Assessment Update 2008 GACIS Fall Conference

1. Assessment Update 2008 GACIS Fall Conference

2. Transition of Assessments to the GPS Two major tasks: • Content alignment “What students must know” Make sure all test items reflect the content described in the GPS. • Standard alignment “How well students must perform” Insure that performance standards reflect the mastery level described by the GPS.

3. Curriculum Transition • Timeline for Transition • EOCT • All content areas except Mathematics have transitioned • Mathematics I Fall 2008 • Mathematics II Spring 2009 • CRCT • All content areas except Social Studies have transitioned • Social Studies in grades 6 & 7 revised/ redeveloped • Social Studies grades 3-5 Spring 2009 • GHSGT • ELA and Science have fully transitioned to GPS • 2008-2009 is year 2 of a ‘transitional’ test in Social Studies • QCC Mathematics continues in 2008-2009

4. CRCT • Grades 6 & 7 Social Studies • 2008-2009 results invalidated • Summer 2008, panel revised curriculum • New items are being written and reviewed in fall 2008 • Field testing planned for spring 2009; individual student results will not be reported • Grades 3-5 Social Studies • Implementation schedule is currently on track • New GPS based tests planned for Spring 2009

5. GHSGT • ELA and Science are fully aligned to the GPS and have four performance levels • Below proficiency • Basic proficiency • Advanced proficiency • Honors • Social Studies continues to be dually aligned to QCC and GPS and will fully transition to GPS in Spring 2010 • Mathematics continues to be QCC based and will fully transition to GPS in Spring 2011

6. What changes can you expect in a test when it transitions from QCC to GPS? • A new reporting scale is created • Domains (and content weights) are revised • Please refer to the website for updated content descriptions and resources • Important: performance on the new GPS test is not comparable to the former QCC test. The GPS test sets a new baseline.

7. Georgia Kindergarten Inventory of Developing Skills (GKIDS) • 2008-2009 is the first year of statewide roll-out of GKIDS • Formative and summative assessment system aligned to the GPS • There are seven areas or domains of learning that are assessed as part of GKIDS: • English Language Arts • Mathematics • Social Studies (optional) • Science (optional) • Approaches to Learning • Personal and Social Development • Motor Skills (optional)

8. Norm-Referenced Testing • New NRT law permits greater flexibility to reduce testing burden • State will provide an NRT to systems in one grade each in grades 3-5 and 6-8. • Systems decide whether or not to test and/or which grades to select • Contract is extended with Riverside for the ITBS this year

9. Lexile Framework • In spring 2006 a study was conducted to link scores on the Reading CRCT and Language Arts GHSGT to the Lexile Framework • This study was updated in spring 2008 to reflect the new ELA GHSGT • Lexiles are a widely used measure of both reader ability and text difficulty • Students now receive Lexile scores in addition to their traditional scale score on these tests. This better enables students, educators, and parents to make meaning of test results. • Can be used to set a target range (100 below and 50 above) for reading material across the curriculum.

10. Lexile Data from Spring 2008 CRCT & GHSGT

11. Lexile Data Grade Level Text and Reader Lexile Boundaries, Median Lexiles, & Lexiles at Test Cut Scores

12. Grade Level Text and Reader Lexile Boundaries with Median Lexiles and Lexiles at Cut Scores

13. Interpreting the Graph • The graph illustrates the relationship of reader ability, text difficulty, and the cut scores on the CRCT and GHSGT. • The blue lines represent the range of Lexiles for typical texts at a grade level. We might call this the “river of text.” • The red lines represent the range of Lexiles for readers that comprise the middle 50% of readers within a grade level. • The green line with triangles shows the Lexiles associated with Meets on CRCT (grades 1-8) and Basic Proficiency on GHSGT (grade 11). • The green line with squares shows the Lexiles associated with Exceeds on CRCT (grades 1-8) and Advanced Proficiency on GHSGT (grade 11). • The yellow line represents the 2008 median Lexile for students at each grade.

14. Update on Secondary Assessment Plan • Last fall, a plan for redesigning the high school assessment system was drafted. This plan described phasing out the Georgia High School Graduation Test (GHSGT) and replacing it with a modified the End of Course Test (EOCT) system. • A steering committee was formed to review and refine the proposal. The steering committee is made-up of a broad based group of stakeholders and experts from education agencies and school systems across the state. • A final proposal will be submitted to the Superintendent and the State Board of Education this fall.

15. Possible Elements of New Model • All students take at least two EOCT in each of four content areas: English/ Language Arts, Mathematics, Science, and Social Studies • Tests are given immediately following the applicable course or courses • Tests count for both diploma eligibility and NCLB accountability • Retests will be offered each term

16. Recommended Assessments

17. Assessment Development • Tests that are already developed or that are on schedule to be developed • 9th Grade Literature (Fall 2005) • American Literature (Fall 2005) • Physical Science (Fall 2005) • Biology (Fall 2005) • Economics (Fall 2007) • Math I (Fall 2008) • Math II (Spring 2009) • Tests that will have to be newly developed • Physics • U.S. History/ American Government • World History

18. Assessment of Modified Academic Achievement Standards (“The 2% Assessment”): An Update • Per federal regulations, 2% tests are intended for students with disabilities who are unable to achieve grade level expectations in the same time period as their peers, even with the best of instructional interventions • Georgia has received two federal grants in support of developing a 2% test

19. Assessment of Modified Academic Achievement Standards (“The 2% Assessment”): An Update • Committees of Georgia educators have recommended revisions and enhancements to items on state tests • A field test of proposed revisions is planned for February of 2009

20. Using Assessments to Understand and Promote Student Achievement • Use ongoing formative assessment in the classroom • Make tests frequent and focused • Vary item type and cognitive complexity • Not constrained to summative test format • Evaluate student achievement with respect to the full range of the scale • Evaluate subgroup and longitudinal performance data • Rarely does one single factor make the difference between success and failure. Nor does “one size fit all.” The key is to find the combination of factors that work together to make a difference. • Promoting achievement is a marathon – not a sprint. There are no quick fixes or short cuts. A steady diet of engaging standards based instruction is essential.

21. Questions? Contact information: • Dr. Chris Domaleski cdomales@doe.k12.ga.us 404-656-2688.