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EXPLORE Information SessionGeorgia Appalachian Center
For Higher Education
February 5 & 6, 2013
Carl Forbes, MSED
Senior Consultant
East Region – Atlanta Office
404-231-19523355 Lenox Road NE, Suite 320
Atlanta, GA 30329
Our ACT Consultant:
Topics/Agenda
Assessment Overview Administration After The Test Questions
College and Career Readiness System
College and Career Readiness System
MEASURING STUDENT PROGRESS TOWARD READINESS IMPROVING COURSE RIGOR
SUPPORTING SOLUTIONS
PLANNING SCHOOL IMPROVEMENT
EXPLORE
8th and 9th grade curriculum-based educational and career planning
program
PLAN
10th grade curriculum-based educational and career planning
program
The ACT
11th and 12 grade curriculum-based assessment for
learning outcomes
ENGAGE
Middle and high school assessment that measures all
factors of academic success
QualityCore
Research-driven solutions for
strengthening curriculum
CoreWork Diagnostics
Online service to diagnose and improve content and practice areas
Core Practice Audit
Framework for evaluating current practices
EPAS - Educational Planning and Assessment System
EXPLORE- 8th or 9th
PLAN- 10th
ACT- 11th or 12th
Assessment
Student Planning
Instructional Support
Evaluation
05
10152025303540
EXPLORE PLAN ACT
32
25
36
EPAS Scales Relationship
What Will EXPLORE Tell Us?
Academic Progress Interests Career Plans
at key transition points
Educational Planning and Assessment System – EPAS
CONTENT
How are the test constructed?
What do the tests
measure?
Guiding Principles of EPAS
The EPAS tests are achievement tests. They are tests of acquired or developed abilities.
The tasks (questions) constituting all EPAS tests correspond to recognized middle and high school learning experiences.
The EPAS tests consists of complex, heterogeneous tasks that require students to use skills and knowledge developed over time to solve them.
Each test is developmentally appropriate for the grade level
English Test
Designed to measure students’ ability to effectively communicate meaning by:CritiquingRevisingEditing
English Test 2 sub-scores
40 53%30 60% 25 63%Usage/Mechanics
35 47%20 40% 15 37%Rhetorical Skills
Total 40 50 75
EXPLORE PLAN ACT
4300 Words
4300 Words
5325 Words
PassagesPassage Length
Punctuation 6 (.15) 7 (.14) 10 (.13)Grammar and Usage 8 (.20) 9 (.18) 12 (.16)Sentence Structure 11 (.28) 14 (.28) 18 (.24)
Strategy 5 (.12) 6 (.12) 12 (.16)Organization 5 (.12) 7 (.14) 11 (.15)Style 5 (.12) 7 (.14) 12 (.16)
Mathematics Test
Requires Students toAnalyze problems – in both real
world and purely mathematical settings
Plan and carry out strategiesVerify appropriateness of solutions
Mathematics Test
Content AreaBasic Statistical/ Probability ConceptsPre-AlgebraElementary AlgebraPre-GeometryPlane GeometryCoordinate GeometryIntermediate AlgebraTrigonometry
Total
EXPLORE
410
97
30
(.13)(.33)(.30)(.23)
PLAN
148
117
40
(.35)(.20)
(.27)(.18)
1410
14994
60
(.23)(.17)
(.23)(.15)(.15)(.07)
ACT
Reading Test
Measures student proficiencies in understanding and deriving meaning from texts ranging from fiction narratives to informational passages
Measures vocabulary by determining the meaning of unfamiliar or multiple-meaning words from context
Measures skills used to read and understand published materials
Content AreaProse FictionHumanitiesSocial SciencesNatural Sciences
Total
Reading Test
PassagesPassage Length
EXPLORE101010
30
(.33)(.33)(.33)
3500 Words
PLAN898
25
(.32)(.36)(.32)
3500 Words
10101010
40
(.25)(.25)(.25)(.25)
ACT
4750 Words
Reading Between the Lines
Those ACT-tested students who can read complex texts are more likely to be ready for college
Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not. And this is true for both genders, all racial/ethnic groups, and all annual family income levels
Reading Between the Lines
More students are on track to being ready for college-level reading in 8th & 9th grade than are actually ready by the time they reach 12th grade
Not enough high school teachers are teaching reading skills or strategies and many students are victims of teachers’ low expectations
Science Test Measures student proficiencies in using and
reasoning with science information, skills, and knowledge
Asks Students to:Communicate information and use scientific
research strategiesMake comparisons between, and draw
conclusions from scientific findings, studies, and viewpoints
Life ScienceLife Science
Physical Physical ScienceScience
Earth/Space Earth/Space ScienceScience
Content areas are distributed over all formats1
Science Test - EXPLORE
Data Representation
Research Summaries
Conflicting Viewpoints
Content Area1 Format
Stimulus MaterialData RepresentationResearch SummariesConflicting Viewpoints
Total
PLAN1014
6
30
(.33)(.47)(.20)
1518
7
40
(.38)(.45)(.18)
ACTEXPLORE1210
6
28
(.43)(.36)(.21)
Science Test
Content AreaLife SciencePhysical ScienceEarth/Space ScienceBiologyChemistryPhysics
Total
EXPLORE321
6
PLAN
1-2*
1-2*
1-2*
1-2*
5
ACT
1-2*
1-2*
1-2*
1-2*
7
Science Test - Passages
*At least one topic is required in this content area, and some test forms may have two topics. No more than two topics in a particular content area are allowed.
When students’ skills are improved during middle school, the
results by the end of high school can be
astounding
MAKING READINESS A REALITYMonitor College Readiness Early
Based on more than 540,000 8th graders whotook EXPLORE in 2007:
Majority of students are not on target in middle school
to be ready for college-level work after high school
ACT data suggests that students who enter high
school lacking prerequisite skills rarely ever catch up
Non-Cognitive Components
Student Information Section
Name Student ID Number Birth Date Gender Current Grade Race / Ethnicity
Non-Cognitive Components
Needs Assessment
Exploring options for Education, Careers, and jobs after HS
Improving writing skills Improving reading speed or
comprehension Improving study skills Improving mathematical skills Improving computer skills Improving public speaking skills
Non-Cognitive Components
Plans and Background
Language the student knows best Types of courses planned in high school HS coursework plans in 5 subject areas Participation in accelerated, honors, or
outreach programs Parents’ highest levels of education Educational and career plans after HS
Non-Cognitive Components
Local Supplemental Items
What would you like to know about your students?
+ Average amount of time with TV,+ Average amount of time spent studying
+ School environment+ Teams?
Non-Cognitive Components
UNIACT Interest Inventory
Included in all EPAS tests at no extra charge
72 item unisex interest inventory of work relevant activities
Identifies personally relevant career options
Bridged to World-Of Work Map and Holland Types
World of Work Map
R
CE
S
A I
E= Enterprising
S=Social
I=Investigative
R=Realistic
C=Conventional
A=Arts
World of Work MapInterest Inventory Results
What We Need to Know to Help Students’ Scores Improve
What skills the test measures How the test measures the skills How the test relates to my curriculum What skills my students already know What skills my students need to learn What instructional methods would be
most effective in meeting the students’ needs
. . . as a base for building instructional strategies
Student Score Report Review
Using Your EXPLORE Results
Student/School Information
What do Your Scores Mean?
Composite Score 15
ScoreRange(1-25)
Your Estimated PLAN Composite Score Range
English: 4 years
Social Sciences: At least 3 years
Mathematics: At least 3 years
Natural Sciences: At least 3 years
ACT Recommended CourseworkACT Minimum Core
Your High School Course PlansCompared to Core
Your Reported Needs
Your Plans for After High School
College Readiness Benchmark Scores
*The ACT Benchmark Score indicates a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in corresponding credit-bearing college courses.
College Readiness Benchmark Scores Explained
College Readiness
Career Area List
Coursework PlanningPage 10
Coursework PlannerPage 12
EXPLORE Score ReportSide 2
Building Your Skills
www.explorestudent.org
Additional Resources
http://www.act.org/explore/downloads.html
Supplemental Report Review
EXPLORE Reports
School Summary Profile Report
Presentation Packet
Early Intervention Roster
Item-Response Summary Report
College Readiness Standards Report
Profile Summary Report
This report provides an overall summary of information on all students who have taken the test in the district/school
Includes option for 12 local items
Page 2EXPLORE (1 – 25)
EXPLORE Subscores Page 3
Subscores Scale: EXPLORE 1-12
Improving Scores
College Readiness Standards (CRS) are the statements that represent widely held learning goals that are important for success in high school, college, and the world of work.
The CRS link EXPLORE, PLAN, and the ACT Assessment scores to curriculum and instructional decision making.
College Readiness Standards
College Readiness Standardsby Learning Strands and Score Ranges
Standards: Standards: Standards:
Standards: Standards: Standards:
16-19
20-23
ideas for progress
ideas for progress
Basic Operations and . . .
Probability, Statistics, & Data . . .
Numbers: Concepts & Properties
Scores are seen as Assessment forfor Achievement,
rather than Assessment of of Achievement!
EXPLORE CRS TablesPage 3
Educational Plans
Page 5
EXPLORE Summary Profile Report Activity
Presentation Packet
Early Intervention Rosters
Early Intervention Rosters
Identify students who reported that they do not plan to complete high school, or have no post-high school educational plans
Identify students who earned a composite score at or below the national 10th percentile (</= 10)
Identify students who expressed a need for help in one or more areas
Item-Response Summary Report
College Readiness Standards Report
Your School Curriculum Compared to EPAS
For each skill, knowledge, or process:Is it included in your curriculum?
At what grade level (or in which course) are students first introduced to the skill?
At what grade level (or in which course) are students expected to demonstrate proficiency in this skill?
Improving Academic Achievement
College Readiness GuidesExamples of test items by Strand by Score
Range
Suggestions for strategies and assessments by Strand
Special Section: Using Assessment Information to Help Support Low-Scoring Students
Connecting College Readiness Standards To The Classroom
www.act.org/standard/guides/explore
Building Success Strategies
What is the data telling us? What are our College Readiness
goals? What strategies need to be
implemented this year? What are our long term
strategies? What type professional
development is needed?
Carl Forbes, MSED
Senior Consultant
East Region – Atlanta Office
404-231-19523355 Lenox Road NE, Suite 320
Atlanta, GA 30329
Our ACT Consultant:
