charter system foundation fall conference october 2, 2019 · 2019. 10. 2. · ms. jennie persinger...
TRANSCRIPT
Innovating to make assessment
more relevant to teaching & learning
Charter System Foundation Fall Conference
October 2, 2019
Agenda
■ GMAP Background –Who, What, Why, How
■ Through-Year Assessment
– What it is & how it works
– Role of educators
– Scores/data produced
■ MAP Growth vs. Through-Year Assessment vs.
Traditional Summative Test
■ Technical Quality, Accessibility, Security
■ Timeline & Next Steps
GMAP: Who We Are
■ Barrow County School System
(~14,000 students)
■ Clayton County School System
(~55,000 students)
■ Dalton City Schools (~8,000
students)
■ Floyd County Schools (~9,400
students)
■ Haralson County Schools
(~3,500 students)
■ Jackson County Schools
(~8,000 students)
■ Jasper County Schools
(~3.500 students)
■ Marietta City Schools (~8,900
students)
■ Polk County School District
(~7,900 students)
We are a group of districts committed to making assessment more relevant to
teaching and learning.
• We like the information we get from our current interim assessment (MAP®
Growth™) because it informs instruction and measures each student’s academic growth.
• We also value the proficiency information we get from Georgia Milestones, but results don’t arrive in time to use in the classroom.
• So we are partnering with NWEA to pilot through-year assessment, which combines the best of both worlds.
GMAP: What & Why
Why the “Georgia MAP
Assessment Partnership”?
We value MAP Growth from NWEA, and the
through-year assessment NWEA is building
will retain the best parts of MAP Growth
One-third (72 districts) of Georgia districts
use MAP Growth to inform instruction and
measure growth within and across school
years
MAP Growth is used in 50 states and 140
countries worldwide
Over 11 million students use MAP Growth
annually (approximately 1 out of every 5
students in the United States)
How it all startedMay 2018 – Governor approves SB 362
Beginning with the 2018-2019 school year, the State Board of
Education shall establish an innovative assessment pilot
program to examine one or more alternate assessment and
accountability systems aligned with state academic content
standards. The pilot program shall span from three to five
years in duration, as determined by the state board and may
include up to ten local school system participants.
- Georgia Senate Bill 362
“The state board of education gave approval Thursday for 11 districts to join 10 previously approved to participate in the state’s ‘innovative’ testing pilot program. That is only the first step in eliminating the Georgia Milestones. The U.S. Department of Education would have to approve any waiver of the Milestones, which are a federally-approved component of Georgia’s school monitoring system.”
- Atlanta Journal-Constitution9/27/2018
September 2018 – State Board Approval
Dec. 2018 – Georgia IADA Application Includes
GMAP, Putnam, & Cobb Co.
“After a unanimous vote for a resolution that says school
board chairman Scott Johnson must approve the state’s
submission, Johnson said in an interview that the intent is to
let all 21 school districts that have been working on
alternative tests participate in the federal ‘innovative
assessment’ pilot program.”
- Atlanta Journal-Constitution12/13/2018
March 2019: Georgia DOE receives
first feedback from USED – works
with districts to gather additional
information and craft response
June 2019 – Georgia DOE submits
addendum to USED
July 2019: GMAP is approved;
Putnam (Navvy) is approved with
conditions
Federal Approval –
July 2019
Through-Year Assessment: What It Is & How It Works
Through-year
assessment
Configured to
reflect GA’s
summative
blueprint
Aligned to GA
Standards for
Excellence
Through-Year Assessment
Through-year assessment is a
new solution designed to meet
the needs of the districts,
schools, teachers, and students,
as well as the state.
It leverages the benefits of
interim assessment, measuring
growth and showing student
learning level.
It also measures grade-level
proficiency, fulfilling the
requirements that Georgia
Milestones does currently
without the need for another
spring test.
Relationships: What is Measured and What is Taught
Key:
• RIT: Current MAP Growth Items (above,
below, and on Grade Level)
• State: On Grade Level Summative Items
• OTL: Opportunity To Learn
Begins with grade-level
questions, and adapts in
response to student
performance.
Designed to challenge
top performers without
overwhelming students
with skills below grade-
level.
Ensures that the whole
summative blueprint is
covered by year’s end.
Adaptive, Through-Year Assessment
Student A
Fall Winter Spring
Student C
Fall Winter Spring
Some on-grade in fall, significant amount of on-grade in winter and spring
Moderate amount of on-grade in fall, significant on-grade in winter, and fewer on-grade in the spring
Some on-grade in fall, some on-grade in winter, and majority on-grade in the spring
Individualized, adaptive experienceThree chances to show proficiency (fall, winter, spring)
Students are not retested on concepts they master in fall or winter
Student B
Fall Winter Spring
Alignment to State Achievement Levels
As the GMAP consortium and
NWEA move forward with the
implementation of the through-
year model, Content Specialists
will work with the State to review
and refine content alignment.
The GMAP consortium and
NWEA will work with Georgia
educators and assessment
experts such as the Georgia
Center for Assessment (GCA) to
continually refine test alignment
to and expand item pool
coverage of the Georgia
Standards of Excellence.
Educators Play a Critical Role
Teachers will help with:
■ Content Review Meetings
■ Bias and Sensitivity Review Meetings
■ Range-finding for Performance Tasks
■ Standard Setting
Content Advisory Board (CAB)
■ Key component of educator input on content for GMAP focused on:
– Standards Interpretation
– Item Specifications inputs
– Test Specification and blueprint inputs
■ ELA and Math from each district
– Expert in implementation of standards in the state
– Provide consistent information
■ Multiple meetings per year plus ad hoc questions
■ Partnership with the Georgia Center for Assessment (GCA) at the University of Georgia (UGA) for development and scoring
Multiple Measures from One SolutionTypes of Information Generated
• Growth as how much each student learns fall-to-spring
and across years, regardless of achievement level
• Grade-level performance data three times a year – in
time for teachers to impact student learning
• Off-grade-level performance data three times a year
(for students performing outside of grade level)
• Summative proficiency scores once/year
• Growth as year-to-year changes in summative
performance
Grade X
KeyPS = proficiency scoreSS = summative scoreSGP = student growth percentileGI = Growth indexCGI = Conditional growth indexCGP = Conditional growth %ileRIT = Rasch Unit%ile =RIT percentile scorePT= performance task (hand scored)
EOG = end of grade (Milestones)
Note: PS may be delayed to include PT item in spring.
Grade X +/- 1 Grade X +/- 1 Grade X +/- 1 Grade X +/- 1
Intended UsesSGP = CCRPI (accountability score)SS = CCRPI (accountability score)PS = Fall and Winter achievementRIT: CGI and CGP = normative growthRIT & %ile = Gifted screenerLexile = CCRPI
PT
Grade X Grade X +/- 1 Grade X +/- 1 Grade X +/- 1 Grade X +/- 1PT
Grade X Grade X Grade X Grade X Grade X +/- 1PT
Similarities between MAP Growth & Through-Year Assessment
MAP Growth Through-Year
Administered fall, winter, spring Administered fall, winter, spring
Content aligned to Georgia standards Content aligned to Georgia standards
Adapts within, above, below grade level Adapts within, above, below grade level
Provides timely insights on students’ individual
academic growth and learning level
Provides timely insights on students’ individual
academic growth and learning level
Differences between MAP Growth & Through-Year Assessment
MAP Growth Through-Year
Items aligned to RIT scaleItems aligned to state-specific
scale for summative proficiency & linked to RIT
Yields RIT score in fall, winter, springYields RIT & grade-level performance data in fall,
winter, spring
Does not reflect the state summative blueprint Reflects the state summative blueprint
Secure browser or website testing experience Secure browser only testing experience
Norm-referenced Norm-referenced & criterion-referenced
Projects student performance level on end-of-year
summative testCulminates in end-of-year proficiency scores
Not designed to pass federal peer review
requirements for accountability assessment
Designed to pass federal peer review requirements for
accountability assessment
Students must take the traditional, annual
summative test
Eliminates the need for the traditional, annual
summative test
We expect that through-year assessments will:
Take about a class period to complete
Measure student performance & growth irrespective of grade level,
within and across years
Produce RIT information in fall, winter, & spring
Provide access to NWEA’s norms so growth can be considered in
context of similar students nationally
Be adaptive, accounting for differences in scope & sequence (local
control is retained)
Include access to the Learning Continuum or a similar, improved tool
Support student mobility (test scores & longitudinal history will follow
students from one school or district to another)
Retaining the Best of MAP Growth
Improvements over Summative Test
Through-Year Assessment Traditional Summative Test
Data three times a year Data once a year
Data within 24 hours Data several months later
Shows how much learning occurred
from fall to spring
Does not show how much learning
occurred from fall to spring
Measures both on and off-grade
student performance
Measures on-grade performance
only
Multiple chances to demonstrate
proficiency
One chance to demonstrate
proficiency
Technical Quality
NWEA employs more than forty Research and
Psychometric staff including:
■ Psychometricians
■ Researchers, and
■ Data Analysts who are leaders in the
industry and in academia.
This team verifies that growth measurements
are accurate and that data provided with NWEA
assessments are valid and reliable.
■ The NWEA Research and Psychometric
teams has spent decades confirming test
reliability and validity, the stability of the RIT
scale, and the precision of test scores.
■ Georgia students will benefit from the
studies and analyses the NWEA Research
and Psychometric teams regularly conduct,
including item pool depth analysis, test
validation, comparability studies, differential
item functioning (DIF) analysis, and
unmatched normative data.
■ NWEA recently received the Caveon Seal of Excellence™ for
2018-2019. The Seal “signifies that an organization exemplifies
the best practices in test security.”
■ NWEA is committed to creating assessments that meet the
unique learning needs of all students, including those with
disabilities. Here is a sample of accommodations and tools that
will be available with through-year assessment:
Security, Accessibility, Accommodations
• Assistive Technology
• Calculator
• Text-to Speech
• Screen reader (Job
Access With Speech)
compatible
• Keyboard navigation
• Refreshable braille
• Magnification and color contrast
• Highlighter and eraser
Overview of the 5 Year PilotGrades 3 – 8
Year 1 – 2018-2019 Year 2 – 2019-2020 Year 3 – 2020-2021
Year 4 – 2021-2022 Year 5 – 2022-2023
High school and K-2 are still being researched and could be added to the pilot.
Completed
Current
Next Year
GMAP
Timeline
Finish from Year 1:
Content Alignment, Test
Specifications and Blueprint
Development (ELA and Math)
• Collaboration on
Performance Task
Creation (to continue
every year)
• Deep alignment study in
ELA and Math, coverage
gaps identified
Development Activities:
Collaborative Discussions
• Standardization
• Score reporting
Collaboration in Content
Development
• Performance Task Creation
(writing)
• Gaps including field testing of
items with data review
• Begin High School scoping
and development
• Creation of Test
Administration Manuals
• Development of Adaptive
Algorithms
Assessment & Professional
Learning:
Interim: MAP Growth in
ELA/Math/Science
Summative: Georgia
Milestones
Training: Professional
Learning in existing MAP
Growth system
What’s Next in 19-20
Presenters
QUESTIONS
Dr. Matt Thompson
Director of Student Services, Accountability, & Assessment
Barrow County Schools
770-867-4527
Ms. Jennie Persinger
Assessment and Data Coordinator
Barrow County Schools
770-867-4527
Mr. Michael Huneke
Assessment Director
Marietta City Schools
678-695-7277