MAEIA Model HS Assessments

1. MAEIA Model HS Assessments Item Selection and Ordering Information September, 2014

2. MAEIA Project Management Team Frank Stuart Philip MAEIA Assessment Consultant Ana Luisa Cardona MAEIA Arts Education Consultant Ed Roeber MAEIA Assessment Director Kathy Dewsbury-White MAEIA Project Director Jason O’Donnell MAEIA Administrative Assistant Barb Michelutti MAEIA PD and Project Support Director Kathy Humphrey MAEIA Field Test Coordinator and Project Management Support Cheryl Poole MAEIA Editor

3. What is the Michigan Arts Education Assessment and Instruction Project (MAEIA)? https://www.dropbox.com/s/zng8w2bu9pg3fbe/MAEIA%20Voiceover.mov Open this link, download it to your desktop to see the 8.5 minute overview of the MAEIA Project. Be sure your sound is on. You’re part of something BIG!

6. Important! • This presentation is intended for use by teachers who registered for the 2014-15 MAEIA Model High School Arts Assessments field test, but were unable to attend a Briefing Session. • If you have not yet registered to participate in the field test, please do so by visiting our webpage. http://www.michiganassessmentconsortium.org/maeia-high-school-assessment-field-test-resources • Please review this entire presentation BEFORE you order assessment items. • This presentation refers to resources and documents located on the webpage noted above. • Information on who to contact for assistance is included at the end of this presentation.

7. Overview Introduction to Assessment Standards Description of Assessment Types Samples of Teacher and Student Booklets Explanation of the Catalog of Assessments Selection of Items Ordering Before, During, and After Assessment Administration Return of Materials How to Use the Assessments Who to Contact with Questions

8. Intro to MAEIA Model Assessments • Four disciplines—Dance, Music, Theatre, and Visual Arts • Assessments can be used in several ways: • To inform current instruction • To improve student learning and achievement • For future instructional program improvement • As one portion of educator evaluation

9. Integral Role of Standards in the MAEIA Assessments • Based on MAEIA Performance Standards • Assess important content, knowledge and skills in the Michigan Arts Education Standards and Benchmarks 2011 • Organized as Create, Perform and Respond Performance Standards • Items also are aligned to the VPAA Credit Guidelines

10. Layers of Standards MAEIA Performance Standards Michigan Content Standards and Benchmarks Michigan Grade Level Content Standards

11. Coming up….. The next six slides describes the types of assessments found in the catalogue of MAEIA Model Assessments.

12. Chapter 4 Nature of the Assessment Items Types of Assessment Items Performance Tasks Performance assessments carried out by individual students or small groups of students over time (days, weeks, months) Performance Events Performance assessments that are administered “on-demand,” without any or just a brief amount of rehearsal time.

13. Performance Tasks Performance assessments carried out by individual students or small groups of students over time (days/weeks/months) Tasks may take place over an entire semester or trimester. Tasks are carried out in or out of class, and are very much related to instruction (e.g., class assignments) They measure essential outcomes in the content standards not easily measured in other ways Performances are judged using one or more scoring rubrics

14. Performance Events Performance assessments that are administered “on-demand,” with limited or no practice or rehearsal time (i.e., no more than a few minutes) May be individual or small group assessments Test administrator presents items to one student or a small group of students, who respond in “real” time Performances are also judged using one or more scoring rubrics

15. Chapter 4 Nature of the Assessment Items Types of Assessment Itemscont’d Constructed Response Items in which students write a response to a prompt. Selected Response Items related to other items in which the student is given a prompt (a question or a statement) and answer choices Both C-Rsand S-Rsserve to illuminate declarative knowledge nested inside Tasks and Events.

16. Constructed-Response Items Items in which students write a response to a prompt Usually can be administered to groups of students together Some type of stimulus (e.g., music selection, video, or picture) could be used Response may involve writing, sketching, constructing a table, as well as a written response Responses are judged using one or more scoring rubrics

17. Selected-Response Items Items in which the student is given a prompt (a question or a statement) and answer choices Student has to select either the correct answer or the most correct answer Multiple-choice questions are the most popular form of these items In MAEIA, these are used to tap the content knowledge or other procedural knowledge needed to respond to PT/PE/CR items

18. Why do we field test assessments? We follow Best Practice – by following the professional measurement standards that govern the development & use of assessments: Are they written so that teachers and students understand them? Do they yield assessable information? Do the items assess what they are intended to assess? Have the scoring guides been reviewed and revised (can they be strengthened)? Any assessment with stakes for teachers and/or students should be piloted or field tested before it is used to make important decisions. (AERA/APA/NCME Standards for Educational and Psychological Testing)

19. Coming up….. The next four slides provides a look at the cover and the first three pages of a Teacher Booklet of a MAEIA Model Assessment. The Student Booklet is nearly identical to the Teacher Booklet but does not have the teacher-specific information or the answer keys for the selected-response questions.

20. Samples of a Teacher Booklet- Cover Page

21. Decoding the Cover Page M.E421 – This is the item label. It refers to Music.Event #421 Make Connections is the name of the assessment. High School Level 3 means it is a high school item written for the students who have had 3 years of work in the discipline. Under Teacher Booklet, you find a list of what is included in the booklet.

23. Decoding the 2nd Page of the Booklet The table at the top shows the standards being assessed by this booklet. Following the table is an overview of the assessment activity. Page 2 also shows the suggested duration of this assessment, the list of materials and the set-up required.

25. Decoding the 3rd Page of the Booklet This page shows the teacher directions. It also defines how many parts this assessment has and shows, in bold text, the beginning of the script written for the teacher to read to the students.

26. Now that you’ve seen a sample booklet… You will turn to the Assessment Administration Manual(AAM) to read the important considerations to be made when selecting which assessments fit into your curriculum and instruction. Assessment Administration Manual Read Chapter 4, pages 14-16, of the AAM.

27. Selecting the Assessments to AdministerPlease read Chapter 4 of the Assessment Administration Manual4.1–Catalog of Available Assessments 144.2–Fitting the Assessments Into Your Instructional Program 144.3–Selecting When to Use the Assessments 154.4–Adding Additional Assessments 154.5–Deleting Planned Assessments 164.6–Questions or Concerns 16

28. COLUMN HEADINGS OF THE CATALOGUE …SEE SLIDE 29, 30, & 31 FOR DEFINITION OF EACH COLUMN

29. Introduction to the Catalogue of MAEIA Assessment Items • Discipline—Dance, Music, Theatre, or Visual Arts • Item Type and Number—The code for each task (T) or event (E). Note: all High School assessments are the 400 series. This will distinguish them from grade K-2 assessments (100s), grade 3-5 assessments (200s), and grade 6-8 assessments (300s). • Short Item Descriptor—A brief phrase or title of the assessment, intended to convey the essence of the item. • Grade Range—This is always set at 4, i.e., high school. • Levels 1, 2 and 3—This designates the level or levels for which the item was written. • Performance Standard—Performance standards are discipline-specific and condense the Michigan Merit Curriculum’s five content standards into the three overarching performance standards of Create, Perform, and Respond. These performance standards were developed to serve as the basis for MAEIA model assessments that measure student proficiency in each arts discipline at each grade span - K-2, 3-5, 6-8, and 9-12.

30. Introduction to the Catalogue of MAEIA Assessment Items • Content Standard and Benchmark—These are the Michigan State Board of Education-approved standards for arts education, taken from Michigan Arts Education Content Standards and Benchmarks for Dance, Music, Theatre and the Visual Arts (2011). • VPAA Guideline—These are taken the Michigan State Board of Education-approved Michigan Merit Curriculum Credit Guidelines for the Visual, Performing, and Applied Arts (2006). • Requires Recording—This is a signal to a teacher using this item about whether students’ responses will need to be electronically recorded. • Total Time—This is an indication of the number of 50-minute class periods that the assessment requires. This number may not be precise for two reasons: • Your class period length may differ • The time it takes to record and download the performances of all students in larger classes may require an extra class period (or two)

31. Assessment Levels Because students participate in the arts for different reasons and durations, assessment tasks and events were developed for three different levels of HS arts students: • Level 1—Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program. • Level 2—Students who have already completed their first year in an arts discipline course and are now in their second year of instruction in the same arts discipline. • Level 3—Students who have already completed their first and second years in an arts discipline’s courses and are now in their third year or fourth year of instruction in the same arts discipline. If a student takes a year of instruction in one discipline (e.g., music) and another year of instruction in another discipline (e.g., theatre), they would participate in Level 1 assessments in each discipline. Teachers have the flexibility to adjust the assessments to match the instructional levels of the students being assessed.

32. Coming up….. Click on this link and scroll down to find the short description catalogue of items for your discipline: http://mi-arts.wikispaces.com/MAEIA+Project+Documents Then follow directions for Steps 1-3 on slides 34 -36.

33. Steps in Selecting Items • Step 1 Look at the Catalog for your discipline and the Short Item Descriptor of the Tasks and Events. Make a notation of the Tasks or Events that interest or intrigue you, i.e., that you would like to know more about.

34. Steps in Selecting Items • Step 2 Now, click on the hyperlinks for the Short Item Descriptors in the Catalogue for the items you selected in Step 1. Check the: • Michigan Student Learning Standards Assessed, • Level • Overview and Outline • Suggested Total Time. Select the Tasks and Events that logically fit into your existing curriculum and instructional plans. Make a notation of the ones that you confirm fit your instruction, curriculum and assessment plan.

35. Steps in Selecting Items Step 3 • Enter the item type, number, the course in which you plan to use it and the number of students in that course. • Check which instructional cycle you will be using for the assessment. • Check to see that the items you have selected will result in a reasonable assessment plan for your courses This is the assessment field test plan. Keep this for your records.

36. Just before ordering…… Read the review on slides 38 - 42.

37. In review… • We are expecting teachers to select a small number of Events and Tasks to use throughout the school year (October–April). • We are suggesting that items be used within three instructional cycles, to help you pace your use of the Events and Tasks throughout the school year: • October 15 – December 15, 2014 (fall) • January 7 – February 27, 2015 (winter) • March 2 – April 17, 2015 (spring) • We are suggesting 1-2 Tasks and 1-2 Events per Instructional Cycle. This is a recommendation, not a requirement; field testers may select fewer (or more) items.

38. After using and scoring the assessments yourself, you will return student responses to us to aid in refining the items and enhancing the scoring rubrics. • Your feedback on the uses and usefulness of the assessments is very important to us. We look forward to your feedback as you finish using the assessments during each instructional period and at the conclusion of the field test. • There is a separate Teacher Booklet for each assessment. Each item is self-contained.

39. You will be sent a sufficient number of Student Booklets (plus a small overage) and couple of copies of the Teacher Booklet for each assessment item you select • You will receive an Assessment Administration Manual (AAM) with overall field test directions in it. The AAM discusses general assessment topics, including actions you should take before, during, and after assessment. • We encourage you to select a mix of Create, Perform and Respond Items. Combined, these strands are the creative process (in Visual Arts, we think of “Perform” as “Present.”) • Any additional materials needed to administer an item is noted. • Recording of student responses is also noted.

40. Modifications of Items • Modifications are fair game. • You must record any modifications that you make and return those notes to MAEIA for refining the assessments. Use the Item Review and Comment Form • Examples of modifications might include: • Changing genre of images, music, theatre and dance examples • Adding criteria to scoring rubrics • Revising to better fit your instruction • Any modifications will be recorded on a form titled “Item Review and Comment Form”

41. Item Review and Comment Form

42. Ready to order the items you’ve selected? Proceed to the next slide for the web address and directions for ordering.

43. Ordering Your Items via an Online Order Form • http://www.michiganassessmentconsortium.org • Click on the MAEIA tab at the top. • Then click on the Field Test Resources link in the middle of the page • And finally, in the middle of that page, click on Model High School Assessment Order Form The next 5 slides will show you what you will see when you open the online order form.

44. First, you will advance through two pages before you will enter contact and shipping information. This is very important! This screen continues in the actual order form.

45. You’ll be asked for your district and building codes. If you do not have them, leave this blank.

46. Ordering Your Items Next, you will select the discipline in which you will be field-testing assessment items.

47. Ordering Your Items Select instructional cycle(s). Select the tasks and events. Click on the little arrow that looks like a “v” to select number of students.

48. Ordering Your Items This is the last screen you will see before you submit your order. Please be sure your order is correct before you click SUBMIT. Thank you!

49. Once you’ve submitted your order, a PDF of your order will appear on the screen. You can download it to your computer and save it.

50. Before leaving this presentation you must refer again to the Assessment Administration Manual (AAM). Click on the link below.Assessment Administration Manual