High Stakes Testing and Other Traditional School Assessments. Gary L. Cates, Ph.D., N.C.S.P. Illinois Standards Achievement Test. Reading and Math: 3-8 Science 4 & 7 Writing 3, 5, 6, & 8. Prairie Sate Achievement Examination (PSAE). 11 th graders relative to standards ISBE: Science test - PowerPoint PPT Presentation
High Stakes Testing and Other Traditional School Assessments
High Stakes Testing and Other Traditional School AssessmentsGary L. Cates, Ph.D., N.C.S.PIllinois Standards Achievement TestReading and Math: 3-8Science 4 & 7Writing 3, 5, 6, & 8Prairie Sate Achievement Examination (PSAE)11th graders relative to standardsISBE: Science testACT: English, math, reading, scienceWork Keys: Reading for information and Applied mathematics (work place focus)Illinois Consumer Education Proficiency Test (ICEPT)9-12th grade before graduation. Pass or take a courseIllinois Alternative Assessment (IAA)Students with the severest of cognitive impairmentDifferent tools same standardsExplore Planprovide data to help pinpoint student strengths and weaknesses, aligned to college and career ready expectations, provide data regarding student preferences for post-high school activities, provide the school with information on program effectiveness, provide valid and reliable data on student achievement at grades not currently assessed by PSAE.
ISBE 2013Third International Mathematics and Science Study (TIMSS)International test of 8th graders in 95, 99, and 2003.http://www.isbe.state.il.us/assessment/TIMSS.htm
National Assessment of Educational ProgressGrades 4 & 8 Reading AssessmentNations Report Card (NCLB)Latest Results: Cates Stop Slide Show Herehttp://nces.ed.gov/nationsreportcard/states
Adequate Yearly ProgressAt least 95% of the students must be tested in reading and mathematics for the All group and subgroups. If the current years participation rate is less than 95%, the participation rate for AYP will be considered sufficient if the average of the current year and the preceding year is at least 95% or if the average of the current year and the two preceding years is at least 95%. Adequate Yearly ProgressStudents in the All group and each subgroup must have performance levels of at least 85% Meeting/Exceeding standards for reading and mathematics. For any group (including the All group) with less than 85% Meeting/Exceeding standards, a 95% confidence interval will be applied, which may enable the group to meet AYP. Adequate Yearly ProgressFor subgroups that do not meet their Safe Harbor targets, a 95% confidence interval will be applied, which may enable the subgroup to meet AYP.
Adequate Yearly ProgressFor 2011, non-high schools must achieve an attendance rate of at least 91%, and high schools must achieve a graduation rate of at least 82%.
Common Core AssessmentScrambling by test publishers and organizations45 States & 4 territories adopted(AL, TX, NE, MN, VA, PR)PARCCPartnership for Assessment of Readiness for College and Careers (PARCC) 23 statesCreate high-quality assessments Build a pathway to college and career readiness for all studentsSupport educators in the classroomDevelop 21st century, technology-based assessmentsAdvance accountability at all levels2014-2015:2 Summative AssessmentsPerformance-Based Assessment (PBA) administered as close to the end of the school year as possible. Literacy PBA will focus on writing effectively when analyzing text.Mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools.
End-of-Year Assessment (EOY) administered after approx. 90% of the school year.Literacy EOY will focus on reading comprehension.Mathematics EOY will be comprised of innovative, machine-scorable itemsISBE, 20132014-2015:2 Interim Assessment ComponentsEarly Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs
Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative componentISBE, 2013Norm Referenced Achievement TestingWhy do it?Thats what is referredMake comparisons between target child and sampleDiagnosis specific content area deficienciesINFORM DECISION MAKING (i.e. Intervention)!
Problems with it?Not tied to the curriculum (Shapiro & Derr 1987)Basal Readers & Commercial testBell et al (1992): Test-Content overlap biasCommercial Test Scores across each other (Jastak & Jastak, 1978; WRAT/MAT).Not sensitive to changeNot prescriptiveCriterion-Referenced TestsWhy use them?ScreeningProgram EvaluationMeet, not meet, exceed (identification)
Problems with them?Sensitive to changeSome lack normative sampleTest/Curriculum overlap? (ISAT-Good)Limited range of sub-skillsLearning Rate not assessedInfluence of the environment not assessed