Building the District Assessment System
description
Transcript of Building the District Assessment System
Building the District Assessment System
Akron Public SchoolsMay 13, 2013
Identified Purposes for District Assessments (District Assessment Team Feb. 2013)
• OPES/OTES• Student Growth Measures• Value Added Measures• Student Learning Objectives
Principal/Teacher Evaluation
• Identify students needing additional time/support
• Inform Instruction• Monitor intervention and
enrichment
Student Learning
ODE Approved Process:SLOs, Value Added, SGMs from ODE Approved Vendor List
Common Formative Assessments Used by SIP Teams and PLCs
Will model, as much as possible, Next Generation Assessments (PARCC)
Will ensure equality for OTES/OPES Will provide meaningful and relevant information to students, parents, teachers, administrators, and district staff
Will support a common formative assessment process
Commitments The District Assessment System…
Available Tests: Map Primary Grades KG-2: ELA, Math Grades 2-10: Language Usage, Reading, Math Grades 3-10: General Science
Administration Time: ~1 hour/test Frequency: 1-3 times per year Administered on computers; online Computer Adaptive to measure exactly where
students are performing
MAP: Measures of Academic Progress
Alignment to CCSS Controlled item exposure – once a student is exposed to
a test item they will not see that item again. 10 questions per content goal area on each test Large item bank ~50,000 carefully tested items
EVASS Value Added Reporting Student Growth Reports – based on students with similar
learning profiles Third Grade Reading Guarantee* ODE Reading Diagnostic* Projected Proficiency-OAA, OGT, ACT, EXPLORE, PLAN
MAP: Measures of Academic Progress
APS Decided to Use MAP for:◦ Grades K-10 English/Language Arts◦ Grades K-10 Mathematics◦ Pre-test, mid-year, and post-test
MAP: Measures of Academic Progress
ON THE FOLLOWING SLIDES, YOU’LL FIND SAMPLE MAP TEST ITEMS THAT MIRROR FUTURE
PARRC ASSESSMENTS
Item With Dropdown Lists
Drag and Drop Items
Item With Animation
Full Credit/Partial Credit Items
Scoring Explanation for item 50014500 JustificationsFull credit C. Communication
became faster and easierThis is the correct answer. This demonstrates full understanding of the impact of the telephone in the 1800s.
Partial credit B. Women got new jobs as operators
This is a partially correct answer. This demonstrates a partial understanding of the impact of the telephone in the 1800s. While women did have added employment opportunities, the impact of the telephone on communication is universal and ubiquitous.
No credit Options A and D
Scoring Explanation
Tests Available: Science and Social Studies Grades 5-8
Pre/Post Test Design Based on New Ohio Learning Standards for
Science and Social Studies Online and Paper Pencil Format Administration Time ~ 1 hour 30 multiple choice, 3-4 short answer, 1
extended response
CAP: Collaborative Assessment Project
APS Decided to Use CAP for: ◦ Grades 5 – 8, Social Studies and Science◦ Pre-test (September) and Post-test (March)◦ Semester Exam in Social Studies and Science can
serve as mid-year check point.
CAP: Collaborative Assessment Project
APS Decided to Use DAP for:◦ Social Studies and Science, Grades 9-12◦ ELA and Math, Grades 11-12◦ Akron Public School’s Learning Specialists and
Teachers Create the Assessments◦ Based on New Ohio Learning Standards ◦ Pre/Post Test Format◦ Semester Exams serve as mid-year check point
DAP: District Assessment Program