CCEG NC Assessment Presentation Feb 2013

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Information shared by Rachel McBroom about NCDPI's READY Assessements and Accountability model for 2012-13.

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  • A more traditional multiple choice item would have most likely been presented as “An ant travels 30 cm in 15 seconds. How far would the ant travel in 25 seconds?” This TE item not only assesses whether a student knows the equation for calculating speed, but also the level of conceptual understanding a student has regarding the correlation between distance and time in determining the speed an object travels. A correct response would involve a student placing the 40 cm in the center box and 50 cm in the box on the right.
  • This item, dealing with a similar concept in species adaptation, requires a higher level of cognitive demand where the student has to evaluate the characteristics of the species indicated at the top of the page and then determine which species will be most affected by the changing conditions. In this item we have combined potentially, 3 difference multiple choice items, into 1 single item. The student has to select 3 out of 5 possible response options. A correct response would be Box 2 – salamander, box 3 = amazon rare tree, and box 4 = reef-building coral
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  • CCEG NC Assessment Presentation Feb 2013

    1. 1. READY/Next GenerationAssessments in 2012-13 Common Core Engagement Group for Higher Education Feb. 26, 2013
    2. 2. History of Implementation Calendar for Roll-Out of New North Carolina Standard Course of Study Subject Area Where isNorth Carolina in 2010-2011 2011-2012 2012-2013 the adoption process? School Year School Year School Year English Language ArtsCommon Common Core adopted by SBE Common CoreCore June 2010 taughtStandards Mathematics Common Core adopted by SBE Common Core June 2010 taught Science Essential Standards adopted by SBE February New Essential Standards 2010 Current standards Current standards taught taught and taught and Social Studies, Healthful Living, Arts, assessed assessed Social Studies, Arts, World Languages and Guidance, World Languages Healthful Living adopted by SBE in Winter New Essential Standards 2010 taught (Guidance anticipated in S ummer 2011) Career and Technical Education New Essential Standards Essential Standards adopted by SBE May 2011 taught Early Learning New Essential Standards Alignment to Common Core completed in 2011 taught Information and Technology Skills New Essential Essential Standards adopted by SBE New Essential New Essential Standards Standardspiloted September 2009 Standardstaught taught with current SCS English Language Development (WIDA) New Essential New Essential New Essential Standards Essential Standards adopted by SBE June 2008 Standardstaught Standardstaught taught Extended Content Standards All Extended Content Standardswill be on the same operational time line asthe standardsin each individual content area. Note: The next generation of End-of-Grade and End-of-Course assessments will be administered in 2012-13 in alignment with the new standards.
    3. 3. Assessment A Closer Look at the Next Generation of State Assessments
    4. 4. Overview: 2012-13
    5. 5. 2012-2013 School Calendar - Draft 2012 2013 New Assessments Last ABCs READY Compilation of New Data ReportReport Standard Setting to SBE PLAN ACT WorkKeys March 5, 2013 EXPLORE March 19, 2013 (make-up) March 5-19 (accommodations testing) WorkKeys for Early Graduates in Dec Teacher teams write Pilot test of summative and 2nd Tech Readiness Tool field test items interim assessment items Collection Windows and performance tasks
    6. 6. A Change in the Claim of Testing Claims in the Past: Proficiency Claims in the Future: Career- and College- Ready
    7. 7. Changing what we think of as “State Assessments” • Constructed This is what we’ve known Response + • Performance Tasks Summative • Computer Adaptive Testing Interim Tools “Along the Way” Formative Processes “Every Day” 7
    8. 8. New Item Types and ItemsConstructed-Response and Technology-Enhanced Items • Mathematics: gridded response items o Grades 5-8 and Math I (Algebra I/Integrated I) • Calculator Inactive: Grades 3-8 and Math I (Algebra I/Integrated I) o One-third to one-half of grades 3-8 o One-third of Math I (Algebra I/Integrated I) • English II: short constructed response, technology- enhanced and multiple choice
    9. 9. Grade 5 Science TE Item Distance Time Graph 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the directions in which they travel (RBT = Conceptual/Understand; DOK = 2)This distance/time graph shows the distance covered by an insect crawling across atable. Using the information on the graph, place (click and drag) the remaining distancesto complete the table below.Distance traveled in 10 seconds Distance traveled in 20 seconds Distance traveled in 25 seconds 20 cm 30 cm 40 cm 50 cm
    10. 10. Grade 8 Science TE Item List of Species and Their Characteristics • Estuarine species inhabit coastal areas; they are adapted to a mix of salt and fresh water • Desert species are adapted to hot, arid areas which have large temperature fluctuations • Very rare tree species inhabit the Amazon basin • Reef-building coral inhabit coastal areas; their health and growth are negatively affected by pollutants • Salamander species in the southern U.S. depend on flowing water to keep oxygen levels high enough for survivalIf the changing conditions in the chart below occur, which species listed above will likely go extinct? Dragand drop the species that will most likely go extinct for each changing condition. Changing Conditions Species Likely to Go Extinct 8.L.4.1 Summarize the Sea levels rise rapidly Estuarine use of evidence drawn from geology, fossils, Prolonged drought and comparative anatomy to form the Deforestation in South America basis for biological classification systems Catastrophic oil spill in a coastal and the theory of region evolution (RBT = Conceptual/ Amazon rare tree Desert Understand; DOK = 2) Salamander Reef-building coral 10
    11. 11. Grade 6 Constructed Response Item A company is having a picnic. The expenses will be for music and refreshments. • The music will cost $150. • The refreshments will cost $125. • Tickets will be sold for $2.50 per employee. What is the minimum number of tickets that must be sold to pay for the picnic expenses? Note that Calculator: Inactive students DOK: Skill/Concept receive Domain: Expressions and Equations instructions Standard: 6.EE.7 Solve real- and world and mathematical practice for problems by writing and gridding solving equations of the form answers. x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. 11
    12. 12. Math I Constructed Response ItemThe daily profit, P, of a business that sells x units of a product each day is given by thefunction P = –2x2 + 200x + 3,000. The number of units sold on Tuesday was 10 lessthan the number needed for maximum possible profit. What is the difference betweenthe actual profit on Tuesday and the maximum possible profit?Enter your response here:Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed. Calculator: Inactive DOK: Skill/Concept Domain: Interpreting Functions Standard: F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. 12
    13. 13. English II Multiple-Choice Item Moonrise Which line from the poem describes the by Jenette Purcell speaker’s feelings about loving someone?City night sky “when I have so little left togives itself to me again receive it”when I have so little left to receive it.I am dark, crumblingand you are rivers and trees away “are wide open to me always, but”searching your own night sky for a sign.The strong gates of your heartare wide open to me always, but, “paths and places I hold yourif only. memoriesSo I wait, as seasons before, decades before,fathers and mothers before me still insidewatch and listen. “at the fullness forming”Suddenly,bamboo, bones, fiber, fences, DOK: Skill/Conceptwater, glistening koi,*all the tiny rooms, Standard: Reading for Literature (RL.1)paths and places I hold your memories Key Ideas and Details: Cite strong andrelax thorough textual evidence to supportin audible, reverent wonderat the fullness forming analysis of what the text says explicitlyon this horizon’s edge. as well as inferences drawn from the* koi: colorful fish that symbolize love and friendship text. 13
    14. 14. English II Constructed-Response Item Moonrise In Moonrise, explain how the theme is developed throughout the poem. Use specific by Jenette Purcell details to support your answer.City night skygives itself to me againwhen I have so little left to receive it.I am dark, crumblingand you are rivers and trees awaysearching your own night sky for a sign.The strong gates of your heartare wide open to me always, but,if only.So I wait, as seasons before, decades before,fathers and mothers before me still insidewatch and listen. DOK: Strategic ThinkingSuddenly, Standard: Reading for Literature (RL.2)bamboo, bones, fiber, fences,water, glistening koi,* Key Ideas and Details: Determine aall the tiny rooms, theme or central idea of a text andpaths and places I hold your memories analyze in detail its development over therelaxin audible, reverent wonder course of the text, including how itat the fullness forming emerges and is shaped and refined byon this horizon’s edge. specific details; provide an objective* koi: colorful fish that symbolize love and friendship summary of the text.
    15. 15. Scoring Rubric for Constructed-Response Item In Moonrise, explain how the theme is developed throughout the poem. Use specific details to support your answer. Score Rubric (points) 2 • Identifies the theme of the poem • Uses at least one example of how the theme is revealed in the poem • Writes a response that explains how the theme is developed throughout the poem 1 • Identifies the theme of the poem • May or may not use at least one example of how the theme is revealed in the poem • Writes a response that may or may not explain how the theme is developed throughout the entire poem 0 • Fails to identify the theme of the poem • Fails to use at least one example of how the theme is developed in the poem • Fails to write a response that explain show the theme is developed throughout the poem
    16. 16. English II Technology-Enhanced ItemSelect (by clicking) the synonym that can replace reverent in the poem. Excerpt from Moonrise by Jenette Purcell Suddenly, DOK: Skill/Concept bamboo, bones, fiber, fences, Standard: Reading for Literature water, glistening koi,* (RL.4) all the tiny rooms, Craft and Structure: Determine paths and places I hold your memories the meaning of words and phrases relax as they are used in the text, in audible, reverent wonder including figurative and at the fullness forming connotative meanings; analyze the on this horizon’s edge. cumulative impact of specific word choices on meaning and tone respectful (e.g., how the language evokes a sense of time and place; how it redundant sets a formal or informal tone). amazed significant
    17. 17. Want More Info?• FAQ’s, Released Forms, Example Items, Test Specificationshttp://www.ncpublicschools.org/accountability/testing/• Tutorial of New Assessments http://go.ncsu.edu/nctdemo
    18. 18. READY Accountability Model
    19. 19. AccountabilityPurpose – Indicators – Key Ideas ▲Provide incentives and supports to • Improve Student Learning Outcomes • Raise Graduation Rates • Close Achievement Gaps
    20. 20. High SchoolSchool AccountabilityPurpose – Indicators – Key Ideas ▲ Status Growth Progress Indicators Indicators Indicators “this year” “trend over time “combined for groups of individual students” student’s growth” End of Course Δ End of Course Δ End of Grade EOG ACT 3-8 Math Δ ACT 3-8 Math EVAASGraduation Rates Growth Δ Graduation Rates School-wideMath Course Rigor Δ Math Course Rigor WorkKeys Δ WorkKeysGraduation Project
    21. 21. How each indicator is definedPerformance Composite • Percent of proficient tests in a school(Elementary and High) • All tests, subjects, and grade levels • Uses the EOG/EOC test dataAlgebra II/Integrated III • Percent of graduates who take and pass Alg. II or Int. Math III • Excludes the 1% populationGraduation Rate • Percent of students that graduate within 4 years and within 5 years (4-year cohort graduation rate)WorkKeys • Percent of seniors who are CTE concentrators who achieve a Silver certificate, or better, on the WorkKeys assessmentACT • Percent of students who meet college readiness targetsGraduation Project • Did a school implement a graduation project ?
    22. 22. Alignment Between Indicators in HighSchool High School Performance Grades • Performance Composite End of Course • Algebra II/Integrated III • Graduation RateMath Course Rigor • WorkKeys Graduation Rates • ACT WorkKeys Key Point: The set of indicators are shared and set a college and career- ACT ready expectation. The GraduationGraduation Project Project is not part of the school grade.
    23. 23. Want More Info?• NCDPI’s ACT Websitehttp://www.ncpublicschools.org/accountability/act/• ACT’s NC specific website http://www.act.org/stateservices/northcarolina/ *This site has several specific resources for Higher Education

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