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The New England Common Assessment Program (NECAP)
An Introduction and Overview of the (now) 4-State Assessment Collaborative Reading and Writing Assessments for Grades 3-5
Presented by Diana Doiron on April 16, 2009
This complete presentation, including audio, will be available as soon as possible at:
http://www.maine.gov/education/lsalt/necap/presentations.html
The PowerPoint portion of this presentation is currently posted.
Presentation
Maine’s partnership with NECAP
NECAP Standards and Maine Learning Results
NECAP Test Design
Examples of NECAP Items
Presentation Overview
Why is Maine Joining NECAP?
All Maine state departments were directed by the governor to achieve major cuts in future spending.
The Commissioner was directed to identify significant cost reductions across all MDOE programs.
The state assessment program had only two realistic options:
1) Adopt an all multiple-choice test format;
2) Find a less costly way to deliver a test that also includes student constructed responses.
Why is Maine Joining NECAP?
In the fall of 2008, the MDOE conducted content comparisons and cost analyses associated with joining NECAP.
Comparison studies between NECAP and Maine standards showed adequate correlation (in reading and mathematics) therefore we moved forward to adopt NECAP in Maine.
Why is Maine Joining NECAP?
Savings were estimated at 1 million dollars per year.
The Maine Department of Education petitioned the 3-state collaborative for acceptance into the assessment group.
Acceptance was unanimously offered.
Why is Maine Joining NECAP?
NECAP is the assessment used by four New England states (New Hampshire, Vermont, Rhode Island, and Maine) to meet the testing and accountability requirements of the No Child Left Behind Act.
What exactly is NECAP?
No Child Left Behind Requirements
Each State Shall…
Develop and implement a statewide accountability system that will be effective in ensuring that all local educational agencies, public elementary schools and public secondary schools make adequate yearly progress
Maine will participate in the NECAP reading, writing and mathematics testing in grades 3-8.
The NECAP test will assess the NECAP common standards called grade level expectations (GLEs) in:
• reading and mathematics in grades 3-8 (testing the standards of grades 2-7).
• writing in grades 5 and 8 (testing the standards of grades 4 and 7).
Maine’s Participation in NECAP
NECAP and the MEA use the same testing contractor, Measured Progress, and NECAP has acknowledged “borrowing” from the MEA when they were forming their program.
Consequently (fortunately), there are many similarities in policies, formats of test and answer booklets, administration manuals, reports, etc.
NECAP Overview
Maine educators will still be involved in reviewing and giving input on all test items by serving on NECAP Item Review and Bias/Sensitivity Committees.
Maine educators, working with colleagues from New Hampshire, Rhode Island and Vermont, have recently completed this work for the October 2009 test.
NECAP Overview - Committees
Maine will NOT adopt the NECAP GLEs or tests in science.
Maine will continue with the current MEA science testing program at this time in grades 5, 8 and 11, assessing the existing science accountability standards of the 2007 MLRs.
Maine’s Science Testing Program
The decision to stay with MEA science testing was based on the discrepancy between Maine and NECAP science standards. In addition, no savings were projected for joining the NECAP science test due to the format of the test.
The MEA testing window for science at grades 5 and 8 will be moved to May 10-21, 2010.
Maine’s Science Testing Program
To achieve the cost savings, Maine is adopting the following for the content areas of reading, writing, and mathematics for assessment purposes:
NECAP standards (GLEs) at all grades 2-high school,
NECAP tests at grades 3-8, NECAP cut scores at grades 3-8
to determine achievement levels, and
NECAP reports at grades 3-8.
Why is Maine Joining NECAP?
The 2007 Maine Learning Results are still very much in effect and describe the breadth and depth of knowledge and skills expected to be taught and learned at all grades and in all content areas.
2007 MLRs and NECAP Standards
The complete set of NECAP standards (GLEs) is posted on the MDOE MeCAS webpage at:
http://www.maine.gov/education/lsalt/necap/standards.html
The complete ELA Parameters for Essential Instruction standards (PEIs) are posted on the MDOE Learning Standards and Guidelines webpage at:
http://www.maine.gov/education/lres/pei/ela102207.pdf
2007 MLRs and NECAP Standards
Overall, the NECAP standards for reading and writing articulate knowledge and skills at a level of specificity comparable to the descriptor level in the Parameters for Essential Instruction (PEIs). Therefore, the PEI performance indicators can continue to serve as broad statements of learning with the NECAP standards articulating specific descriptions of that learning for a particular grade.
2007 MLRs and NECAP Standards
Maine Reading PEIA1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics,
Fluency Students will read texts, within a grade appropriate span of text complexity, and apply their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
(NECAP Grade 2) Word Identification Skills and Strategies Applies word identification and decoding strategies by…Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g, knot; catch; float; fight; or common suffixes)
2007 MLRs and NECAP Standards
Maine Reading PEIA1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics,
Fluency (NECAP) Word Identification Skills and Strategies• Applies word identification and decoding strategies(NECAP) Vocabulary Strategies• Identify the meaning of unfamiliar vocabulary(NECAP) Breadth of Vocabulary• Shows breadth of vocabulary knowledge, demonstrating
understanding of word meanings or relationships
2007 MLRs and NECAP Standards
Maine Reading PEIA2 Literary Texts
(NECAP) Initial Understanding of Literary TextsDemonstrate initial understanding of elements of
literary texts(NECAP) Analysis and Interpretation of Literary Texts/Citing Evidence
Analyze and interpret elements of literary texts, citingevidence where appropriate
2007 MLRs and NECAP Standards
Maine Reading PEIA3 Informational Texts
(NECAP) Initial Understanding of Informational TextsDemonstrate initial understanding of elements of informational texts
(NECAP) Analysis and Interpretation of Informational Texts/Citing Evidence
Analyze and interpret elements of informational texts, citing evidence where appropriate
2007 MLRs and NECAP Standards
Maine Writing PEIB2 Narrative Writing
Students write narratives that relate events, ideas, observations, or recollections.(NECAP) Narrative Writing- Creating a Story Line and Applying Narrative Strategies
2007 MLRs and NECAP Standards
2007 MLRs and NECAP Standards
Maine PEIB3 Argument/AnalysisStudents write to
identify and explain a position to an identified audience.
a. Summarize information from reading, listening, or viewing
b. Write about a central question or idea by using relevant supporting facts and details
NECAP Informational Writing (Reports, Procedures, or Persuasive Writing)-Organizing and Conveying Information-Using Elaboration Strategies
Writing in Response to Literary or Informational Text-Showing Understanding of Ideas in Text-Making Analytical Judgments About Text
Maine Language PEID1 Grammar and Usage
Students use parts of speech and vary sentence structure to communicate.
D2 MechanicsStudents apply the rules of capitalization, punctuation, and spelling to communicate.
(NECAP) Writing Conventions-Applying Rules of Grammar, Usage, and Mechanics
-Writing a variety of complete simple and compound sentences-Using the paragraph form: indenting, main idea, supporting details-Applying basic capitalization rules- Using commas correctly in dates and in a series
- Using end punctuation correctly in a variety of sentence structures- Correctly spelling common high frequency words and recognizing the
syllable and pattern rules when adding prefixes or suffixes - Identifying grammatical errors, when given examples
2007 MLRs and NECAP Standards
The MLRs will be modified to include the NECAP assessment standards (GLEs) in mathematics, reading and writing at grades 2-7 and high school, providing a consistent progression along the learning continuum.
2007 MLRs and NECAP Standards
Until the MLRs are modified, instruction should be informed by the current PEIs unless there is a discrepancy between them and the NECAP GLEs. In those instances, instruction should reflect the NECAP GLEs.
2007 MLRs and NECAP Standards
Differences• NECAP expects students to identify homonyms and
homophones in grade 3 while in the Maine PEIs this knowledge is expected in grade 4.
• NECAP expects students to distinguish fact from opinion in grade 3 while in the Maine PEIs this knowledge is expected in grade 5.
• NECAP expects students to understand relationships among words including shades of meaning (cold, freezing) in grades 4 and above while in the Maine PEIs the expectation regarding shades of meaning is held off until grade 7 when a greater choice of more sophisticated words is fair to use.
2007 MLRs and NECAP Standards
Types of Items The reading test consists of a combination of multiple-choice items (MC) worth 1 point each and constructed-response items (CR) worth 4 points each.
NECAP Reading Test Design
There are 9 test forms at each grade. In each test form, reading is assessed in 3 testing sessions. Each reading testing session has a base time of 45 minutes, with up to an additional 45 minutes allowed for a student to finish(100% extra time).
There are integrated test/answer booklets at grades 3 and 4.
NECAP Overview Test Design
Reading Test Design
There are 52 common score points at all grades distributed between the following item types:
28 1-point Multiple Choice (MC) 6 4-point Constructed Response
(CR) 54% MC and 46% CR Items
NECAP Test Design -Reading
Reading passages are divided evenly between literary and informational text.
Each reading session contains 2 long passages (4 MC, 1CR, 4MC, 1CR)2 short passages (4 MC, 1 CR)4 stand alone MCs.
Questions are arranged primarily in text order.
NECAP Test Design -Reading
NECAP Reading Item Example
Which word has the same vowel soundas try?A. lineB. dishC. fieldD. chair
These word identification skills and strategy items are new item types for Maine students in grade 3. Similar item types measuring variant spellings for consonants and vowels or rhyming words will be in the grade 4 reading test.
Which word has the same vowel soundas try?A. lineB. dishC. fieldD. chair
These word identification skills and strategy items are new item types for Maine students in grade 3. Similar item types measuring variant spellings for consonants and vowels or rhyming words will be in the grade 4 reading test.
NECAP Reading Item Example
puffed
whistled
puffed
whistled
Which word belongs with the words above?A. droveB. lookedC. forgotD. Hissed
Example of Grade 3 Word Identification Item
Which word belongs with the words above?A. droveB. lookedC. forgotD. Hissed
Example of Grade 3 Word Identification Item
NECAP Reading Item Example
Which sentence uses the word plot tomean “a secret plan”?
A. The police discovered the plot to robthe bank.B. The plot of the story led the maincharacter to many cities.C. The gardener divided the plotbetween vegetables and flowers.D. The couple bought a plot largeenough for a house and garage.
Grade 5 Vocabulary Example
Which sentence uses the word plot tomean “a secret plan”?
A. The police discovered the plot to robthe bank.B. The plot of the story led the maincharacter to many cities.C. The gardener divided the plotbetween vegetables and flowers.D. The couple bought a plot largeenough for a house and garage.
Grade 5 Vocabulary Example
NECAP Reading Item Example
The words subway and submarine havea prefix (beginning) that meansA. under.B. with.C. next to.D. in between.
Knowing roots, prefixes, and suffixes are included in the strategies demonstrating breadth of vocabulary. This is a grade 5 example.
The words subway and submarine havea prefix (beginning) that meansA. under.B. with.C. next to.D. in between.
Knowing roots, prefixes, and suffixes are included in the strategies demonstrating breadth of vocabulary. This is a grade 5 example.
Reading Passages are similar to the MEA since there are:
purpose setting statements, the same formatting, paragraphs numbered in the
margin when referenced in the item.
Poems are numbered every 5th line.
NECAP Test Design -Reading
Reading passages begin with a purpose setting statement (PSS) such as:
A fascinating place is somewhere very interesting. Read this passage about why forests are fascinating places. Then answer the questions that follow. (Grade 4)
Helen Keller was a real person who could not see or hear. Anne Sullivanwas a teacher at a school called the Perkins Institution. Read thefollowing passage and then answer the questions that follow. (Grade 3)
NECAP -Reading
NECAP Reading
The passages will look very much like the MEA passages you are used to seeing.
Poems, though not on every test in every grade, are often presented in pairs.
The passages will look very much like the MEA passages you are used to seeing.
Poems, though not on every test in every grade, are often presented in pairs.
NECAP Reading
•Key words such as most likely, best, or main will be written in bold in the question for emphasis.
•Vocabulary from the text is included in the item set. The vocabulary word is underlined in the question and in the text.
•Specific paragraph reference is purposeful. The paragraph will be numbered in the text.
•Key words such as most likely, best, or main will be written in bold in the question for emphasis.
•Vocabulary from the text is included in the item set. The vocabulary word is underlined in the question and in the text.
•Specific paragraph reference is purposeful. The paragraph will be numbered in the text.
In paragraph 36, the word chorusedmeans that the people
A. laughed aloud.B. spoke together.C. pushed forward.D. thought quickly.
Example of a grade 5 vocabulary in context item.
NECAP Reading Item Example
NECAP Reading
Constructed Response (CR) Items
These are short student-constructed responses that require students to write about a paragraph.
Students will earn the full 4 points for each response if they:•Respond to the entire question•Demonstrate original thinking•Elaborate on a response with specific detail from the text
Writing is not scored in the reading CR. However, if the quality of the writing is such that it interferes with understanding, then it will prevent the student from receiving the full 4 points. Students may respond to a reading CR with a chart, graph, other form of written response that makes the content clear to the reader.
Constructed Response (CR) Items
These are short student-constructed responses that require students to write about a paragraph.
Students will earn the full 4 points for each response if they:•Respond to the entire question•Demonstrate original thinking•Elaborate on a response with specific detail from the text
Writing is not scored in the reading CR. However, if the quality of the writing is such that it interferes with understanding, then it will prevent the student from receiving the full 4 points. Students may respond to a reading CR with a chart, graph, other form of written response that makes the content clear to the reader.
NECAP Reading
View the reading test design graphic at:http://www.state.me.us/education/lsalt/necap/0910materials/reading_test_design.pdf
View reading released items at:http://www.state.me.us/education/lsalt/necap/released.html
1/4 to 1/3 of the reading test will be released each year. View released items for a grade over several years to get the full sense of the reading test.
View the reading test design graphic at:http://www.state.me.us/education/lsalt/necap/0910materials/reading_test_design.pdf
View reading released items at:http://www.state.me.us/education/lsalt/necap/released.html
1/4 to 1/3 of the reading test will be released each year. View released items for a grade over several years to get the full sense of the reading test.
Why does the Shah think the shepherd is wise when they first meet? Use details from the story.
Example of a grade 4 constructed response.
NECAP Reading Item Example
NECAP Reading Item Example
Forest Layer One Kind of Plant or Animal that Lives in the Layer
Canopy brightly colored toucans
Understory
Shrub Layer
Herb Layer
Ground Layer
Maine and the other NECAP states all value writing and therefore have chosen to include it in their tests although it is not required under NCLB.
The writing portion of the NECAP test is the most different from the MEA of the content areas.
NECAP Test Design - Writing
This October, the NECAP writing test will consist of a previously scheduled writing field test only. No student scores will be reported, but data from the field test, including that of Maine students, will be used to inform the writing test for the next five years.
100% of writing items are released each year. No items from this year’s field test will be released.
NECAP Test Design - Writing
Writing Test Design
There are 2 sessions of writing.
There are 34 common score points at all grades distributed among the following item types:
• 10 1-point Multiple Choice (MC)• 3 4-point Constructed Response (CR)• 1 12-point Prompt
NECAP Writing
Multiple choice items at grade 5 assess aspects of writing such as accurate spelling, combining sentences in a correct and efficient way, correct end punctuation of sentences, accurate capitalization of words, and correct usage of commas in a series and in dates.
NECAP Test Design - Writing
10 multiple choice items assess conventions and structures.
Which word should replace theunderlined word in the sentence below?
If you knowed where to look in the sky,it is easy to find the planet Venus.
A. knownB. knowsC. knowD. knowing
NECAP Writing Item Example
NECAP Writing Item Example
Which of the following is a complete sentence?
A. Only a few snakes that arepoisonous.B. Very shy and avoid people whenpossible.C. It is very unusual to see snakes inthe daytime.D. When disturbed, crawl quickly away.
Which of the following is a complete sentence?
A. Only a few snakes that arepoisonous.B. Very shy and avoid people whenpossible.C. It is very unusual to see snakes inthe daytime.D. When disturbed, crawl quickly away.
Where should a comma be placed in the sentence below?
She told me that I would need mynotebook my pen, and my textbook.A. after meB. after needC. after notebookD. after and
NECAP Writing Item Example
Which spelling change should be made in the sentence below?
I walked to the library to see if the newbook by my favorite arthur was there.
A. Change library to liberry.B. Change favorite to favorit.C. Change arthur to author.D. Change there to their.
NECAP Writing Item Example
NECAP Writing Item Example
Which word in the sentence belowshould be capitalized?
However, they were sorry to sell theirhouse at 127 Taunton street in RiverHeights.
A. theyB. sellC. houseD. street
Which word in the sentence belowshould be capitalized?
However, they were sorry to sell theirhouse at 127 Taunton street in RiverHeights.
A. theyB. sellC. houseD. street
NECAP Writing Item Example
Which sentence has a punctuation errorat the end?
A. Which store do you want tovisit first.B. Tell me what kind of shirt you planto buy.C. The price of that pair of shoes ismuch too high!D. I will be happy if we are able togo shopping.
Which sentence has a punctuation errorat the end?
A. Which store do you want tovisit first.B. Tell me what kind of shirt you planto buy.C. The price of that pair of shoes ismuch too high!D. I will be happy if we are able togo shopping.
Constructed response items require students to respond in a paragraph to 3 of the following 4 types of writing, after first reading stimulus materials:
response to literature (after reading a story, part of a story, or a poemresponse to informational texts (after reading a short article)report (after reading a graphic organizer containing relevant facts about a topic)narrative (after reading a short text or analyzing a photo)
NECAP Test Design - Writing
Constructed Response Items in Writing usually provide some information to the student with an expectation that the student will use this stimulus material when writing a paragraph.
Stimulus materials require students to read text appropriate for the range of students at the particular grade or occasionally respond to a photograph.
The stimulus may be a few lines or a few paragraphs.
NECAP Writing
NECAP CR Item Example-Writing
In the book Stone Fox, little Willy enters a dogsled race to win enough money to pay the taxes on his sick grandfather’s farm. Willy and his dog Searchlight are racing against a dogsledder named Stone Fox and his five Samoyed dogs. Read this passage and think about little Willy’s feelings during the race. Then write a response to the prompt that follows.
Write a paragraph describing little Willy’s feelings during the race. Use details from the passage in your response.
In the book Stone Fox, little Willy enters a dogsled race to win enough money to pay the taxes on his sick grandfather’s farm. Willy and his dog Searchlight are racing against a dogsledder named Stone Fox and his five Samoyed dogs. Read this passage and think about little Willy’s feelings during the race. Then write a response to the prompt that follows.
Write a paragraph describing little Willy’s feelings during the race. Use details from the passage in your response.
NECAP CR Item Example- Writing
A student wrote this fact sheet about Wilma Rudolph, a famous runner. Read the fact sheet and think about how you would write an introduction toa report on Wilma. Then write a response to the prompt that follows.
Write an introduction to a report about Wilma Rudolph:• use some information from the fact sheet,• set the context/background for your report, and• include a focus sentence on why Wilma was a famous person.
A student wrote this fact sheet about Wilma Rudolph, a famous runner. Read the fact sheet and think about how you would write an introduction toa report on Wilma. Then write a response to the prompt that follows.
Write an introduction to a report about Wilma Rudolph:• use some information from the fact sheet,• set the context/background for your report, and• include a focus sentence on why Wilma was a famous person.
There is one extended response (ER) item (prompt) that will assess a type of writing not included in the constructed response items.
All stimulus material for the prompt is read by the teacher.
NECAP Test Design - Writing
NECAP ER Item Example- Writing
Look at the picture below and respond to the prompt that follows.
Write a story about what is happening in this picture.Your story should include:• a clear story line with a beginning, middle, and end;• details to describe the characters and what is happening to them; and• a problem and its solution.
Look at the picture below and respond to the prompt that follows.
Write a story about what is happening in this picture.Your story should include:• a clear story line with a beginning, middle, and end;• details to describe the characters and what is happening to them; and• a problem and its solution.
NECAP reports will be available in late January 2010 and will consist of:
Individual student reports School and SAU reports Class analysis reports Same online delivery
mechanism – MP reporting tool
The NECAP Reporting System
Maine Department of Education
Wanda Monthey
Team Leader
207-624-6626
Daniel Hupp
Director of Student Assessment
207-624-6827
Susan Smith
MEA/NECAP Coordinator
207-624-6775
Kim Schroeter
PAAP and Accommodations Coordinator
207-624-6774
Diana Doiron
PK – 5 ELA Content Specialist
207-624-6823
Patsy Dunton
6 – Diploma ELA Content Specialist
207-624-6625
Sandra McKechnie
Program Assistant
207-624-6770
Contact Information
