Ready for Online Assessments? Help is Here.


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While more than two-thirds of states already conduct some kind of statewide online assessments, the new assessments of the Common Core State Standards from PARCC and Smarter Balanced are increasing both interest and anxiety in school districts. To help relieve the anxiety, SETDA has created a series of case studies Implementing Online Assessments: Pathways to Success (, with a narrative and resources. Each narrative provides an in-depth look at what it took a district to implement the assessments as well as key factors in each state’s approach to infrastructure and training and communication. There also are downloadable resources that range from training agendas to checklists for technology readiness to sample letters from the state to school districts. Mike Nelson, Director of Curriculum and assessment of Coeur d"Alene School District 271, ID, Patches Hill, Technology Systems Manager of Indian River School District, DE and Scott Smith, Chief Technology Officer of Mooresville Graded School District, NC will explain what they did to get ready for their online assessments and answer your questions.

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  • Geoff – tweak….please
  • Patches Hill is the Technology Systems Manager for Indian River School District in Sussex County, Delaware.  Patches came to public education from the private sector where he served as a Senior IT Consultant with IBM focused on IT performance testing, performance analysis, capacity planning, and IT financial management.  His most recent focus has been preparing one of Delaware's largest school districts for 21st Century learning utilizing enterprise IT architecture and its support of mobile and personalized learning.  Patches has presented extensively on the subject of IT in education and also sits on the Instructional Innovation through Interoperability Leadership Advisory Council (I3LC) of the IMS Global Learning Consortium, an organization dedicated to creating and implementing strategies which allow for the continuous improvement of instruction and personalized learning.  Patches holds a BS in Business Administration (Management Information Systems) and an MBA from East Carolina University.
  • Online assessment is used for:
    Formative to provide the student with feedback on their progress during a course
    Diagnostic to determine the student’s pre-knowledge and identify strengths & weaknesses
    Summative to estimate performance at the end of a course and ‘grade’ the student’s work
  • Efficient testing of factual knowledge, examining a wide syllabus in a short time
    Deliver tests to students on the web, any time, any place
    Integrate web-based resources, graphics and multimedia
    Track students attempt
    Monitor progress through more frequent assessments (self-assessments, tutorials)
    Provide students with detailed, specific feedback and question jumps during and immediately after a test
    Mark automatically, quickly and consistently
    Question banks and randomised ordering to allow unique tests for re-sits and to avoid cheating
    Rapidly produce statistical information about individual responses (scores and time taken)
    Export to statistics and database packages for recording, collation, analysis, storage and management of results, trends over time
  • 57 state leadership activities planned this month
    KIY, IN, AL, CA, NY, WI are on particpting. How about your state? Sign your state up today….
  • Ready for Online Assessments? Help is Here.

    1. 1. Ready for Online Assessments? Help is Here. Call-in number: 571-392-7703 | PIN: 635 397 980 649 October 2013
    2. 2. Poll #1 How did you hear about this event? A. SETDA/Assess4ed Promotion B. Connected Educators Month Promotion C. Twitter/Facebook D. A Colleague
    3. 3. About SETDA • Ten-year old DC-based, national, non-profit member association • Serve, support, and represent U.S. state and territorial directors (SEA leadership) for educational technology • Forum for: – Research and best practices – Inter-state collaboration – Professional development – Public-private partnerships – State-federal relations
    4. 4. SETDA Resources for Online Assessment Readiness • • Technology Requirements for Large-scale Computer-based and Online Assessment • Technology Readiness for College and Career Ready Teaching, Learning and Assessment • SEPC • Implementing Online Assessments – Pathways to Success For access to SETDA’s resources to go
    5. 5. Agenda • Welcome – Geoff Fletcher, Deputy Executive Director, SETDA • Implementing Online Assessment Website Overview District Sharing – – – Mike Nelson, Director of Curriculum and assessment of Coeur d"Alene School District 271, ID Patches Hill, Technology Systems Manager of Indian River School District, DE Scott Smith, Chief Technology Officer of Mooresville Graded School District, NC • Q&A, Geoff Fletcher, SETDA
    6. 6. Poll #2 Chose the statement that best describes your role in helping your state/district prepare for online assessments. A. Technology contact B. Assessment contact C. I am driving the whole show D. I am doing nothing to help prepare – yet E. I will implement it when it happens
    7. 7. Presenters Mike Nelson Director of Curriculum and Assessment Coeur d’Alene School District 271, ID Patches Hill Technology Systems Manager Indian River School District, DE Scott Smith Chief Technology Officer Mooresville Graded School District, NC
    8. 8. Ef fective Use Online Platforms for Formative & Summative Assessment Michael S. Nelson Director of Curriculum and Assessment Coeur d’Alene School District (Idaho)
    9. 9. District Back ground  Coeur d’Alene School District 271      Public school district of 10,300 students in Idaho 530 teachers in 17 schools (7 of last 14 State teachers of the year)  11 elementary; 3 middle schools; 2 traditional high schools  6 magnet or charter schools Part of the Smarter Balanced Assessment Consortium Highest performing large district in Idaho 90GB of bandwidth coming into our district  17 mobile laptop/iPad labs available if needed  Blended learning for several courses
    10. 10. Professional Devel. Approach We empower faculty through: •Job embedded staff collaboration – Weekly on Mondays – 1 day per month district-driven •“Top 40” Professional Devel. Team – Stiggins’ Assessment Training Institute •Building Leadership opportunities
    11. 11. Our Assessments are used for… • Diagnostic to determine the student’s pre-knowledge and identify strengths & weaknesses • Formative and Interim to provide the student with feedback on their progress during a course • Summative to estimate performance at the end of a course and ‘grade’ the student’s work
    12. 12. Smar ter Balanced Questioning Types
    13. 13.   Our Assessment Quandar y Discovery  Education Paper Scannable  OMR Schoolnet Skyward Clicker Delivery       XX   Online Delivery XX     XX XX Paper Delivery XX XX XX   XX XX XX XX   XX XX XX   XX XX XX           XX       Item Analysis     XX XX   Reporting  Features     XX XX XX Import to Grades         XX XX XX       XX         XX     XX         XX   Delivery Options Question Types Selected  Response Constructed  Response Technology  Enhanced Performance  Tasks End of Exam Costs Ease of Use Administration  Ease of Use Annual Maintain  and/or Upgrades Other Considerations Ties to Standards
    14. 14. We Chose Skyward… After evaluating options, we found that our student  management system did the best in: •test factual knowledge effectively •include web-based resources, media objects •track student attempts •provide detailed, specific feedback •mark automatically, quickly, consistently •provide question banks, randomized ordering  •produce statistical information for test items •Export to gradebook and statistical packages
    15. 15. Areas of Note • construction of good objective tests still depends on  instructors • building up question pools is time-consuming • specialized mathematics and scientific notation still  cumbersome to incorporate • provision of secured test environment • review or grading essays and project-based  assessment/performance tasks • detect plagiarism in essays • robust infrastructure is required to avoid failure  during exams
    16. 16. Students Taking Assessments
    17. 17. Getting to the Exam Click on “Open Student Access” on the upper left corner of the screen. Student “assignment” will be listed at the top of the screen along with their current grades and academic calendar. Click on “Take Assignment”
    18. 18. Ending the Exam When choosing “Save and Complete Exam” a summary screen will appear asking you to review your work and ask whether you want to complete the assessment. Click “Yes” to end.
    19. 19. Essay Questions • • Read the prompt carefully. Create a well-crafted essay that fully answers the prompt. • You can expand the response box by dragging down on the bottom-right corner of the window.
    20. 20. Selected Response Stems X X X • These are NOT traditional multiple choice. • Each question may have multiple correct  answers. • Read the question carefully AS WELL AS  EACH answer choice. • Place an X in each of the boxes that correctly  answer the question correctly. • There may be an image, document or other  information available for answering your  question. • Look for the                                                       button
    21. 21. Post- Assessment Analysis Post-test, we have the ability to analyze each assessment by  question stem or by teacher distribution. •Report-based or chart form
    22. 22. Final Thoughts
    23. 23. Organizational Suppor t Structure Phase-In • Work with provider • Pilot work at different levels • Constantly communicate Provide Supports in a variety  • How to handouts of methods • PowerPoint presentations • Short instructional videos • Top 40 Team • Technology Leaders • Hand holding may be  necessary Provide Timely Results and  Successes • Empower faculty to  manipulate and use results • All assessment should  inform instruction • Triangulate results with  other works
    24. 24. Thank You. Michael S. Nelson Director of Curriculum and Assessment Coeur d’Alene School District (Idaho)
    25. 25. Delaware, IRSD and Online Assessments
    26. 26. Summary of levels A multi-step process at multiple levels ◦ State infrastructure implementation ◦ State assessment implementation – summative standardization ◦ Personalized learning and formative standardization
    27. 27. History and Background Delaware has only three counties that encompass 19 school districts (16 traditional districts and 3 county-wide vocational/technical districts). The move to adopt and fully implement Common Core State Standards (CCSS)aligned assessments in 2014 builds on Delaware’s nearly twenty-year history of planning toward better information sharing across the state. Faced with standardized testing contract expiration after the 2009-2010 school year, the state formed a taskforce with two priorities for the next iteration of tests: immediate scoring, and the ability to track data over time. These priorities led to the group’s ultimate recommendation for a shift to online assessment. Delaware wanted to emphasize testing flexibility in how the test is administered and within the assessment. The Delaware Comprehensive Assessment System (DCAS) provides multiple opportunities for students to demonstrate proficiency and provides academic achievement including a measure of fall-to-spring and year-toyear individual student growth. Delaware has a law requiring all state-mandated and high-stakes assessments to be administered digitally.
    28. 28. Key Success Factors Centralized statewide network that provides Internet connectivity to each school. Statewide pupil accounting system that tracks accommodations used by every district already in place. Annual school technology survey to assist in determining readiness. Stakeholders involved starting very early in the field testing process and focused on technology capacity and hardware issues, particularly the logistics of setting up schools.
    29. 29. What districts did Prior to field testing in 2010, districts and schools were using technology for instruction, but administering paper-and-pencil assessments. Assessment no longer meant entire buildings would have to shut down for several days while all students inside completed the exams because of the move to broad assessment windows. Technology Readiness – Including network, bandwidth and computers readiness. Teacher/Staff Assessment Readiness – Including training of district technology coordinators, as well as training of school and district test administrators. Student Readiness – All students viewed a presentation that introduced the DCAS field test and completed both a computer skills assessment and a training test. Scheduling – Districts developed careful schedules to complete in time allowed.
    30. 30. What districts did Displaced some instruction because there aren’t enough laptops with particular features to meet all demand scenarios. Establishing Wi-Fi in every school to assure secure, reliable, redundant connections. Currently, all but two buildings are wireless at 100% coverage of facility. PLCs provided a structure for decentralized decision making about the timing and configurations for online assessment that work best. Despite the considerable flexibility offered by broad testing windows, most schools continue to follow the more traditional approach of holding shorter testing windows comprised of a few days during which nearly all students are tested. Four schools at IRSD (2 high schools, 1 middle school and 1 elementary school) are participating in the spring 2013 SMARTER Balanced pilot test.
    31. 31. Key Factors for Future Systems Adoption at IRSD As we move to more personalized learning it will prove key to build systems that follow open standards. Joined BRINC(State) and IMS GLC (International). IMS Global and its members have helped us significantly in understanding the total interoperability of our data and how they should integrate with other state and local systems. Only choosing systems that follow QTI and APIP at district level to keep impact of assessment database longevity and interoperability from being a concern. Also focusing on Common Cartridge (CC) and Learning Tools Interoperability (LTI).
    32. 32. IMS Standards Prove Key @ IRSD QTI - Question and Test Interoperability is a technical specification that describes formats & services for exchange of digital assessment items and tests among assessment system software components. ◦ ◦ ◦ ◦ XHTML based Permits inclusion of other mark-ups, e.g., MathML, ChemML Supports alternative accessibility representations Future version will merge with HTML5 & digital book formats APIP Accessible Portable Item Protocol is a technical specification that describes formats & services for exchange of accessible digital assessment items and tests among assessment system software components. ◦ APIP v1.0 uses a precisely defined subset of QTI v2.1 ◦ Expands the accessibility content feature in QTI ◦ Uses accessibility definitions from IMS AccessForAll specifications (Metadata and Personal Needs and Preferences - PNP)
    33. 33. How does APIP relate to QTI in terms of origin? QTI has been implemented and evolved over 10+ years of experience of leading assessment, publisher and learning platform providers worldwide. APIP arose out of seed funding from the U.S. Department of Education to a project led by a consortium of U.S. states.
    34. 34. Conformance Profiles
    35. 35. Additional Links District Website Materials Used IMS Overview Open Infrastructure
    36. 36. Mooresville Graded School District Digital Conversion Scott S. Smith Ed.D
    37. 37. Mooresville Graded School District: Demographics Number of Schools 8 Certified Staff ~ 400 Non Certified Staff ~ 300 Total Students K-12 5900 Students receiving Free/Reduced Lunch has increased in MGSD... Asian 2% Multi Racial 3% Hispanic 8% African American 17% Caucasian 70%
    38. 38. Why a Digital Conversion? • Close the digital divide • Relevant instruction • 21st century readiness • Real world experience • Instructional practice • • Improved academic achievement Moral imperative
    39. 39. Ingredients • • • Building the culture 21st century tools and online resources Data rich & intensive – with immediate feedback and results • Capacity building • All in!!!
    40. 40. The Tech Specs • Over 5500 MacBook Airs for every teacher and student grades 3-12 • Online content available virtually 24 / 7 • Ubiquitous wireless • 802.11n Access Point in every classroom (at minimum) • High availability connectivity • 500 MB Pipe for the district • GB Fiber between locations • Cultural shift / personalized instruction • Support for online assessments
    41. 41. Online Assessments • Daily online assessments in Angel (Learning Management System) • Implementation of Lock Down Browser in conjunction with Angel • Quarterly Assessments with ThinkGate • End of Grade and end of Course Exams online
    42. 42. Meeting Bandwidth Needs • Prior to Digital Conversion • 40MB Connection • Year 1 (2008 – 2009)of Digital Conversion (~2200 laptops) • 100 MB Connection • Year 2 (2009 – 2010) of Digital Conversion (~4000 laptops) • 250 MB Connection • Year 4 (2011-12)of Digital Conversion (~5000 laptops) • 500 MB Connection • Year 6 (2013-14) of Digital Conversion (~5500 laptops) • 500 MB Connection (watching closely)
    43. 43. Online Assessments • Average week – 274 MB of a 500 MB pipe (Sept 16 – Sept 20, 2013)
    44. 44. June 3, 2013 – First day of Online Exams • Average 173 MB of a 500 MB pipe
    45. 45. Mooresville High School Grades 9 - 12 • Honor School of Excellence • High Growth • Met 100% AMO Targets Overall Composite for Students Testing Proficient on State End-of-Course Exams Composite increase of 23 percentage points over 6 years
    46. 46. Mooresville Graded School District Getting students across the line! 4-Year Cohort Graduation Rate MGSD is 3rd in the state out of 115 districts for its 2012 graduation rate!
    47. 47. Mooresville Graded School District District Achievement 16% 16% Growth! Growth!
    48. 48. Mooresville Graded School District District Achievement District Percent Proficient using EOG Reading, Math, Science; EOC Per Pupil Expenditure (state ranking) District Enrollment Numbers 1 Camden County 90% 7989 (73) 1891 2 Mooresville Graded School District 89% 7463 (100) 5622 Polk County 89% 9604 (22) 2363 Chapel Hill Carrboro 88% 8979 (39) 11,504 3 MGSD Ranked 2nd in the State 2011-12 Formula: Number of Proficient Test Scores on Reading Grades 3-8, Math Grades 3-8, and EOCs divided by the total number of tests taken in school year 2011-2012.
    49. 49. Questions? Webinar Archive & Resources More information: Geoff Fletcher,
    50. 50. Claim your CEM Digital Badge • • • • Go to Click the “Have claim code?” button Enter the code: rere124 Click “Claim” NOTE: Participants will have to create a Mozilla account and backpack to claim a badge if they do not have an account already.
    51. 51. CEM Activities for State Leadership audience=249
    52. 52. Webinar Resources Webinar Archive & Resources More information: Geoff Fletcher,