Georgia’s Student Assessment Program

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Georgia’s Student Assessment Program

Middle Georgia RESA

Melissa FincherAssociate Superintendent for Assessment & Accountability


Today’s Topics

• Transition of assessments to the CCGPS

• RT3 Assessment Resources

• PARCC

9/14/2011 2


Assessment Transition to the Common Core Georgia Performance Standards

(CCGPS)


CCGPS Implementation: Georgia Student Assessment

Program• CCGPS: English Language Arts & Mathematics

• Georgia will continue to administer state assessments until PARCC is implemented in 2014-2015

• As the CCGPS is implemented in classrooms this school year (2012-2013), the state assessments will transition to measure the CCGPS.– The only GPS content eligible to be assessed in ELA and

Mathematics are the ‘transitional standards’ identified by GaDOE Curriculum.



Program• The following state assessments will transition

to measure the CCGPS in 2012-2013:

GKIDS CRCT CRCT-M

GAA EOCT

• NOTE: EOCT – In ELA, all grades transition to CCGPS (no phase in)

– In Mathematics, grades K – 9 transition this school year (Coordinate Algebra), with grade 10 transitioning next school year (2013-2014: Analytic Geometry)



Program

• The Writing Assessments will remain as currently structured (on-demand prompts)– The attributes of effective writing remain the same

regardless of what initiated the writing

• Connections Resource Guides detail alignment of the CCGPS and WA rubrics are posted

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Writing-Assessments.aspx



Program• Focus of the ELA and Mathematics assessments

will be the CCGPS

• CCGPS items were field tested in Spring 2012

• Revised assessment resources (e.g., Content Descriptions) are postedhttp://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/default.aspx


Transitional Standards

• What are transitional standards?– Those standards taught in one grade level under the

GPS that are taught in a different grade level under the CCGPS

• For example, a concept or skill that was in 5th grade under the GPS is now in 4th grade under the CCGPS. This year’s 5th grade students would not receive exposure to this concept under the CCGPS.

• GaDOE Curriculum & Assessment has identified these concepts and skill as transitional standards.


Transitional Standards: ELA

• Language Progressive SkillsStudents advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, there are identified skills and understandings in Language standards 1 -3 that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. These skills are subject to assessment.


Progressive Skills: ELA

CRCT ELA Content Descriptions – page 25.


Transitional Standards: Math

• For example, in Grade 5:Students are responsible for learning concepts that were included under the fifth-grade GPS but now reside in fourth-grade CCGPS. These concepts are referred to in the curricular documents as transition standards. They are incorporated in those documents to prevent gaps in learning and are subject to assessment.

As a transitional standard:

Grade 5Domain: AlgebraMCC4.OA.4

As part of the grade-level curriculum:

Grade 4Domain: Numbers & OperationsMCC4.OA.4

Teachers should not teach both curricula!Teachers should not teach both curricula!


Big Ticket Considerations for the Assessment of CCGPS

• Reading– Text Complexity

• One Resource: Lexile – See Appendix A of the Common Core State Standards for

English Language Arts for suggested Lexile range by grade band.

– Evidence Based• Beyond identifying to citing evidence from the text to

support inferences and conclusionsConsider using NAEP released items (reading, writing, and mathematics) as another resource.

Consider using NAEP released items (reading, writing, and mathematics) as another resource.


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Sample CRCTItem: ELA

In the grade 8 CC, students are expected to utilize and control the active and passive voices effectively and appropriately. Students will continue to evaluate tense and verb usage, as in the GPS; however, in the Grade 8 CC, analysis expands to include identification / correction of errors in voice and mood.


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Sample CRCTItem: ELA

In the grade 7 CC, students are expected to express ideas clearly and precisely, without using unnecessary, wordy, or redundant language. In the GPS students were expected to identify extraneous information; however, the grade 7 CC also measures students’ ability to hone relevant language for precision and clarity.


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Sample CRCTItem: Mathematics

In the grade 3 CC, students are expected to specifically recognize fractions that are equivalent to whole numbers. In the GPS, the focus was on understanding that fractions represent equal sized parts of a whole. This understanding is still a focus in the grade 3 CC as well, but goes beyond the specifics of GPS.


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In the grade 6 CC, students are expected to find the volume of right rectangular prisms specifically with fractional edges. In the GPS, the focus in grade 6 was also on finding the volume of rectangular prisms but the fractional edge lengths was not the focus.


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In the grade 8 CC, students are expected to apply the Pythagorean Theorem to find the distance between two points. In the GPS, the focus was on applying properties of a right triangle including the Pythagorean Theorem to find a missing part of a right triangle. The CC standard is more “abstract” and requires that the students recognize that they need to draw in the right triangle on the coordinate grid.


RT3 Assessment Resources


RT3 Assessment Resources

• CCGPS Formative Item Bank

• Interim Benchmarks

• Assessment Literacy/Formative Instruction Online Learning Modules


Sample CCGPS Formative ELA Item

Compare and contrast the two farmers and their farms. What could each farmer learn from the other? Support your conclusions with numerous appropriate examples from the story.

Student Response 1:

Oliver should relise that it doesn’t matter how it looks it just needs to be healthy.

Student Response 2:

They both own a farm and they both are farmers. They both grow crops. They grow different crops. Abe’s crops did not grow in strait rows.


ELA Formative Pilot Summary Data

GradeNumber and percent of students achieving each score point

Total student N/ %

0 1 2 3 4

3

475

15.6%

1613

52.9%

713

23.4%

202

6.6%

45

1.5%

3048

100%

4

323

11.0%

1518

51.7%

814

27.7%

199

6.8%

83

2.8%

2937

100%

5

367

12.2%

1100

36.5%

901

29.9%

518

17.2%

125

4.2%

3011

100%

6

155

6.3%

960

39.1%

811

33.0%

418

17.0%

111

4.5%

2455

100%

7

218

6.0%

1387

38.1%

1275

35.0%

617

16.9%

146

4.0%

3643

100%

8

264

9.2%

1140

39.9%

1029

36.0%

338

11.8%

89

3.1%

2860

100%

9-10

175

7.2%

1016

42.1%

783

32.4%

361

14.9%

81

3.4%

2416

100%

11-12

376

15.7%

1018

42.4%

763

31.8%

196

8.2%

46

1.9%

2399

100%

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Math Formative Pilot Summary Data

Grade

Number and percent of students achieving each score pointTotal

student N/ %0 1 2 3 4

3

771

40.0%

667

34.6%

373

19.3%

81

4.2%

36

1.9%

1928

100%

4

795

37.9%

800

38.1%

360

17.1%

87

4.1%

58

2.8%

2100

100%

5

548

37.0%

513

34.6%

252

17.0%

124

8.4%

44

3.0%

1481

100%

6

927

45.4%

768

37.6%

269

13.2%

65

3.2%

14

0.7%

2043

100%

7

896

48.6%

632

34.3%

243

13.2%

62

3.4%

11

0.6%

1844

100%

8

984

43.9%

791

35.3%

314

14.0%

100

4.5%

51

2.3%

2240

100%

9-10

798

45.5%

697

39.8%

186

10.6%

45

2.6%

27

1.5%

1753

100%

11-12

690

44.7%

602

39.0%

178

11.5%

63

4.1%

9

0.6%

1542

100%

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Georgia Formative Instructional Practices:Keys to Student Success

• Seven On-Line Modules– Foundations of Formative Instructional Practices

– Leading and Coaching Formative Instruction Learning Path

• Suggest blended delivery model – Self-paced, on-line learning AND

– Cohort learning (via professional learning communities)

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1. Introduction to Formative Instructional Practices

• Understand what formative instructional practices are

• Become familiar with key research findings related to the effects of formative instructional practices on student achievement

2. Clear Learning Targets

• Understand the benefits of learning targets

• Know how to ensure learning targets are clear to the teacher

• Know how to make learning targets clear to students

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3. Collecting and Documenting Evidence of Student Learning

• Know how to collect accurate formative evidence of student learning

• Know how to document formative evidence of student learning

4. Analyzing Evidence and Providing Effective Feedback

• Know how to use methods of assessment formatively in order to analyze evidence of student learning

• Understand what makes feedback effective

• Know how to provide effective feedback

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5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More• Know how to prepare students to give each other

effective feedback• Know how to prepare students to self-assess with a focus

on learning targets• Know how to prepare students to create specific and

challenging goals• Know how to prepare students to track, reflect on, and

share their learning with others

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Georgia Formative Instructional Practice:Keys to Student Success



6. Leading Formative Instructional Practices

• Know how to promote formative instructional practices and support school-wide change

• Know how to lead quality formative instructional practice implementation in your school

• Understand the importance of developing a balanced assessment system

Target audience: Facilitators, district and school leaders

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7. Coaching Formative Instructional Practices

• Know how to plan for the change process and to promote a systemic approach to formative instructional practices.

• Know how to leverage blended learning and professional learning teams.

• Understand how to sustain the implementation of formative instructional practices.

• Know how to provide teachers with effective feedback as they learn about formative instructional practices.

• Know how to employ resources and strategies that support formative instructional practices.

Target audience: Facilitators, instructional coaches, curriculum supervisors, department heads, district and school leaders

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Teacher Assessment on Performance Standards

- Teacher KEYS, Georgia Department of Education29


Partnership for Assessment Readiness for Colleges & Careers

(PARCC)


Common Core Assessment

• Georgia is a governing state within the Partnership for the Assessment of Readiness for College and Careers (PARCC), a consortium of 23 states focused on building a common assessment based on the Common Core.– Implementation is planned for the 2014-2015 SY


PARCC

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Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11

End-of-Year Assessment

•Innovative, computer-based items•Required

Performance-BasedAssessment (PBA)

•Extended tasks•Applications of concepts and skills•Required

Diagnostic Assessment

•Early indicator of student knowledge and skills to inform instruction, supports, and PD•Non-summative

2 Optional Assessments/Flexible Administration

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative

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Speaking And Listening Assessment•Locally scored•Non-summative, required


Non-Summative Optional Assessment Components

Diagnostic Assessment•Early indicator of student knowledge and skills to inform instruction, supports, and PD

Optional Assessments/Flexible Administration

Mid-Year Assessment•Performance-based•Emphasis on hard to measure standards•Potentially summative

– Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs

– Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component


Summative Assessment Components

End-of-Year Assessment

•Innovative, computer-based items

Performance-BasedAssessment (PBA)

•Extended tasks•Applications of concepts and skills

• Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

• End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items


College and Career Readiness for All Students

K-2 formative assessment

being developed,

aligned to the PARCC system

Timely student achievement data showing students, parents and educators

whether ALL students are on-track to college and career

readiness

ONGOING STUDENT SUPPORTS/INTERVENTIONS

College readiness score to identify who

is ready for college-level coursework

SUCCESS IN FIRST-YEAR,

CREDIT-BEARING, POSTSECONDARY

COURSEWORK

Targeted interventions &

supports:•12th-grade bridge courses• PD for educators


Use of Technology


Technology Guidelines for PARCCVersion 1.0 – April 2012

• Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications- and are able to be “locked down”.

HardwareProcessor1.0 GHz

RAM1 GB

Storage1 GB

Resolution1024x768

Screen Size10” Class

Operating Systems

Mac 10.7 Windows 7Linux (Ubuntu 11.10; Fedora 16)

Apple iOS Android 4.0


Developing the PARCC Assessment System

ANCHORED IN COLLEGE AND CAREER READINESS


Claims Driving Design:

ELA/Literacy


Claims Driving Design: Mathematics

Students are on-track or ready for college and careers


PARCC Resourceshttp://www.parcconline.org/

• Model Content Frameworks– Serve as bridge between Common Core and the

PARCC assessmentshttp://www.parcconline.org/parcc-model-content-frameworks

• Sample Prototype Items– Illustrative only; not all encompassinghttp://www.parcconline.org/samples/item-task-prototypes

Sign up to receive PARCC news & updates

Sign up to receive PARCC news & updates

Be sure to read the supporting documentation for each itemBe sure to read the supporting documentation for each item


Sample PARCC ELA Item:Evidence-Based Selected Response


Sample PARCC ELA Item: Analytical Prose Constructed-Response

• Item #1:

Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.


Sample PARCC ELA Item: Analytical Prose Constructed-Response

• Item #2:You have read three texts describing Amelia Earhart. All three include the claim that

Earhart was a brave, courageous person. The three texts are:

• “Biography of Amelia Earhart”

• “Earhart's Final Resting Place Believed Found”

• “Amelia Earhart’s Life and Disappearance”

Consider the argument each author uses to demonstrate Earhart’s bravery.

Write an essay that analyzes the strength of the arguments about Earhart’s bravery in

at least two of the texts. Remember to use textual evidence to support your ideas.


Questions?

Melissa FincherAssociate Superintendent for Assessment & Accountability

[email protected]

August Olgetree, Ph.D.Georgia PARCC Coordinator

[email protected]

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Georgia’s Student Assessment Program

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