2014.

  25. District Developed Assessments for Hard-to-Measure Content Areas • Seven awards to four school districts for three-year grants • Items developed will be saved as part of the FL Interim Assessment Item Bank and Test Platform • Fiscal agent districts are recruiting educators from around the state to participate as item writers and item reviewers

  26. Questions?

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