New Future, New Test DECKER ELEMENTARY Pomona Unified School District

New Future, New Test

DECKER ELEMENTARY

Pomona Unified School District

We’re Preparing for a New Future

• Our students will live and work in the world of tomorrow

• We had to update our education system to match the demands students will face

• Tomorrow’s need? Workers who are: • Adaptable • Can apply knowledge to unpredictable problems• Can find information, assess its value and integrate

it to arrive at creative solutions


Out with the Old – In with the New

New Curriculum

New Learning

New Test

New Teaching


A New Approach


Checking Progress – 3 ways

Classroom assignments

Classroom assessments

• Rigorous Tasks

• Frequent checks for understanding

• Optional midyear tests provided by Smarter Balanced

CAASPP summative assessments


The Annual Test – worth the time?

Like your yearly well check up at the Pediatrician, the annual test:

• Provides a consistent evaluation– Is my child meeting expected milestones?

• Allows you to follow growth – even if you relocate!

• Gives you and your child’s teacher information you can act on – Does my child need focused support?


Is change really needed?


Weaknesses & Missing Skills

• Colleges and career training programs reported

weaknesses in HS grads Reading complex technical and informational texts

Writing well-supported arguments

Solving non-routine problems

• Analyses showed critical higher order skills were

needed for college and the workforce Problem solving

Critical thinking

Systems thinking

Information/ ICT literacy


Yet old tests focused on lower level skills

• Even looking at tests from 17 states reputed to have

higher standards and more difficult tests found that:

Only 21% of English Language arts items required “higher

order thinking skills” and

Fewer than 2% of mathematics items required “higher order

thinking skills”*

* Estimating the percentage of students who were tested on cognitively demanding items through the state achievement tests. RAND Corporation, 2012


The new CAASPP


Assesses Desired Skills

• Problem Solving Perseverance

• Application of Knowledge

• Listening

• Reading Complex Texts

• Research


Provides Better Information

Computer Adaptive Testing (CAT) = increased accuracy

What is CAT :• Answer Correctly Harder Question

• Answer wrong Easier Question

How:•Students get the questions right for them – up to 2 grade levels above or below grade

•Before, for those at the top and the bottom we couldn’t tell – How far ahead? How far behind?


Old School, New School

How test questions have changed


More Engaging - 4th Grade Math

Click and Drag animation Click and Drag animation


Challenging Tasks – 5th Grade Math Example

“Analyze the class plan and determine an alternative that

will help make the most of the available area “

• Drawn from real life• Requires multiple steps• No one right answer

• Drawn from real life• Requires multiple steps• No one right answer


Listening Questions – 7th Grade ELA

Asks students to provide

evidence for answers Asks students to provide

evidence for answers

Listen to the presentationListen to the presentation

Audio glossaries for words above grade level Audio glossaries for words above grade level


Meaning in Context – 11th Grade ELA

More than one answer

Choose the best two words to replace the underlined word


Unique Accessibility Features – Example: Pop Up Glossary

Roll cursor over shadowed words –glossary pops up

Roll cursor over shadowed words –glossary pops up


Unique Accessibility Features – Example: American Sign Language Videos


Practice Test (click here)

Live Look at the Test


http://sbac.portal.airast.org/practice-test/

Understanding Scores


Results: Resetting the System

Like Apples and Oranges, the new tests are too different to compare the old scores and new.

Many students will need to make significant progress.

This year’s results will establish a baseline for progress in future years.


Overall Scores – 2 Areas, 4 Levels

English Language Arts – Mathematics

Nearly Met the Standard

Exceeded the Standard

Met the Standard

Has Not Met the Standard


Additional Scores – 3 levels, 8 topics

English Language Arts1.Reading

2.Writing

3.Speaking & Listening

4.Research/Inquiry

Mathematics1.Concepts & Procedures

2.Problem Solving

3.Communicating Reasoning

4.Modeling & Data AnalysisBelo

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Sta

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A

t/N

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Above Standard

At/Near Standard

Below Standard


A Video Presentation

Understanding Your Child’s Score Report- English

Entendiendo el Reporte de Calificaciones Individual de CAASPP del Estudiante

*- Spanish

*Presentation computer must be logged on to the Internet and have access to YouTube. YouTube works best with Google Chrome. If you do not have Internet Access, the videos are located in folder # 2 in the Back to School Communications File.


https://www.youtube.com/watch?v=FQi4qlOCrmk&feature=youtu.be

https://www.youtube.com/watch?v=FQi4qlOCrmk&feature=youtu.be

https://www.youtube.com/watch?v=6ZPqZeHXs6k&feature=youtu.be



A Framework for Interpretation

It’s a beginning – this year’s score is your baseline.

It’s a transition – results may show many students need to make progress, but we are on the right path.

It’s the information we need – to help prepare kids for college and careers.


It’s just one snapshot of progress in a process of continual improvement


We’re on the right Path


CAASPP Results Timeline

Late July 2015—Shipping of Student Score Reports to local educational agencies (LEAs).

August 1–6, 2015—The Online Reporting System (ORS) is available in view-only mode, which means that new scores will not be visible until August 10. New users created during this period will not have access to ORS.

August 7–9, 2015—The ORS is not available. Please note that these dates are slightly different from what was communicated previously in our calendar

CAASPP Results Timeline

August 10, 2015—Interim Assessments are open for 2015–16 administration; student responses for the 2014–15 administration will have been removed from the IAHSS.

Mid-August 2015—LEA student data files are available for download from the Test Operations Management System (TOMS).

Mid-Late August 2015- Student information will become available in District-based data systems OARS and Zangle

Late August 2015—State release of 2015 test results; more information will follow after the exact date has been determined.

How Does a CAT Work?

• Each student is administered a set of test questions that is appropriately challenging.

• The student’s performance on the test questions determines if subsequent questions are harder or easier.

• The test adapts to the student item-by-item and not in stages.

• Fewer test questions are needed as compared to a fixed form to obtain precise estimates of students’ ability.

• The test continues until the test content outlined in the blueprint is covered.

How Does a CAT Work?Example: A Student of Average Ability

Medium

Med-Low

Low

Very Low

Med-High

High

Very High

Test QuestionsAnswers (R/W)

1 2 3 4 5 6 7 8 9 10

R R W R W W W W R R

Scoring the CAT

As a student progresses through the test, his or her pattern of responses is tracked and revised estimates of the student’s ability are calculated.

Successive test questions are selected to increase the precision about the level of achievement given the current estimate of his or her ability.

Resulting scores from the CAT portion of the test are based the specific test questions selected as a result of the student’s responses, but NOT the sum of the number answered correctly.

The test question pools for a particular grade level are designed to include enhanced pool of test questions that are more or less difficult for that grade but still matching the test blueprint for that grade.

Performance Tasks (PTs)

In all Smarter Balanced tests, a PT and a set of stimuli on a given topic are administered as well as the CAT.

PTs are administered at the classroom/group level so they are not targeted to students’ specific ability level.

The items associated with the PTs may be scored by machine or by human raters.

Final Scoring: Contribution of CAT and PT Sections

Number of Items defined by Test Blueprints

ELA/Literacy Mathematics

Grade CAT PT CAT PT

3–5 38–41 5–6 31–34 2–6

6–8 37–42 5–6 30–34 2–6

11 39–41 5–6 33–36 2–6

Final Scoring: Contribution of CAT and PT Sections (cont.)

Based on the test blueprint, the CAT section is emphasized because there are more CAT items/points than PT items/points.

Claims with more items/points are emphasized.• Mathematics: Concepts and Procedures Problem

Solving/Modeling and Data Analysis Communicating Reasoning

• ELA: Reading Writing Speaking/Listening ResearchBecause scores are based on pattern scoring, groups of items

that are more difficult and discriminating will have a larger contribution on final scores.

Therefore there is no specific weight associated with either PT or CAT Sections

Achievement Levels

» Achievement level classifications based on overall scores– Level 1—Standard Not Met– Level 2—Standard Nearly Met– Level 3—Standard Met– Level 4—Standard Exceeded

Achievement Levels by Grade

Smarter Balanced Scale Score Ranges for ELA/Literacy

Grade Level 1 Level 2 Level 3 Level 4

32114–2366

2367–2431 2432–2489 2490–2623

42131–2415

2416–2472 2473–2532 2533–2663

52201–2441

2442–2501 2502–2581 2582–2701

62210–2456

2457–2530 2531–2617 2618–2724

72258–2478

2479–2551 2552–2648 2649–2745

82288–2486

2487–2566 2567–2667 2668–2769

112299–2492

2493–2582 2583–2681 2682–2795

Achievement Levels by Grade

Smarter Balanced Scale Score Ranges for Mathematics

Grade Level 1 Level 2 Level 3 Level 4

3 2189–2380 2381–24352436–2500

2501–2621

4 2204–2410 2411–24842485–2548

2549–2659

5 2219–2454 2455–25272528–2578

2579–2700

6 2235–2472 2473–25512552–2609

2610–2748

7 2250–2483 2484–25662567–2634

2635–2778

8 2265–2503 2504–25852586–2652

2653–2802

11 2280–2542 2543–26272628–2717

2718–2862

Achievement Levels for Claims

• Achievement Levels for claims are very similar to subscores. They provide supplemental information regarding a student’s strengths or weaknesses.

• No achievement level setting occurred for claims.• Only three achievement levels for claims were

developed since there are fewer items within each claim.• Achievement levels for claims are based on the distance

a student’s performance on the claim is from the Level 3 proficiency cut.

• A student must complete all items within a claim to receive an estimate of his or performance on a claim.

Preliminary Test Results: Student and Aggregate

Through the Online Reporting System (ORS)Available approximately three to four weeks after

student completes both parts—CAT and PT—of a content area

Added daily

Use Caution: The results are partial and may not be a good representation of the school or district’s final aggregate results. The results are preliminary; the processing of appeals may result in score changes.

Documents

New Future, New Test DECKER ELEMENTARY Pomona Unified School District