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Iowa CollaborativeAssessment
Modules(ICAM)
Heartland Area Education Agency
Purpose of ICAM
Intended Use: Developed in order to provide Iowa schools an affordable assessment option for use as a “multiple measure.”
Primary Purpose: To provide information that can be used to evaluate the progress of groups of children.
ICAM were not designed to evaluate individual student progress nor were they designed to provide information that directly supports instructional decision making.
Iowa Based
AEA idea -- developed in conjunction with DE
Standards from Iowa districtsAligned test items written by Iowa teachersItems field tested in IowaAssessment modules piloted in IowaAdministered in Iowa for Iowa students and teachers
Approach
The Iowa Assessments are norm-referenced tests.
The ICAM modules are standards-based … linked to the standards and benchmarks most likely found in Iowa school districts.
Reading Modules
Reading (4, 8 and 11)– Comprehending Literature– Comprehending Academic Texts– Comprehending Functional Texts– Literary Elements and Techniques (8th and 11th
only)
Mathematics Modules
Mathematics (4, 8 and 11)– Problem Solving Process and Strategies– Number Concepts and Operations– Measurement– Geometry– Data Analysis, Statistics and Probability– Patterns, Functions and Algebra– Solving Work-Related Math Problems
Iowa educators drafted test questions & rubrics based on draft content specifications
Development: A Collaborative Process
LEAs submitted standards and benchmarks for review
Draft of content specifications was prepared by AEAs and reviewed by LEAs
Oct 1999
Jan 2000
Feb & May 2000
Test questions were reviewed and edited
Summer 2000
Assessment modules were tried out on a large scale (field test)
Test questions were tried out on a small scale (pilot test)
Field test responses were scored
Pilot test responses were scored
Development: A Collaborative ProcessOct 2000
Nov 2000
Test questions & rubrics were revised and assessment modules were drafted
Jan 2001
Apr-May 2001
June 2001
Districts administered assessment module(s)
Over 110 Area 11 educators score student responses to open-ended items in 14,425 individual student assessments
Twenty-four Heartland districts selected modules to address gaps in their assessment system
Development & Implementation
Assessment modules were finalizedFall 2001
Dec 2001
Mar-Apr 2002
June 2002
Districts administered assessment module(s)
Over 95 educators score student responses to open-ended items in 12,232 modules
Twenty-five Heartland districts selected modules to fill out their assessment system
Year 2 Implementation
ICAM results used in LEA Annual Progress Reports
Fall 2002
Dec 2002
Mar-Apr 2003
June 2003
Districts administer assessment module(s)
Educators score student responses to open-ended items in approximately 3500-6000 modules
Heartland districts select modules to complement their assessment system
Years 3 – 13 Implementation
ICAM results used in LEA Annual Progress Reports
Summer-Fall
Nov - Dec
Mar - Apr
June
Scoring Sessions
Participation benefits for educators:
Learn reliable processes for scoring short answer and constructive response assessment items.
Understand application of interrater reliability, validity checks and use of rubrics for scoring short answer and constructive response assessment items.
Staff Development Credit
Graduate Credit
Comments from Previous Scoring Sessions
Interest in participating in future scoring sessions:
53% Would like to take a leadership role
77% Would like to score again
Positively influenced by scoring session:
67% Learning about the process of developing assessments and rubrics
85% Learning about the process of scoring responses to constructed-response items
Comments from Previous Scoring Sessions
76% Developing a better understanding about what students can and cannot do
… [scoring process] helps teachers understand that we need to spend more time going in-depth about how to demonstrate knowledge and understanding as opposed to just facts and skills.
Children need to be shown how to extract and use details from the story to support their ideas.
Comments from Previous Scoring Sessions
45% Changing my expectations for what students should be able to do
My students’ performance on tasks is similar to all others—gave me an opportunity to see this. What I give my students to do is valuable even if meets with resistance from them.
15% Other positive outcomes, e.g.,
Reinforced my beliefs that this is truly a collaborative effort and a cross-section of perspectives and backgrounds are important in order to fine-tune these assessment tools.
ICAM Website
http://www.heartlandaea.org/instructional-services/cia/assessment/icam/