Iowa Collaborative Assessment Modules (ICAM)

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Iowa Collaborative Assessment Modules (ICAM) Heartland Area Education Agency

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Iowa Collaborative Assessment Modules (ICAM). Heartland Area Education Agency. Purpose of ICAM. Intended Use : Developed in order to provide Iowa schools an affordable assessment option for use as a “ multiple measure. ” - PowerPoint PPT Presentation

Transcript of Iowa Collaborative Assessment Modules (ICAM)

Page 1: Iowa Collaborative Assessment Modules (ICAM)

Iowa CollaborativeAssessment

Modules(ICAM)

Heartland Area Education Agency

Page 2: Iowa Collaborative Assessment Modules (ICAM)

Purpose of ICAM

Intended Use: Developed in order to provide Iowa schools an affordable assessment option for use as a “multiple measure.”

Primary Purpose: To provide information that can be used to evaluate the progress of groups of children.

ICAM were not designed to evaluate individual student progress nor were they designed to provide information that directly supports instructional decision making.

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Iowa Based

AEA idea -- developed in conjunction with DE

Standards from Iowa districtsAligned test items written by Iowa teachersItems field tested in IowaAssessment modules piloted in IowaAdministered in Iowa for Iowa students and teachers

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Approach

The Iowa Assessments are norm-referenced tests.

The ICAM modules are standards-based … linked to the standards and benchmarks most likely found in Iowa school districts.

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Reading Modules

Reading (4, 8 and 11)– Comprehending Literature– Comprehending Academic Texts– Comprehending Functional Texts– Literary Elements and Techniques (8th and 11th

only)

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Mathematics Modules

Mathematics (4, 8 and 11)– Problem Solving Process and Strategies– Number Concepts and Operations– Measurement– Geometry– Data Analysis, Statistics and Probability– Patterns, Functions and Algebra– Solving Work-Related Math Problems

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Iowa educators drafted test questions & rubrics based on draft content specifications

Development: A Collaborative Process

LEAs submitted standards and benchmarks for review

Draft of content specifications was prepared by AEAs and reviewed by LEAs

Oct 1999

Jan 2000

Feb & May 2000

Test questions were reviewed and edited

Summer 2000

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Assessment modules were tried out on a large scale (field test)

Test questions were tried out on a small scale (pilot test)

Field test responses were scored

Pilot test responses were scored

Development: A Collaborative ProcessOct 2000

Nov 2000

Test questions & rubrics were revised and assessment modules were drafted

Jan 2001

Apr-May 2001

June 2001

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Districts administered assessment module(s)

Over 110 Area 11 educators score student responses to open-ended items in 14,425 individual student assessments

Twenty-four Heartland districts selected modules to address gaps in their assessment system

Development & Implementation

Assessment modules were finalizedFall 2001

Dec 2001

Mar-Apr 2002

June 2002

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Districts administered assessment module(s)

Over 95 educators score student responses to open-ended items in 12,232 modules

Twenty-five Heartland districts selected modules to fill out their assessment system

Year 2 Implementation

ICAM results used in LEA Annual Progress Reports

Fall 2002

Dec 2002

Mar-Apr 2003

June 2003

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Districts administer assessment module(s)

Educators score student responses to open-ended items in approximately 3500-6000 modules

Heartland districts select modules to complement their assessment system

Years 3 – 13 Implementation

ICAM results used in LEA Annual Progress Reports

Summer-Fall

Nov - Dec

Mar - Apr

June

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Scoring Sessions

Participation benefits for educators:

Learn reliable processes for scoring short answer and constructive response assessment items.

Understand application of interrater reliability, validity checks and use of rubrics for scoring short answer and constructive response assessment items.

Staff Development Credit

Graduate Credit

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Comments from Previous Scoring Sessions

Interest in participating in future scoring sessions:

53% Would like to take a leadership role

77% Would like to score again

Positively influenced by scoring session:

67% Learning about the process of developing assessments and rubrics

85% Learning about the process of scoring responses to constructed-response items

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Comments from Previous Scoring Sessions

76% Developing a better understanding about what students can and cannot do

… [scoring process] helps teachers understand that we need to spend more time going in-depth about how to demonstrate knowledge and understanding as opposed to just facts and skills.

Children need to be shown how to extract and use details from the story to support their ideas.

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Comments from Previous Scoring Sessions

45% Changing my expectations for what students should be able to do

My students’ performance on tasks is similar to all others—gave me an opportunity to see this. What I give my students to do is valuable even if meets with resistance from them.

15% Other positive outcomes, e.g.,

Reinforced my beliefs that this is truly a collaborative effort and a cross-section of perspectives and backgrounds are important in order to fine-tune these assessment tools.

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ICAM Website

http://www.heartlandaea.org/instructional-services/cia/assessment/icam/