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Georgia Assessment Update
GACIS, December 3, 2007
Agenda
• Assessment Updates– Curricular Transition
• Lexile Framework• Assessment Resources• Using the OAS to Support Benchmark
Assessments• Ideas for Secondary Assessment
Transition of Assessments to the GPS
Two major tasks:1. Content alignment
“What students must know”Make sure all test items reflect the content described in the GPS.
2. Standard alignment
“How well students must perform”Insure that performance standards reflect the mastery level described by the GPS.
Curriculum Transition
• What’s coming up?– EOCT
• US History and Economics transitions in 2007-2008• Math I and Math II developed in 2008-2009
– CRCT• 2007-2008: Math grades 3-5, 8; Science grade 8; Social Studies grades 6-8• 2008-2009: Social Studies grades 3-5
– GHSGT • ‘Transitional’ test in Social Studies• Fully GPS-based test in ELA and Science
– GHSWT• Starting in fall 2007, will be GPS based
Curriculum Transition
• Important notes regarding GHSGT Curricular Transition:– Because the GHSGT covers 3 years of content, it is important to wait until all
students receive only GPS instruction in grades 9-12 to change the standards.
– In years one and two, a ‘transitional’ blueprint is in place to ensure that the test fully aligns to both QCC and GPS.
– This is year three for the GHSGT in ELA and Science. Therefore, starting in spring 2008 these tests will be based exclusively on the GPS and will have new standards. There will also be a new scale score and one standard to describe both proficient and pass (for ELA).
– Spring 2008 the Social Studies test will be ‘transitional’. In spring 2010, the Social Studies test will be fully GPS with new standards.
– Due to the grade level transition plan for mathematics, there will not be a transitional GHSGT for math; it will fully transition to GPS in 2011.
What changes can you expect in a test when it transitions from QCC to GPS?
• A new reporting scale is created• Domains (and content weights) are revised
– Please refer to the website for updated content descriptions and resources
• Important: performance on the new GPS test is not comparable to the former QCC test. The GPS test sets a new baseline.
Educator Involvement
• In developing new content and new standards for assessments, Georgia educators play a critical role.
• All new items are reviewed and approved by committees of Georgia educators before they appear on an operational test.
• Standard setting panels are comprised almost exclusively of Georgia educators.
Lexile Framework• In spring 2006 a study was conducted to link scores on the
Reading CRCT and Language Arts GHSGT to the Lexile Framework• This study will be updated in spring 2008 to reflect the new ELA
GHSGT• Lexiles are a widely used measure of both reader ability and text
difficulty• Students now receive Lexile scores in addition to their traditional
scale score on these tests. This better enables students, educators, and parents to make meaning of test results.
• Can be used to set a target range (100 below and 50 above) for reading material across the curriculum.
Where Is a Student’s Lexile on the CRCT?
CRCT Student Score Report (SSR) displays Lexile score in Reading section.
─ More prominent.─ Expanded explanation.─ Suggested titles added.
Where Is a Student’s Lexile on GHSGT?GHSGT Student Content Summary Report displays the Lexile score in English Language Arts section.
─ Front shows score and range.─ Explanation on reverse side of
report
Lexile Data from Spring 2007 CRCT & GHSGT
Grade LevelN Count w/
LexilesMean
Range DistributionLexile Associated with Cut
Scores
Minimum Lexile
Maximum Lexile
25th Percentile
50th Percentile
75th Percentile
Lexile at Meets
Lexile at Exceeds
1 129158 143.4 0 550 0 85 240 BR* 205
2 124601 425.16 0 780 270 410 600 130 510
3 125642 632.28 0 890 485 645 845 410 790
4 120309 757.08 95 990 615 770 915 570 915
5 121154 837.82 90 1085 715 845 965 650 1040
6 120107 922.74 190 1155 800 930 1060 685 1120
7 121587 976.55 240 1210 845 980 1120 800 1210
8 124313 1041.42 295 1265 915 1050 1200 805 1265
11 99607 1115.73 465 1330 1030 1145 1210 820 1105
Lexile Data Grade Level Text and Reader Lexile Boundaries,
Median Lexiles, & Lexiles at Test Cut ScoresGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11
Text-Lower
200 300 500 650 750 850 950 1000 1100
Text-Upper
400 500 700 850 950 1050 1075 1100 1300
Lexile at Meets
0 130 410 570 650 685 800 805 820
Lexile at Exceeds
205 510 790 915 1040 1120 1210 1265 1105
Reader-Lower
0 140 330 445 595 665 735 805 940
Reader-Upper
300 500 700 810 910 1000 1065 1100 1210
2007 Median
85 410 645 770 845 930 980 1050 1145
Grade Level Text and Reader Lexile Boundaries with Median Lexiles and Lexiles at Cut Scores
Interpreting the Graph• The graph illustrates the relationship of reader ability, text difficulty,
and the cut scores on the CRCT and GHSGT.
• The blue lines represent the range of Lexiles for typical texts at a grade level. We might call this the “river of text.”
• The red lines represent the range of Lexiles for readers that comprise the middle 50% of readers within a grade level. Note that the lower limit of this range are not in the “river of text.”
• The green line with triangles shows the Lexiles associated with Meets on CRCT (grades 1-8) and Pass on GHSGT (grade 11).
• The green line with squares shows the Lexiles associated with Exceeds on CRCT (grades 1-8) and Pass-Plus on GHSGT (grade 11).
• The yellow line represents the 2007 median Lexile for students at each grade.
Assessment Resources
• Content Weights• Content Descriptions• Study Guides• OAS
CRCT Content Weights
GHSGT Content Weights
Content Descriptions
• Defines Domains• ‘Operationalizes’ GPS for assessments
– Assessable standards and elements– Provides additional detail about manner in which
standard/ element is assessed
• Available online• Should be used as a companion piece to the GPS
Using the OAS to Support a Successful Benchmark Assessment
System
Georgia’s Online Assessment System
• A tool designed to assist in the integration of instruction and assessment at the classroom level
– More than just a practice or test prep tool– Available for teachers to use throughout school year
• On-going assessment in real-time
Background
• A web-based system that provides tests using the same kind of items that appear on the end-of-year assessments. – Originally developed for the CRCT. Includes items in all
grades and content areas (36) the CRCT covers.– Expanded in spring 2005 to include high school science
Items– 2005-2006 added high school language arts, mathematics,
and social studies items.– Additional content added in 2006-2007 as well as a new
‘Level 3’ for benchmark tests.
Overview
• Two kinds of tests are provided:– Student tests
• Grade-specific tests assigned automatically• Completely under students’ control
– Teacher-created and assigned tests• Teacher determines the nature of test, who takes the
test, when the test is taken
2007-2008 OAS Enhancements
• New item bank content• A new look and feel for the site• Constructed Response items• Training Resources
New Item Bank Content
• Sources of new items– Former operational tests,– NAEP items,– Former operational tests from other states,– Items developed specifically for the OAS
New Item Bank Content
A new look and feel for the site
Training & Support
Resources
System Usage • The chart below shows monthly usage from August 2005 through May 16, 2006
410 14,817 49,731148,545 185,833
651,155
1,111,501
2,178,174
1,166,272
18,008
0
500,000
1,000,000
1,500,000
2,000,000
2,500,000
Aug. 05 Sept. 05 Oct. 05 Nov. 05 Dec. 05 Jan. 06 Feb. 06 Mar. 06 Apr. 06 Thru5/16/06
OAS Usage August 05 - May 06
Best Uses
• Research tells us that
– traditional test prep practices (skill drills) aren’t as effective as other means
– on-going formative assessment that takes place in the classroom with the purpose of informing teaching and learning yields more effective returns
Using the Online System to Improve Student Achievement
• Make tests short and frequent• Make tests focused• Make tests a part of instruction
– don’t just wait until you’ve covered a topic– include items at varying levels of difficulty
• this will give you information about how well each student knows the material
Vary Item Type and Cognitive Complexity
Vary Item Type and Cognitive Complexity
Ideas for Changing Secondary Assessment
Starting the Conversation
GHSGT ◦ ELA, Math, Science, and Social Studies◦ Covers core knowledge and skills common to various courses in each
content area◦ Administered for the 1st time in the spring of 11th grade◦ Used to determine proficiency under NCLB and for diploma eligibility
EOCT◦ 9th Lit, American Lit, Algebra, Geometry, US History, Economics, Physical
Science, Biology◦ More in depth assessment of knowledge and skills specific to each course ◦ Administered as “final exam” directly after the course◦ Counts as 15% of course grade
Current System
• All students take at least two EOCT in each of four content areas: English/ Language Arts, Mathematics, Science, and Social Studies
• Tests are given immediately following the applicable course or courses
• Tests count for both diploma eligibility and NCLB accountability
• Retests will be offered without limit
Possible Elements of New Model
Assessments
• Tests that are already developed or that are on schedule to be developed– 9th Grade Literature (Fall 2005)– Physical Science (Fall 2005)– Biology (Fall 2005)– Economics (Fall 2007)– Math I (Fall 2008)– Math II (Spring 2009)
• Test that will need to be revised– American Literature revised to be ‘genre-neutral’ 10th grade literature
• Tests that will have to be newly developed– Physics– U.S. History/ American Government– World History
Assessment Development
• Four performance levels established for each test:– Below Proficiency– Basic Proficiency– Advanced Proficiency– Honors
Accountability
This ‘proposal’ is in the very early stages of consideration.
We will move forward by soliciting feedback from stakeholders around the
state.
Your input is critical.
