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10/6/13
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NESA Fall Leadership Conference!
2013!
NWEA and NESA: What’s Next?!
Topics!• New Items in MAP for AERO/CCSS
– Response to Standards – Depth of Knowledge – Engagement – TEI
• DesCartes Revision • Skills Pointer • InternaFonal Data • AERO MAP and CCSS MAP comparison
Education Terms!
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Depth of Knowledge!• What do we mean when we talk about Depth of Knowledge? – Norman Webb – State assessments – Next generaFon assessments – CogniFve Rigor
• What do we want from our next generaFon assessments?
Assessment Driven
Curriculum!
Standards
• Define the targets of learning in a subject area
Assessments
• Narrow the range of the targets to what is “assessable”
Curriculum
• Respond to the “assessable” rather than scope of standards
Ideal Model!
Standards
Assessment Curriculum
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Assessment Purpose!• Summa4ve Purpose
– Assess proficiency – Align to breadth and depth of standards – Indicate Career and College Readiness
• (MAP) Interim Assessment with Forma4ve Purpose – Accurately measure student status in and out of grade – Accurately measure growth – Predict proficiency – Evaluate program effecFveness – Indicate Career and College Readiness
DoK Considerations in MAP Environment!
• DoK levels are nominal not hierarchical • DoK 2-‐4 is more a funcFon of task complexity rather than cogniFve complexity (Bloom)
• DoK 3 and 4 differ in Fme to complete not cogniFve complexity
• DoK is not completely related to content difficulty
• DoK for an item may vary based on grade and opportunity to learn
Cognitive Rigor: “HOTS”!
h[p://www.learnnc.org/lp/media/misc/2008/blooms_new275.png
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New items with interactive elements allow!
• Broader coverage of the standards • Be[er range of depth of knowledge (DOK)
• Higher levels of cogniFve complexity (Bloom)
• More engaging test experience • More authenFc item presentaFon
Sample Item:Common Stimulus Item!
Sample Item:Common Stimulus Item!
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Drag and Drop Item Sample!
Drag and Drop Item Sample!
Direct Measurement of Standard!
• 3.NF 2. Understand a fracFon as a number on the number line; represent fracFons on a number line diagram.
a. Represent a fracFon 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and parFFoning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
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Enhanced Drag and Drop Example!
Some of the shapes below have a line of symmetry. Use the line tool to draw a line of symmetry for those shapes. One line of symmetry is shown on the raindrop to show how the response would look.!
DoK 3 and Interim Assessment!
• DoK 3 items will necessitate use of automated scoring if included in MAP (immediate results)
• No empirical evidence that DoK 3 items increase the predicFve power of assessments
• DoK 3 items: balance desire to include with measurement needs of assessment
• DoK 2 items may assess the same cogniFve skills as DoK 3 in less test Fme
Multiple Choice with Higher Cognitive Rigor !
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True DoK 3!
Sample Math Item!
DoK 4!• Performance tasks • Research projects • Rich and varied content • MulFple levels of cogniFve complexity • Classroom based rather than assessment based
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DesCartes Revision!
Learning Statements by Standard!
Learning Statements by Topics!
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Learning Ladder View!
Helping All Kids Learn!
MAP idenFfies the goal-‐strand where students need a[enFon
Skills Pointer provides a granular view of specific skills and a plan for
intervenFons or enrichments tailored to each student’s individual needs
Intervention or Enrichment Model!
Screening & Assessments
Skills Identification
Test for Skill Mastery
Intervention Enrichment
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Administer MAP!Screening & Assessments
Intervention Enrichment
Test for Skill Mastery
Skills Identification
• Administer MAP fully adapFve assessments; measure student growth and achievement with precision and accuracy.
• Provide essenFal, reliable data to meet the needs of teachers and decision makers at every level. (RTI universal screener)
Administer Skills Pointer!
Skills Identification
• Skills Pointer then quickly and easily creates assessments to idenFfy skill gaps or areas for above grade instrucFon.
• Determine student mastery of foundaFon and prerequisite skills with assessments. Build a hierarchy of advanced skills purposefully. (aligned to CCSS)
Intervention Enrichment
Screening & Assessments
Test for Skill Mastery
Vertical Strand Methodology!
“Vertical” Assessment
• Within a goal area there are 2-4 strands • Built from CCSS structure !
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Locator Test!Entry: Based on student’s goal-‐level RIT/or teacher’s choice Cycle Down to Find Floor: Grade where student gets one item on each skill correct or bo[om of skill strand. Iden4fy Skills for Instruc4on: Survey each skill to find which may need a[enFon. Only skills that are sFll “open” are presented. .
“Actionable” Information!
Intervention Enrichment
Screening & Assessments
Skills Identification
Test for Skill Mastery
• Generate intervenFon reports and unique skill (gap) analysis.
• AutomaFcally create a customized Individual Learning Path for each student.
• Link to instrucFonal material for each idenFfied skill
Mastery Model Progress Monitoring!
Skills Identification
Test for Skill Mastery
Intervention Enrichment
Renew the Cycle for Success
• Track mastery skill by skill. • Aligned to the principles of mastery model progress monitoring as defined in RTI (data to be collected)
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International Comparison Data!
• What do we mean when we talk about norms?
• What do educaFon researchers mean when they talk about norms?
International Comparison Data!
• What the internaFonal data is – A compilaFon of data including all students – An accurate summarizaFon of the performance of the total populaFon by school, region or organizaFon, and all internaFonal schools
• What the internaFonal data is not – A staFsFcal construct based on sampling of students
– An a[empt to balance by region or demographic group
International Data!• What the internaFonal data is useful for
– Comparisons at various levels between schools regions, etc.
– Comparisons to US norms on which the data is based
– Selng growth targets (using data from US norms on growth)
– Program evaluaFon (using data from US norms on growth)
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AERO and CCSSMAP Item Pools!
MAP Survey with Goals groups content by topics into POOLS of available items.
AERO and CCSSMAP!
MAP TEST Comparison of Goal Structure
Reading 2-‐12
IdenFcal
Language Usage 2-‐12
IdenFcal
Math 2-‐5
Significant difference
Math 6+
Items in the pools aligned to 6+ standards are nearly idenFcal*
*Math 6+ also contains the items in the 2-‐5 pool.
Comparison Mathematics 2-5 Goal Structures!
AERO CCSS Number and Opera0ons Number and Opera0ons Pa2erns and Algebra Opera0ons and Algebraic
Thinking Geometry Geometry Data Analysis and Probability
Measurement and Data
Measurement
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2-5 TopicsAERO Introduces Earlier!
AERO CCSS Inferences, predicFons, probability Yes 7th StaFsFcs and staFsFcal quesFons Yes 6th Measurement of central tendency Yes 6th Area of triangles and parallelograms Yes 6th RaFos and proporFons Yes 6th Meaning of integers Yes 6th Pa[erns K 4th Customary units and US centric topics No Yes
