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Next Generation Assessments in Kansas
Marianne PerieCETE
Everything is changing
SMARTER BALANCED ASSESSMENT CONSORTIUM (SBAC)
WISER HARMONIOUS ASSESSMENT OF KANSAS (WHAK)
(We are taking suggestions on naming this new assessment!)
But how much is changing, really?
Transition assessment in Spring 2014 is the same as we have always planned
Spring of 2015, when we would have had SBAC for the first time, we will have an enhanced Kansas assessment.
By Spring of 2016, we will be very close to where we would have been with SBAC with difference due to choices made in Kansas.
Spring 2014 Transition Assessment
oDelivered on KITEoAligned with Kansas College and
Career Ready Standards for math, reading, and writing conventions
o Follows similar blueprint to SBACoMachine-scorable items only
–No performance task–No writing prompt–No listening items
New Development in 2014–2015
The transitional test will serve as the backbone for the new Kansas College and Career Ready Assessment
Enhancementso Listening sectionoWriting promptoMath performance tasks
Spring 2015
The core machine-scorable part of the test will be parallel to what was administered in 2014, but we will refresh the item pool.
We will field test the enhancements. Accountability for 2015 will be based on
the core portion of the test. Schools and districts will receive
feedback on the field-test portions to help gauge student readiness on the full set of standards.
Summer 2015 After analyzing the field-test items, we
will create the best form possible that includes all features of our future assessment.
We will set new achievement standards (cut scores and performance level descriptors) based on that form.
Using those new cut scores, we will set new AMOs and communicate the new targets to schools and districts.
Spring 2016
Now we have a fully enhanced test that covers all of the Kansas College and Career Ready Standards.
We should also have sufficient numbers of items to make the test adaptive this year as well.
Adaptivity
We are considering stage adaptivity rather than item adaptivity that SBAC uses.
BenefitsoMore reliable estimateso Targets assessment to student leveloRequires fewer items than item-
level
Model of a Stage Adaptive Test
Summary
Core machine-scorable items aligned with
KCCRS
Core machine-scorable items aligned with
KCCRS
Core machine-scorable items aligned with
KCCRS
Spring 2014
Spring 2015
Spring 2016
Listening Items
Complete enhancements (performance task, essay,
listening items)
Essay
Math Perform-ance Task
Adaptivity
Kansas Fingerprints
We want Kansas educator and stakeholder fingerprints all over these new assessmentso Teachers
–Design decisions– Item writing– Item reviewing–Rangefinding–Scoring
Kansas Stakeholders Administrators
o Support teacher involvementoVoice in report decisionsoCross-content development
Kansas Board of RegentsoHigh school — we want to ensure
that tests truly predict college readiness
oWill be involved in design and review of assessments and setting cut scores
Full Kansas Assessment Program
Summative assessmento ELA (complete in 2016)o Math (complete in 2016)o History/government (complete in 2017)o Science (complete in 2017)
Formative toolso Really more like sample items nowo Developing capacity for teachers to build
test forms using item pool.o In 2016, we can start building true
formative, instructionally-embedded tests.– Will include science and H/G
Things to Consider
EssayoCovers both ELA and Science or
History/Government standardso Students in grades 4, 7, and 11
would only need to write one essay aligned to both History/government and literacy standards
o Two rubrics provide two scores—one for each test
o Same idea for science
Example
Students watch “I have a dream” and read an essay by Malcolm X. They are then asked to write an essay comparing and contrasting the two approaches to the civil rights movement. They may be asked to define and give examples of civil disobedience and discuss its efficacy.
Writing Standards (G11) Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes..a. Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.f. Provide a concluding statement or section that follows from
and supports the information or explanation presented.
Kansas History/Government Standards
High school: Civil rights, social change Standard # 3: Societies are shaped by
beliefs, ideas, and diversity. o 3.1 The student will recognize and evaluate
significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations.
o 3.2 The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Things to consider (2)
Adaptivity in writing prompt and performance task.o SBAC planned to have writing prompts
and performance tasks written to three different levels of difficulty. The first part of the test would determine which writing prompt/performance task the student received.
o Should we do the same? Would two levels be sufficient?
Things to consider (2)
ScoringoWith a writing prompt and math
performance task, we will have student responses that need to be scored by hand.
oWe would like teachers to be involved in scoring
oWhat is the best model?
Scoring models Fully distributed scoring
o Teachers score on the computer using KITE. An independent activity.
School or regional based scoringo Teachers score as a group and enter
scores later Scoring center
oOnly a few teachers come to Lawrence for several days to score all student papers.
Things to consider (3) Weighting the essay and performance task
oWhat are your thoughts as to how much weight the essay should have on the ELA score or the math performance task should have on the math test?
MC items are worth one point each. TE items can be worth up to 3 points each. oMath core is worth 60 pointso ELA core is worth 57-71 points,
depending on the grade.
Things to consider (4) Listening requires headphones and
additional caching Districts and schools will need to purchase
headphones for every student or ask students to bring in their own (think ear buds)
Streaming audio will put a huge load on the system, so you will need to work with IT to prepare for that in 2014–2015.
How can KSDE and CETE prepare for this load?
Things to consider (5) Number of performance levels USED requires three: Proficient, one above
and one below SBAC has four; PARCC has five Kansas has traditionally used five Considering four:
o Academic warningo Approaching standardo Meeting standardo Exceeding standard
Would other levels be useful? Where and why?
Next Steps
Q and A Discussion
Discussion Topics
1. Double counting essays2. Scoring3. Weighting the essay and math
performance task4. Streaming audio—bandwidth and
caching issues5. Number of performance levels