Building the District Assessment System

Akron Public SchoolsMay 13, 2013

Identified Purposes for District Assessments (District Assessment Team Feb. 2013)

• OPES/OTES• Student Growth Measures• Value Added Measures• Student Learning Objectives

Principal/Teacher Evaluation

• Identify students needing additional time/support

• Inform Instruction• Monitor intervention and

enrichment

Student Learning

ODE Approved Process:SLOs, Value Added, SGMs from ODE Approved Vendor List

Common Formative Assessments Used by SIP Teams and PLCs

Will model, as much as possible, Next Generation Assessments (PARCC)

Will ensure equality for OTES/OPES Will provide meaningful and relevant information to students, parents, teachers, administrators, and district staff

Will support a common formative assessment process

Commitments The District Assessment System…

Available Tests: Map Primary Grades KG-2: ELA, Math Grades 2-10: Language Usage, Reading, Math Grades 3-10: General Science

Administration Time: ~1 hour/test Frequency: 1-3 times per year Administered on computers; online Computer Adaptive to measure exactly where

students are performing

MAP: Measures of Academic Progress

Alignment to CCSS Controlled item exposure – once a student is exposed to

a test item they will not see that item again. 10 questions per content goal area on each test Large item bank ~50,000 carefully tested items

EVASS Value Added Reporting Student Growth Reports – based on students with similar

learning profiles Third Grade Reading Guarantee* ODE Reading Diagnostic* Projected Proficiency-OAA, OGT, ACT, EXPLORE, PLAN

MAP: Measures of Academic Progress

APS Decided to Use MAP for:◦ Grades K-10 English/Language Arts◦ Grades K-10 Mathematics◦ Pre-test, mid-year, and post-test

MAP: Measures of Academic Progress

ON THE FOLLOWING SLIDES, YOU’LL FIND SAMPLE MAP TEST ITEMS THAT MIRROR FUTURE

PARRC ASSESSMENTS

Item With Dropdown Lists

Drag and Drop Items

Item With Animation

Full Credit/Partial Credit Items

Scoring Explanation for item 50014500 JustificationsFull credit C. Communication

became faster and easierThis is the correct answer. This demonstrates full understanding of the impact of the telephone in the 1800s.

Partial credit B. Women got new jobs as operators

This is a partially correct answer. This demonstrates a partial understanding of the impact of the telephone in the 1800s. While women did have added employment opportunities, the impact of the telephone on communication is universal and ubiquitous.

No credit Options A and D

Scoring Explanation

Tests Available: Science and Social Studies Grades 5-8

Pre/Post Test Design Based on New Ohio Learning Standards for

Science and Social Studies Online and Paper Pencil Format Administration Time ~ 1 hour 30 multiple choice, 3-4 short answer, 1

extended response

CAP: Collaborative Assessment Project

APS Decided to Use CAP for: ◦ Grades 5 – 8, Social Studies and Science◦ Pre-test (September) and Post-test (March)◦ Semester Exam in Social Studies and Science can

serve as mid-year check point.

CAP: Collaborative Assessment Project

APS Decided to Use DAP for:◦ Social Studies and Science, Grades 9-12◦ ELA and Math, Grades 11-12◦ Akron Public School’s Learning Specialists and

Teachers Create the Assessments◦ Based on New Ohio Learning Standards ◦ Pre/Post Test Format◦ Semester Exams serve as mid-year check point

DAP: District Assessment Program