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John Cronin, NWEA, North Dakota Assessment Summit, Common Core, Transition

John Cronin, NWEA, North Dakota Assessment Summit, Common Core, Transition

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Nd summit final Nd summit final Presentation Transcript

  • John Cronin, Ph.D. Director The Kingsbury Center @ NWEA The Transition to the Common Core: What We’ve Learned from the Data So Far and What Superintendents Can Expect from Implementation
  • This presentation is available on Slideshare at the address below
  • Anticipated challenges • Higher proficiency standards are likely to mean lower proficiency rates in most states. • The new performance tasks may be overwhelming for some students. • School results may show an “implementation dip” during the transition. • The test is longer • The test requires more focus. Kingsbury Center at Northwest Evaluation Association 3
  • Difference in summative testing times 0 100 200 300 400 500 600 Grade 3 Grade 5 Grade 8 Minutes STAR testing times vs. SBAC estimated times STAR SBAC Kingsbury Center at Northwest Evaluation Association 4
  • NWEA Item Pool North Dakota Standards North Dakota Item Pool Colorado Standards Colorado Item Pool Results on the North Dakota and Colorado tests can be compared because: 1. Both tests are children of the same parent item pool, and report results on a single scale. 2. Both tests are aligned to the curriculum the students are taught. Why NWEA Test Results are Comparable Across States
  • NWEA Item Pool North Dakota Standards North Dakota Item Pool Common Core Standards Common Core Item Pool Results on the North Dakota and Common Core tests can be compared because: 1. Both tests are children of the same parent item pool, and report results on a single scale. 2. Both tests are aligned to the curriculum the students are taught. Why NWEA Common Core Test Results are Comparable to the Prior Colorado Test
  • 300 150 North Dakota Item Pool Common Core Item Pool The Oregon and Common Core Item Pools should not Differ in Difficulty
  • 300 150 North Dakota Item Pool Common Core Item Pool ..but a student may perform differently based on the differences in what’s taught. Robert - 230 Robert - 227
  • In states that have transitioned to the MAP/Common Core, student performance declined slightly in the term when the school transitioned tests.
  • Percent of students meeting mathematics growth norm during the transition to the NWEA Common Core assessment – Kentucky and New Hampshire Math Student Count Fall and Spring – Non CC Student Count Non CC – Fall CC – Spring Student Count CC – Fall and Spring 2011- 2012 77181 47.9% 63222 42.5% 2012- 2013 30758 45.0% 72306 38.5% 159967 42.4%
  • Percent of students meeting mathematics growth norm during the transition to the NWEA Common Core assessment – Kentucky and New Hampshire Math Student Count Fall and Spring – Non CC Student Count Non CC – Fall CC – Spring Student Count CC – Fall and Spring 2011- 2012 76331 48.6% 149146 42.3% 2012- 2013 29005 47.2% 19836 39.2% 160859 48.0%
  • In New York, state reported proficiency rates went down, but on NWEA measures student achievement improved in many districts during year of transition to the state’s version of the Common Core assessment.
  • Preliminary estimates of NY proficiency cut scores relative to the NWEA scale Grade Mathematics Reading Current Prior Current Prior 3 209 199 207 198 4 220 207 214 205 5 234 214 220 212 6 233 221 223 216 7 241 224 227 220 8 245 235 229 223
  • Preliminary estimate of the change in proficiency level on the New York state mathematics assessment. 39 36 33 40 37 52 69 72 82 69 75 73 0 10 20 30 40 50 60 70 80 90 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Prior test Current Test
  • Preliminary estimate of the change in proficiency level on the New York state ELA assessment 48 46 51 51 53 53 72 71 74 71 73 69 0 10 20 30 40 50 60 70 80 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Prior test Current Test
  • In New York student performance on MAP commonly increased slightly between 2012 and 2013. Some of this increase may be attributable to the increased stakes associated with MAP’s use for APPR in some districts.
  • MAP Mathematics Grade 4 Means Spring 2012- Spring 2013 Spring 2012 Spring 2013 District 1 218.1 219.6 District 2 219.4 221.8 District 3 210.9 224.8 District 4 215.3 219.8 District 5 218.1 221.3 District 6 201.4 204.6 Estimated 4th grade cut score = 220
  • Estimated change in MAP Grade 4 estimated proficiency rates in math – based on old and new cut scores Estimated Proficiency based on 2012 cut scores Estimated Proficiency based on 2013 cut scores Spring 2012 Spring 2013 Spring 2012 Spring 2013 District 1 89.1% 87.3% 45.5% 54.9% District 2 87.9% 90.7% 46.6% 56.1% District 3 95.5% 94.1% 53.2% 65.1% District 4 82.6% 91.9% 32.6% 53.0% District 5 85.6% 87.5% 46.3% 58.9% District 6 36.8% 47.6% 5.5% 13.5%
  • MAP Reading Grade 4 Means Spring 2012- Spring 2013 Spring 2012 Spring 2013 District 1 213.6 212.3 District 2 211.0 212.8 District 3 215.0 216.4 District 4 212.5 212.2 District 5 209.9 211.0 District 6 198.9 198.1 Estimated 4th grade cut score = 214
  • Estimated change in MAP Grade 4 estimated proficiency rates in math – based on old and new cut scores Estimated Proficiency based on 2012 cut scores Estimated Proficiency based on 2013 cut scores Spring 2012 Spring 2013 Spring 2012 Spring 2013 District 1 89.1% 87.3% 45.5% 54.9% District 2 87.9% 90.7% 46.6% 56.1% District 3 95.5% 94.1% 53.2% 65.1% District 4 82.6% 91.9% 32.6% 53.0% District 5 85.6% 87.5% 46.3% 58.9% District 6 36.8% 47.6% 5.5% 13.5%
  • Mathematics Grade 7 Means Spring 2012- Spring 2013 Spring 2012 Spring 2013 District 1 232.6 234.8 District 2 241.0 238.6 District 3 242.7 243.1 District 4 212.2 212.1 District 5 231.8 233.0 Estimated 7th grade cut score = 241
  • Estimated change in MAP Grade 4 estimated proficiency rates in math – based on old and new cut scores Estimated Proficiency based on 2012 cut scores Estimated Proficiency based on 2013 cut scores Spring 2012 Spring 2013 Spring 2012 Spring 2013 District 1 73.3% 87.6% 27.1% 32.2% District 2 86.6% 87.4% 58.4% 51.0% District 3 91.6% 89.8% 58.4% 60.6% District 4 23.4% 28.2% 5.2% 2.7% District 5 73.0% 75.6% 28.0% 32.9%
  • New York student performance on the NWEA Common Core assessment may foretell some student strengths and weaknesses on the new curriculum and assessments.
  • Reading test difficulty by subgoal – Grade 3 Items Viewed Percent Average RIT Difficulty Grade Level Mean 189.9 Sample Mean 188.5 Print Concepts, Phonics and Word Recognition 13237 1.4% 183.6 Context Clues and Reference 220654 23.6% 190.1 Word Relationships and Nuance 78509 8.4% 191.2 Literature: Key Ideas and Details 203765 21.8% 195.5 Informational Text: Key Ideas and Details 171569 18.4% 198.1 Informational Text: Craft and Structure 139637 14.9% 199.9 Literature: Craft and Structure 107407 11.5% 205.8
  • Grade 3 Reading – range of skill difficulty 170 180 190 200 210 220 230 Content Graphs, Uses Follows Selects Infer, Chooses Restates Compare-Contrast Idiom Explains Draws Sequence, Orders Locates Determines Advertisements Makes Synonyms Infers Identifies Describes Distinguishes Gives Summarizes Vocabulary Classifies Analyzes Paraphrases Compares Locates, Recognizes Root Evaluates Features Cause-Effect Author's Allusion Interprets The box represents the difference between the average items difficulty value and the student’s actual performance on that item. A red box indicates that students underperformed relative to the item’s difficulty. The box represents the difference between the average items difficulty value and the student’s actual performance on that items. A green box indicates that the students’ performed item the difficulty level of the items. The line shows items’ range of difficulty (one standard deviation). This gives an indication of how difficult the skills being measured are in relation to the scale
  • Grade 3 Reading – range of skill difficulty 170 180 190 200 210 220 230 Content Graphs, Uses Follows Selects Infer, Chooses Restates Compare-Contrast Idiom Explains Draws Sequence, Orders Locates Determines Advertisements Makes Synonyms Infers Identifies Describes Distinguishes Gives Summarizes Vocabulary Classifies Analyzes Paraphrases Compares Locates, Recognizes Root Evaluates Features Cause-Effect Author's Allusion Interprets
  • Reading test difficulty by subgoal – Grade 6 Items Viewed Percent Avg. RIT Difficulty Grade Level Mean 212.3 Sample Mean 211.0 Print Concepts, Phonics and Word Recognition 4449 0.5% 183.4 Context Clues and Reference 239788 24.6% 197.2 Word Relationships and Nuance 83593 8.6% 200.6 Literature: Key Ideas and Details 155329 15.9% 204.4 Informational Text: Key Ideas and Details 166868 17.1% 204.4 Informational Text: Craft and Structure 155136 15.9% 206.8 Literature: Craft and Structure 170810 17.5% 211.4
  • Grade 6 Reading – Range of Skill Difficulty 170.0 180.0 190.0 200.0 210.0 220.0 230.0 Content Locate Chooses Selects Follows Graphs, Uses Explains Sequence, Orders Restates Locates Gives Distinguishes Determines Idiom Identifies Makes Classifies Draws Synonyms Summarizes Analyzes Infers Describes Compare-Contrast Paraphrases Compares Features Recognizes Cause-Effect Infer, Vocabulary Evaluates Locates, Advertisements Root Author's Point Interprets Allusion
  • Reading test difficulty by subgoal – Grade 8 Items Viewed Percent Avg. RIT Difficulty Grade Level Mean 219.3 Sample Mean 218.9 Print Concepts, Phonics and Word Recognition 2592 0.3% 183.2 Context Clues and Reference 213247 24.4% 198.7 Word Relationships and Nuance 78574 9.0% 202.2 Literature: Key Ideas and Details 139742 16.0% 205.9 Informational Text: Key Ideas and Details 125718 14.4% 206.1 Informational Text: Craft and Structure 148316 17.0% 208.1 Literature: Craft and Structure 166062 19.0% 213.2
  • Grade 8 Reading – Range of Skill Difficulty 170.0 180.0 190.0 200.0 210.0 220.0 230.0 240.0 Content Locate Chooses Selects Follows Uses Explains Sequence, Orders Graphs, Restates Locates Distinguishes Gives Determines Identifies Idiom Makes Classifies Draws Synonyms Analyzes Summarizes Infers Compares Paraphrases Describes Features Cause-Effect Recognizes Evaluates Vocabulary Locates, Compare-Contrast Infer, Synthesizes Author's Root Advertisements Interprets Allusion Point
  • Language Usage test difficulty by subgoal – Grade 3 Items Viewed Percent Avg RIT Difficulty Grade Level Mean 191.1 Sample Mean 198.3 Capitalization 25393 8.7% 196.5 Parts of Speech 53384 18.3% 196.9 Spelling 38039 13.1% 198.4 Phrases, Clauses, Agreement, Sentences 45127 15.5% 200.1 Punctuation 35613 12.2% 202.4 Purpose and Audience 29388 10.1% 202.7 Establish and Maintain Style: Use Precise Language 18220 6.3% 204.0 Plan, Organize, Create Cohesion: Use Transitions 22917 7.9% 205.2 Provide Support, Develop Topics, Conduct Research 23387 8.0% 208.7
  • Language Usage – Grade 3 Performance by subgoal 170 180 190 200 210 220 230 Capitalization Parts of Speech Spelling Phrases, Clauses, Agreement, Sentences Punctuation Purpose and Audience Establish and Maintain Style: Use Precise Language Plan, Organize; Create Cohesion, Use Transitions Provide Support; Develop Topics; Conduct Research
  • Language Usage test difficulty by subgoal – Grade 6 Items Viewed Percent Avg RIT Difficulty Grade Level Mean 212.3 Sample Mean 209.2 Capitalization 26659 9.6% 201.7 Parts of Speech 50815 18.3% 202.6 Spelling 31235 11.2% 205.0 Phrases, Clauses, Agreement, Sentences 43079 15.5% 205.8 Punctuation 37882 13.6% 206.8 Purpose and Audience 22503 8.1% 207.2 Establish and Maintain Style: Use Precise Language 20805 7.5% 209.0 Plan, Organize, Create Cohesion: Use Transitions 20242 7.3% 209.6 Provide Support, Develop Topics, Conduct Research 25066 9.0% 212.9
  • Language usage performance by subgoal – Grade 6 201.7 202.6 205.0 205.8 206.8 207.2 209.0 209.6 212.9 190.0 195.0 200.0 205.0 210.0 215.0 220.0 225.0 Capitalization Parts of Speech Spelling Phrases, Clauses, Agreement, Sentences Punctuation Purpose and Audience Establish and Maintain Style: Use Precise Language Plan, Organize; Create Cohesion, Use Transitions Provide Support; Develop Topics; Conduct Research
  • Language Usage test difficulty by subgoal – Grade 8 Items Viewed Percent Avg RIT Difficulty Grade Level Mean 218.7 Sample Mean 216.2 Capitalization 22245 9.0% 202.8 Parts of Speech 45882 18.6% 204.6 Spelling 25079 10.2% 207.3 Phrases, Clauses, Agreement, Sentences 37556 15.2% 207.9 Purpose and Audience 17375 7.0% 208.5 Punctuation 37872 15.4% 209.2 Establish and Maintain Style: Use Precise Language 19171 7.8% 210.5 Plan, Organize, Create Cohesion: Use Transitions 17425 7.1% 211.0 Provide Support, Develop Topics, Conduct Research 23923 9.7% 214.8
  • Language Usage Performance by subgoal – grade 8 170 180 190 200 210 220 230 Capitalization Parts of Speech Spelling Phrases, Clauses, Agreement, Sentences Purpose and Audience Punctuation Establish and Maintain Style: Use Precise Language Plan, Organize; Create Cohesion, Use Transitions Provide Support; Develop Topics; Conduct Research
  • Mathematics test difficulty by subgoal – Grade 3 Items Viewed Percent Avg RIT Difficulty Grade Level Mean 192.1 Sample Mean 188.2 Represent and Interpret Data 87203 7.7% 182.8 Understand Place Value, Counting and Cardinality 100469 8.9% 192.0 Represent and Solve Problems 238376 21.1% 194.2 Reason with Shapes, Attributes, and Coordinate Plane 208132 18.5% 194.4 Number and Operations in Base Ten 94356 8.4% 196.9 Analyze Patterns and Relationships 26037 2.3% 203.1 Geometric Measurement and Problem Solving 133743 11.9% 204.3 Number and Operations – Fractions 239075 21.2% 209.8
  • Math performance by subgoal – Grade 3 170.0 180.0 190.0 200.0 210.0 220.0 230.0 Represent and Interpret Data Understand Place Value, Counting, and Cardinality Represent and Solve Problems Reason with Shapes, Attributes, & Coordinate Plane Number and Operations in Base Ten Analyze Patterns and Relationships Geometric Measurement and Problem Solving Number and Operations - Fractions
  • Mathematics test difficulty by subgoal – Grade 5 Items Viewed Percent Avg RIT Difficulty Grade Level Mean 212.9 Sample Mean 210.5 Represent and Interpret Data 34373 2.9% 186.3 Understand Place Value, Counting and Cardinality 78670 6.7% 194.6 Represent and Solve Problems 207114 17.7% 198.0 Reason with Shapes, Attributes, and Coordinate Plane 223038 19.0% 198.7 Number and Operations in Base Ten 150833 12.9% 199.1 Analyze Patterns and Relationships 42884 3.7% 206.2 Geometric Measurement and Problem Solving 190906 16.3% 208.7 Number and Operations – Fractions 244265 20.8% 213.5
  • Math performance by subgoal – Grade 5 170.0 180.0 190.0 200.0 210.0 220.0 230.0 Represent and Interpret Data Understand Place Value, Counting, and Cardinality Represent and Solve Problems Reason with Shapes, Attributes, & Coordinate Plane Number and Operations in Base Ten Analyze Patterns and Relationships Geometric Measurement and Problem Solving Number and Operations - Fractions
  • Mathematics test difficulty by subgoal – Grade 6 Items Viewed Percent Avg RIT Difficulty Grade Level Mean 219.6 Sample Mean 216.2 Perform Operations 74725 10.7% 225.0 Using Sampling and Probability to Make Decisions 114975 16.4% 225.6 Ratios and Proportional Relationships 78552 11.2% 225.7 Interpreting Categorical and Quantitative Data 90696 13.0% 226.1 Extend and Use Properties 21182 3.0% 230.0 Expressions and Equations 160751 23.0% 232.6 Congruence, Similarity, Right Triangles and Trig 58719 8.4% 238.7 Use Functions to Model Relationships 34080 4.9% 240.3 Geometric Measurement and Relationships 65981 9.4% 241.2
  • Math performance by subgoal – grade 6 210.0 215.0 220.0 225.0 230.0 235.0 240.0 245.0 250.0 Perform Operations Using Sampling and Probability to Make Decisions Ratios and Proportional Relationships Interpreting Categorical and Quantitative Data Extend and Use Properties Expressions and Equations Congruence, Similarity, Right Triangles, & Trig Use Functions to Model Relationships Geometric Measurement and Relationships
  • Mathematics test difficulty by subgoal – Grade 8 Items Viewed Percent Avg RIT Difficulty Grade Level Mean 230.2 Sample Mean 227.1 Perform Operations 68397 9.4% 226.7 Ratios and Proportional Relationships 86836 11.9% 227.5 Interpreting Categorical and Quantitative Data 88281 12.1% 228.2 Using Sampling and Probability to Make Decisions 100046 13.8% 228.5 Extend and Use Properties 31948 4.4% 231.5 Expressions and Equations 157368 21.6% 234.8 Congruence, Similarity, Right Triangles and Trig 73385 10.1% 240.2 Geometric Measurement and Relationships 75076 10.3% 243.2 Using Functions to Model Relationships 45841 6.3% 243.6
  • Mathematics performance by subgoal – grade 8 215 220 225 230 235 240 245 250 255 Perform Operations Ratios and Proportional Relationships Interpreting Categorical and Quantitative Data Using Sampling and Probability to Make Decisions Extend and Use Properties Expressions and Equations Congruence, Similarity, Right Triangles, & Trig Geometric Measurement and Relationships Use Functions to Model Relationships
  • Differences in Grade 7 Math Test Durations 0 10 20 30 40 50 60 70 1 2 3 4 5 6 7 8 9 1011121314151617181920 Math Fall 11 – Spring 12 F11 Duration Spring 2012 0 10 20 30 40 50 60 70 1 3 5 7 9 11 13 15 17 19 21 23 Math Fall 12 – Spring 2013 F12 F13
  • Differences in Grade 7 math growth relative to change in test duration -10 -5 0 5 10 15 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Fall 12 – Spring 13 Time Difference Growth -10 -5 0 5 10 15 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Fall 11 – Spring 12 Time Difference Growth
  • Presenter - John Cronin, Ph.D. Contacting us: NWEA Main Number: 503-624-1951 E-mail: rebecca.moore@nwea.org The presentation and recommended resources are available at our SlideShare site: Thank you for attending