designing offline and online learning experiences for nga success andrea smith, npesc regional...
TRANSCRIPT
Next Generation Assessments of Ohio’s New
Learning Standards
Designing Offline and Online Learning Experiences for NGA
Success
Andrea Smith, NPESC Regional Director
Questions to be Discussed
•What will the tests look like?
•What will students be asked to do?
•How can I modify my assessments to prepare my students?
•How can I modify learning experiences to prepare my students?
•What updated information is now available?
Test Blueprints
Sample items
Quality Rubrics
ODE Guidance Documents and other Resources
PARCC-Developed Assessments
English language arts Grades 3 – 8 End of Year exams
(3)
Mathematics Grades 3 – 8 Alg I, Geom, Alg II
Operational school year 2014-15
Ohio’s Next Generation Assessments
State-Developed Assessments
Science Grades 5, 8 End of Course – Bio
and Phys Science (2)Social Studies Grades 4, 6 End of Course – Am
His. & Am Govt (2)
Operational school year 2014-15
Ohio’s Next Generation Assessments
Transitioning to the NGA
2012-2013 2013-2014 2014-2015Grades/Subjects Design and Format
• 3-8 -OAA
• Grade 10- OGT
• Aligned to old standards
• New Alternative Assessment for Severe Cognitively Disabled Students
• 3-8 -OAA aligned to existing and new standards
• Grade 10- OGT aligned to existing and new standards
• District developed EOC exams Am Hist and Am Govt (SB 165)
• NGA Field Testing
• 3-8- NGA--ELA and Math
• 3-8 NGA– Soc Stud. And Science
• HS- NGA-- ELA 9,10,11 and Alg1,Geo and Alg2
• HS- NGA--Bio, Phys Science,Am Hist and Am Govt
• Grade 10 - OGT aligned to new standards
• PSAT 10th grade CCR – postponed until Fall 2015
• Web-based
• Two part summative(PBA and EOC/EOY)
• Diagnostic and Mid Year- PARCC
• Off Year PBA- State Developed in Soc Studies and Science
What will the NGA tests look like?
Summative Assessment Components
End-of-Year Assessment
• Innovative, computer-based items
Performance-BasedAssessment (PBA)
• Extended tasks• Applications of
concepts and skills
• Performance-Based Assessment (PBA) will assess knowledge of material from first three quarters of the year. Following the PARCC model, the PBA will present a combination of discret items and tasks linked to stimuli that engage significant content aligned to the model curriculum. The sequence of items associated with the stimulus draws the student into deeper analysis and interpretation than might ordinarily be possible in a single item.
• End-of-Year Assessment (EOY) administered after approx. 90% of the school year. All items will be scored by the computer.
(PBA) (EOY)
The Performance-Based Assessment (PBA) will assess the student’s knowledge of material from approximately the first three quarters of the course, as specified in this document.
The assessment will consist of approximately 8-12 items worth 20 points overall.
It will require students to engage with course content at a significant cognitive depth and a meaningful level of analysis.
Following the PARCC model, the PBA will present a combination of discrete items and tasks, or sets of items linked to stimuli that engage significant content aligned to the model curriculum.
Part I: Performance-Based Assessment
The End-of-Year Examination will cover the entire content of the course.
It will be administered as close as possible to the end of the course (after approximately 90% of the course has been completed).
All EOY assessment items will be scored by computer, making possible a very quick return of scores.
Part II: End-of-Year Examination
Multiple Choice- 4 answer options Short Answer Graphic Response Simulation
Test Items- Computer Scored
Test Items- Hand Scored•Short (SCR) and Extended Constructed
Response (ECR)- A question or set of questions that require a detailed written response. Responses are scored using a rubric.
A Multiple-choice item consists of the following: 1. a brief statement that orients the
student to the context of the question (optional).
2. a stimulus (document, data table, graphic, etc.) on which the question is based (optional).
3. a question.4. four answer options.
Test Items- Computer Scored
A Short-answer item consists of the following: 1. a brief statement that orients the student
to the context of the question (optional).2. a stimulus (document, data table, graphic,
etc.) to which the question refers (optional).
3. a question or prompt.4. a response area. The student types a
response to answer the question.
Test Items- Computer Scored
A Graphic-response item consists of the following:1. a brief statement that orients the student to the
context of the question (optional).2. a stimulus (document, data table, graphic, etc.) to
which the question refers (optional).3. a question or prompt.4. a graphic-response interface on which the student
manipulates objects using a computer mouse to create a response to the question. The response interface may be a map, a chart or graph, a picture or a diagram on which the student must position objects correctly.
Test Items- Computer Scored
Sample GRAPHIC RESPONSE ITEM : Grade 5 Science – Delaware test
A Simulation an interactive animated graphic interface that
simulates an investigative experiment or physical situation.
Information is displayed in the form of dynamic maps or illustrations, statistical tables, or charts and graphs.
Data inputs can be adjusted by the student to reflect changes in the experimental or situational inputs, and the graphics adjust themselves to account for the new information.
Simulations are accompanied by more than one of the other item types.
The simulation functions as an interactive stimulus.
Test Items- Computer Scored
Stickleback Evolution http://www.hhmi.org/biointeractive/stickleback-evolution-virtual-lab
Bridge Challenge http://www.pbs.org/wgbh/buildingbig/bridge/challenge/index.html
Disease Detectives http://www.pbs.org/wgbh/nova/body/disease-detective.html
Simulation Examples
A Short Constructed Response item (SCR) consists of the following:1. a brief statement that orients the student to
the context of the questions (optional).2. one or more stimuli (documents, graphics, data
displays, etc.) to which the questions refer (optional).
3. a question or set of questions that require a detailed written response or responses. The responses are scored according to a rubric or set of rubrics that address multiple dimensions in the student work.
An Extended Constructed Response item (ECR) contains the same components as the SCR but requires a more elaborated response
Hand-scored
Go to ODE’s homepage (www.education.ohio.gov)
Search “State Developed Assessments”
How to find Item Specifications
Beginning paragraphs: Strand, Topic, Content Statement Expectations for Learning- What are
students expected to be able to DO?Content Limits- What students need/do not
need to know for this standardStimulus Attributes and Response Attributes HOW will this standard be tested? What do they expect students to get wrong?Short Answer question possibilities
How To Read Item Specifications Documents
Use your grade level blueprint to find the answers to the following questions:
Total points on the PBA? How many points is the EOC assessment worth? How many short answer questions will students
answer on the PBA? How many Multiple Choice questions on the
PBA? How will questions be divided between the
different content strands? What content will not be assessed on the PBA?
Activity: Test Blueprints
What are 3 new things you have learned from the blueprints?
What are 2 questions you now have?
What is 1 thing you will use right away?
Using the Test Blueprints
Sessions and amount of time…TBD
PBA min/session EOY min/session
Grades 3 - 8
Up to 75 Up to 60
9,10,11 Up to 90 Up to 90
Performance-Based Assessment (March)
End-of-Year Assessment (May)
1 session for Science1 session/day per student2 Testing Sessions/day school20 day testing window.
1 sessions for Science1 session/day per student2 Testing Sessions/day school20 day testing window.
How do we prepare for online?
Dealing with the "yeahbuts" and "wecants"
• AAGH!!! We won't have enough computers
• We don't know the cut scores
• We haven't seen a practice test
• Kids can't keyboard in 3rd grade
• These questions look hard
• Did we mention not enough technology?
• Engaging assessments
• Technology enhanced items allow for multiple answers, modeling of thinking, use of simulations, embedded video or sound
• Test questions will provide scaffolding for students
• Built in accommodations
• Immediate results on the End of Year tests
• Larger testing window
What are the benefits?
• Keyboarding
Student Tech Skills – For NGA Assessments
• Cutting and Pasting
• Highlighting
• Using on-screen calculator (gr 6-11 only)
• Dragging and Dropping items
• Manipulating a graph
• Running a simulation to generate data
• Changing font size and background color
• Clicking on multiple correct answers
• Utilizing spreadsheets, documents
Field Test
Yearly test timeline
Innovative item types
Sessions and amount of time
Accommodations
Vendor for Ohio’s Science and
Social Studies NGA is A.I.R.
What is being created?
Trial Opportunities for 2014
Field Tests (Spring 2014)
Practice (Fall 2014)Test
• Invitation• Voluntary• Computer-based• Teachers’ view• Results will guide item
development
• Provided to all teachers in all districts
• Voluntary• Computer-based only• Students can test out the
technology• Teachers get a feel for the
content tested
PARCC Comprehensive Accessibility Policies
29
Features for All Students
Accessibility Features*Identified in
advance
Accommodations**
* Available to all participating students**For students with disabilities, English learners, and English learners with disabilities
Accessibility Features for All Students
Accessibility Features for All StudentsAudio Amplification
Blank Paper (provided by test administrator)
Eliminate Answer ChoicesFlag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test administrator)
Highlight ToolHeadphones
Magnification/Enlargement DeviceNotePad
Pop-Up GlossaryRedirect Student to Test (by test administrator)
Spell CheckerWriting Tools
Accessibility Features Identified in Advance
Accessibility Features Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
General Masking
Line Reader Tool
Text-to-Speech for the Mathematics Assessments
Administrative Considerations for All Students
Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: • Small group testing • Frequent breaks • Time of day • Separate or alternate location • Specified area or seating • Adaptive and specialized equipment or furniture
PARCC’s Proposed Accommodations for Students
with Disabilities
Presentation Accommodations
34
Content Area
Presentation Accommodations
ELA/Literacy Text-to-Speech or Video of a Human Interpreter for the ELA/Literacy Assessments, including items, response options, and passages*Braille Edition of ELA/Literacy Assessments(Hard-copy braille tests and refreshable braille displays for ELA/Literacy)
Closed-Captioning of Multimedia Passages on the ELA/Literacy AssessmentsDescriptive Video
Mathematics Video of a Human Interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of HearingBraille Edition of Mathematics Assessments(Hard-copy braille tests for Mathematics)
Both Content Areas
Additional Assistive Technology (Guidelines available fall 2013)
Tactile GraphicsVideo of a Human Interpreter for Test Directions for a Student Who is Deaf or Hard of HearingPaper-and-Pencil Edition
Response Accommodations
35
Content Area
Response Accommodations
ELA/Literacy
Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for constructed responses on the English Language Arts/Literacy Assessments*Word prediction on the ELA/Literacy Performance-Based Assessment*
MathematicsCalculation Device and Mathematics Tools*(on Non-calculator Sessions of Mathematics Assessments)
Both Content Areas
Additional Assistive Technology (Guidelines available fall 2013)
Braille note-takerScribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for the Mathematics assessments, and for selected response items on the English Language Arts/Literacy assessments
* See notes below
Students taking the Physical Science Field Test will have three additional tools:◦ An online scientific calculator◦ An online Periodic Table◦ An online Reference Sheet
See Appendix A, B and C handouts
Physical Science Field Test
Go to: http://oh.portal.airast.org/oh_fieldtest/
Click “For Students and Families”
Choose Student Training Site
Choose your grade level and take one of the short online training assessments.
Answer keys are available – elementary, middle school, or secondary
Let’s do some online assessment practice…
http://oh.portal.airast.org/oh_fieldtest/students/
1. Complete the online sample items – HIGH SCHOOL TEST/CALCULATOR/LINE TRACKER/PERIODIC TABLE
2. For each science sample item:◦ Classify the item: MC, SA, GR, SCR, ECR◦ Discuss the question’s level of cognitive
demand◦ Determine the grade level standards to which
this question aligns
Activity: Sample Items
Ohio’s Science Online Portal
http://oh.portal.airast.org/oh_fieldtest/
What will the students be asked to
do?
Cognitive demands◦Describe the cognitive expectations
associated with a learning task, the thinking that goes along with the doing
◦Are an integral part of teaching and learning science
◦Are differentiated from one another by the way knowledge is used rather than by the degree of rigor associated with a particular demand; they are not hierarchical
◦Are interdependent and in effective science instruction, seldom appear in isolation
Requires students to• Solve science-based engineering or
technological problems• Within given scientific constraints
• Propose and critique solutions• Analyze and interpret engineering and
technological problems• Anticipate effects of engineering or
technological design• Consider consequences and alternatives
• Integrate and synthesize scientific information
Requires students to use scientific inquiry to• Ask questions• Plan and conduct investigations• Gather and organize data• Think critically and logically about
relationships between evidence and explanations
• Construct and analyze alternative explanations
• Communicate scientific arguments
Requires students to • Use subject-specific knowledge to interpret
and explain events, phenomena, and concepts using grade-appropriate scientific terminology and technical and mathematical knowledge
• Communicate with clarity, focus, and organization using investigative scenarios, real-world data, and valid scientific information
Requires students to• Provide accurate statements about valid
scientific facts, concepts, and relationships• Provide rote responses• Perform routine mathematical tasks
Visions into Practice from the Model Curriculum
Visions into Practice from the Model Curriculum
Visit ORC's Examining Cognitive Demands e-pub to learn more by listening to podcasts and reviewing examples.
Ohio Sample Science and SS Items
http://demo.tds.airast.org/Ohio/
Simulation Graphic Response
Let’s take a look at some other online science examples…
Science Assessment Example• “Bottling Honey” from NAEP (National Assessment of Educational Progress)
• http://nationsreportcard.gov/science_2009/ict_tasks.asp
Online…Interactive…Authentic
Simulation
Following slides from Colorado Testing
http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Colorado/coPALPLayout_v2&cid=1205794393662&pagename=coPALPWrapper
Grade 5
Grade 8
Grade 8
Following from Virginia Testing
•http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml
Grade 5
Grade 5
Grade 8
Grade 8 science – Delaware test
Scoring RubricTo earn full credit (3 points), a student places the plants and/or the trees in the Producer column (1 point)AND the mice and/or the owls in the Consumer column (1 point)AND the bacteria in the Decomposer column (1 point).NOTE: Full credit (3 points) requires all three organisms to be placed in appropriate columns.To earn partial credit, a student answers one or two parts correctly.
Graphic Response
Scoring RubricTo earn full credit (3 points), a student places the “ribosome” label in the purple box (1 point)AND the “DNA” label in the red box (1 point)AND the “transcription” label in the green box (1 point).Full credit (3 points) requires all three terms to be placed in the correct three boxes.To earn partial credit, a student answers one or two parts correctly.
10th Grade biology – Delaware test
Graphic Response
Graphic Response
Graphic Response
Graphic Response
Which item types are going to be the easiest to incorporate into your classroom?
Which item types will be the most challenging? Why?
How can you use the item types with your colleagues?
How can you use the item types with your students?
REFLECTION on the sample Items
Provide evidence for selected responses
Design and analyze the data from a multi-step investigation
Write interpretations of data based on evidence
Apply what is learned through simulated investigation of authentic scenarios
Students will be asked to:
How can I help students be prepared to show
what they know?
How can I modify my assessments to prepare my students?
What classroom experiences will be necessary for students to be successful on a variety of online assessments?
What types of off-line learning will you be planning for your students?
What types of on-line learning will you be searching for in order to better prepare your students?
Considerations for Instructional Shifting
http://www.bbc.co.uk/bitesize/ks2/science/ http://www.bbc.co.uk/schools/scienceclips/index_fl
ash.shtml http://phet.colorado.edu/en/simulations/category/c
hemistry http://concord.org/activities http://nces.ed.gov/nceskids/createagraph/ http://www.uen.org/3-6interactives/science.shtml
Science Online Interactive Resources
A tool from ODE to use…Quality Review Rubric for
Science
Share the following:
◦Any online resources that support NGA-type assessment you are currently using that you didn’t hear about today.
◦At least one of the websites you saw today you want to investigate further
Online NGA-type Assessments
Next Steps• How the tests will look?
• What the students will be asked to do?
• How we can modify our assessments to prepare our students?
What will I share with
my colleagues about…..
