NB Provincial Assessment Program - AEI Presentation July 2016

1. NB Provincial Assessment Program
EECD
Presenter: Cheryl Miles, Learning Specialist Literacy Assessments
Assessment and Evaluation Branch
July 19, 2016

2. NB Provincial Assessment Program
Learning Targets/Goals
At the end of this session participants will
•understand Balanced Assessment and the
structure of the new Provincial Assessment
Program.

3. Co-constructing Criteria Activity
• What is assessment?

4. What is Balanced Assessment?
Balanced assessment refers to
using multiple measures of
learning to accommodate a
variety of goals at the
classroom, district and
provincial levels. The three
components of a balanced
assessment model include
formative, benchmark and
large-scale measures.

6. WHY Balanced Assessment?
• Systemic Alignment
• Researched based
• Emphasis on classroom and school level
evidence
• Contextualization of large-scale information

10. Small piece of research…
• The achievement gains associated with formative assessment
have been described as “among the largest ever reported for
educational interventions”.
• The study carried out by the OECD’s Centre for Educational
Research and Innovation (CERI) supports these findings.
• Formative assessment also improves equity of student
outcomes.
• Schools which use formative assessment show not only general
gains in academic achievement, but also particularly high gains for
previously underachieving students. Attendance and retention of
learning are also improved, as well as the quality of students’ work.
(OECD Policy Brief Formative Assessment: Improving Learning in
Secondary Classrooms, November 2005)

11. © 2005, Dynamic Measurement Group 11
GPS On Where are we?
You are
Here
Port
Where do we want to be ?
How do we get there?
How are we doing?
Actual
Course
Desired
Course

12. Assessment is the GPS
for Educators
1 0
2 0
3 0
4 0
D e c .
S c o r e s
F e b .
S c o r e s
J a n .
S c o r e s
M a r c h
S c o r e s
A p r il
S c o r e s
M a y
S c o r e s
J u n e
S c o r e s
6 0
5 0
Reading
Aimline

13. New Brunswick Provincial
Assessment Program
Moving from a ‘data-rich’ to an
‘information-rich’ model

14. • Multi-year implementation model – began in 2014
(Formative Assessment, Realignment of Provincial
Assessment Program)
• Realignment complete 2016-17

15. Alignment with PCAP and PISA

16. Design of the New Provincial
Assessments
• Matrix sampling

17. Matrix Sampling
Booklet A
Booklet B
Booklet C
Booklet D
2 Reading Passages
2 Reading Passages
2 Reading Passages
2 Reading Passages
Student
Questionnaires
Student
Questionnaires

18. Item Aspect Percentage of
Assessment
Literal Response 20%
Inferential Response 60%
Personal/Critical/Evaluative
Responses
20%
Items per Booklet Booklet
A
Booklet
B
Booklet
C
Booklet
D
Multiple Choice
Literal Responses 3 3 3 3
Inferential Responses 9 9 9 9
Personal/Critical/Evaluative
Responses
3 3 3 3
Constructed Response
Personal/Critical/Evaluative 1 1 1
Inferential 1
Reading Domain - English

19. Item Aspect Percentage of
Assessment
Literal Response 20%
Inferential Response 60%
Personal/Critical/Evaluative
Responses
20%
Items per Booklet Booklet
A
Booklet
B
Booklet C Booklet
D
Multiple Choice
Literal Responses 3 3 3 3
Inferential Responses 9 9 9 9
Personal/Critical/Evaluative
Responses
1 1 1 1
Constructed Response
Personal/Critical/Evaluative 1 1 1
Inferential 1
Reading Domain - French

20. Strand Percentage of
Assessment
Number
•Number Sense
50%
Patterns and Relations
•Patterns
•Variables and Equations
15%
Shape and Space
•Measurement
•3-D Objects and 2-D
Shapes
•Transformations
30%
Statistics and Probability
•Data Analysis
•Chance and Uncertainty
5%
Items per Booklet Booklet
A
Booklet
B
Booklet C Booklet
D
Multiple Choice
Number 6 6 6 6
Patterns and Relations 2 2 2 2
Shape and Space 4 4 4 4
Stats and Probability 1 1 1 1
Constructed Response
Number 1
Patterns and Relations 1
Shape and Space 1 1
Mathematics Domain

21. Strand Percentage of
Assessment
Initiating and Planning (IP)
•Scientific questioning
•Predictions and
hypothesis
•Control and test variables
•Planning experiment
40%
Performing and Recording
(PR)
•Performing experiments
and recording observations
10%
Analysing and Interpreting
(AI)
•Classify and display data
•Analyze data
•Draw conclusions
40%
STSE
•Apply learning
10%
Items per Booklet Booklet
A
Booklet
B
Booklet C Booklet
D
Multiple Choice
Initiating and Planning 5 5 5 5
Performing and Recording 1 1 1 1
Analyzing and Interpreting 6 6 6 6
STSE 1 1 1 1
Constructed Response
Planning 1
Analyzing and Interpreting 1 1 1
Scientific Literacy

22. Why include a student
questionnaire?
• Provides an opportunity to discover and report
on correlational data

23. Attended Pre-School
No Yes, for
one
year or
less
Yes, for
more
than
one
year
ASD East 5.1% 57.4% 37.5%
ASD North 2.5% 62.7% 34.7%
ASD South 2.7% 59.4% 37.9%
ASD West 1.9% 64.9% 33.2%
Rest of Canada 5.6% 38.9% 55.5%
The math performance of students with more
than one year of pre-school was significantly
higher than students with either one year or
less or no pre-school at all. On average about
55 percent of students outside of New
Brunswick reported having attended pre-
school for 1 year or more. About 37 percent
of New Brunswick students reported similar
amounts of time in pre-school. The 18
percent difference was statistically significant.

24. NB Provincial Assessment
Timetable

25. Reporting of Provincial Results
• School Level results will be reported at Grades
4, 6 and 10 in Reading (English and FI / IF),
Mathematics and Scientific Literacy.
• Individual student results will continue to be
reported at Grade 2, ELPA/R and Grade 12 FSL
Oral Proficiency Certification.

26. Reporting of Results: Grades 4, 6, & 10
• Performance Levels – student performance
reported over 6 levels (school, district,
provincial)
• Performance Level Descriptors

27. Data Coaching – Information Rich
Model
Tips
– Start Small vs Deep Drilling
– Big Picture
– Be Patient
– Actionable
Questions
1.In looking at this data, what pops out at you?
2.What further questions does the data raise?
3.If this data remains constant, what might be the
possible consequence for our students?

28. “Data do not provide right
answers or quick fixes, but
data offer decision makers
an opportunity to view a
phenomenon through a
number of different lenses,
to put forward hypotheses,
to challenge beliefs, and to
pose more questions”

29. Questions?