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Goals for Tonight

Goals for Tonight. Present the new Georgia Milestones Assessment System Discuss Our Instructional Strategies Discuss Your Role in supporting your child Answer Questions. Georgia Milestones. Grades 3 – 8 End of Grade (EOG) in language arts, mathematics, science, social studies High School

scott-durham
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Goals for Tonight

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  1. Goals for Tonight • Present the new Georgia Milestones Assessment System • Discuss Our Instructional Strategies • Discuss Your Role in supporting your child • Answer Questions

  2. Georgia Milestones • Grades 3 – 8 • End of Grade (EOG) in language arts, mathematics, science, social studies • High School • End of Course (EOC) in 9th Grade Literature & Composition, American Literature & Composition, Coordinate Algebra, Analytic Geometry, Physical Science, Biology, US History, and Economics

  3. Georgia Milestones Transition to Online • Online administration will be the primary mode of administration for Georgia Milestones, with paper/pencil serving as back-up • transition will occur over time • Administration procedures will change • Online practice center will be available for students

  4. Georgia Milestones: Unique Features Item Types • Selected-Response[aka, multiple-choice] • all content areas • evidence-based selected response in ELA • Constructed-Response • ELA and mathematics • Extended-Response • ELA and mathematics Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items.

  5. Examining Georgia Milestones Item Types Example – Grade 3 Mathematics – Fractions

  6. Multiple Choice Which fraction is largest? A B C D The content and presentation of these items are for illustrative purposes only.

  7. Constructed Response George and Ana each had a 12-inch pizza. Both pizzas were split into 8 equal pieces. The shaded pieces are the portion of their pizzas that George and Ana ate. Express in fractions how much pizza George and Ana ate. Use the symbol <, =, or > to show who ate more pizza. George Ana George Ana > The content and presentation of these items are for illustrative purposes only.

  8. Constructed Response Ana George 12 inches 9 inches George Carlos 12 inches 12 inches The content and presentation of these items are for illustrative purposes only.

  9. Georgia Milestones General Test Parameters • ELA will consist of 3 sections, 1 of which will focus mainly on writing • Mathematics will consist of 2 sections • Science will consist of 2 sections • Social Studies will consist of 2 sections Each section will be approximately 70 minutes.

  10. Criterion-Referenced vs. Norm-Referenced Criterion-Referenced Assessment- test questions are based a set of pre-determined criteria. For CCSD, test questions are based on the Georgia Student Performance Standards. Norm-Referenced Assessment- test questions are developed to compare a student’s knowledge with the general population of like students across the nation.

  11. Georgia Milestones General Test Parameters: ELA Criterion-Referenced Total Number of Items: 44 / Total Number of Points: 55 Breakdown by Item Type: • 40 Selected Response (worth 1 point each; 10 of which are aligned NRT) • 2 Constructed Response (2 points each) • 1 Constructed Response (worth 4 points) • 1 Extended Response (worth 7 points) Norm-Referenced • Total Number of Items: 20 (10 of which contribute to CR score) Embedded Field Test • Total field test items: 6 Total number of items taken by each student: 60

  12. Georgia Milestones Writing at Every Grade • All students will encounter a constructed-response item allowing for narrative prose, in response to text, within first or second section of the test. • Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items: • 3 selected-response items asking about the salient features of each passage and comparing/contrasting between the two passages • 1 constructed-response item requiring linking the two passages • 1 writing prompt in which students must cite evidence to support their conclusions, claims, etc. Genres Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre. Warning: Students who simply rewrite excerpts from the passage(s) to illustrate their point(s) will not receive favorable scores.

  13. Georgia Milestones General Test Parameters: Mathematics Criterion-Referenced Total Number of Items: 53 / Total Number of Points: 58 Breakdown by Item Type: • 50 Selected Response (worth 1 point each; 10 of which are aligned NRT) • 2 Constructed Response (worth 2 points each) • 1 Constructed Response (worth 4 points) Norm-Referenced • Total Number of Items: 20 (10 of which contribute to CR score) Embedded Field Test • Total field test items: 10 Total number of items taken by each student: 73

  14. Georgia Milestones General Test Parameters: Science Criterion-Referenced Total Number of Items: 55 / Total Number of Points: 55 Breakdown by Item Type: • 55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT) Norm-Referenced • Total Number of Items: 20 (approximately 10 of which contribute to CR score) Embedded Field Test • Total field test items: 10 Total number of items taken by each student: 75

  15. Georgia Milestones General Test Parameters: Social Studies Criterion-Referenced Total Number of Items: 55 / Total Number of Points: 55 Breakdown by Item Type: • 55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT) Norm-Referenced • Total Number of Items: 20 (approximately 10 of which contribute to CR score) Embedded Field Test • Total field test items: 10 Total number of items taken by each student: 75

  16. Georgia Milestones Georgia Milestones represents a significant change and importantly – an opportunity – for our state. This opportunity allows us to recalibrate, as a state, and refocus on teaching and learning as a primary emphasis with assessment and accountability serving a supporting role.

  17. Instructional Strategies • Teachers will model the “thinking process” of answering constructed response questions. • Formative Assessments used in unit lessons will follow the format of new assessments. • Students will have opportunities for practicing these types of assessments. • The rigor of academic expectations will increase.

  18. Your Role • Support your child by asking thought provoking questions. Ask “why do you think that is the answer?” • Check understanding by reviewing assessments that are sent home. • READ with your child and then talk about what you have read. • Let your child assist you in problem solving activities. • Reassure your child with confidence to lower any stress concerning the assessment.

  19. QUESTIONS

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