stem-assessment.orgstem-assessment.org/SiteAssets/app/components... · Web viewAdditional Mathematics Assessments, Grades 3-8, State supported, 2015-16. State. Name of Assessments

Table 5: Table 5

Additional Mathematics Assessments, Grades 3-8, State supported, 2015-16

State Name of AssessmentsGrades

Administered Intended usesConnecticut Smarter Balanced Interim Assessments 3–8 School districts use the assessment results to track student progress and to support

curriculum and instruction needs.Smarter Balanced Digital Library 3–8 School districts utilize the resources to improve formative assessment efforts in their

Mathematics and English Language Arts classrooms.District of Columbia

ANet 3–8 Interim benchmarks used to inform instruction i-Ready 3–8 Interim benchmarks used to inform instruction Agile Mind 3–8 Interim benchmarks used to inform instruction

Delaware Smarter Interim Assessments (ICAs and IABs) 3–8 Give an indication of student's performance on the Summative assessment since the ICAs blueprints mirrors the summative which counts for accountability. It helps educators address possible gaps before it is too late. IABs are more common due to their content focus, length and administration time.

Smarter Digital Library 3–8 Use resources for good Formative assessment techniques to improve instruction when there are gaps.

Idaho ISAT Interim Assessments Minnesota Optional Local Purpose Assessment (OLPA) 3–8 Inform instruction before students take MCA-III, use as a formative assessment tool

Classroom Diagnostic Tools (CDT) 3–8 Online assessments, divided by content area, designed to provide diagnostic information in order to guide instruction and remediation

Pennsylvania SAGE Interim assessments 3–8 Adaptive assessments for English language arts (ELA), math and science, similar to the SAGE Summative. NOT required by the state, but available to LEAs for their determined use.

Utah SAGE Formative 3–8 Optional learning resources, test items, and learning activities available to teachers, parents and students, linked to students’ summative test results

Smarter Balanced Interim Assessments 3–8 Allow teachers to check student progress throughout the year, giving teachers information they can use to improve instruction and help students meet the challenge of college- and career-ready standards.

Washington Smarter Balanced Interim Assessments 3–8 Available to districts for classroom useWest Virginia Smarter Balanced Training and Practice Assessments 3–8 For classroom use, to help students become familiar with the technology and item types

appearing on the WVGSA.West Virginia Diagnostic Assessments 3–8 Available to districts for classroom use

Notes: For each additional Mathematics assessment, grades 3–8, state respondents were asked "At what grade(s) is this mathematics assessment used?" and "What are the intended-uses for this state-supported Mathematics assessments for grades 3rd through 8th?"

1

Table 6: Table 6

State-administered High School End-of-Course (EOC) Mathematics Assessments, Intended Uses, 2015-16

StateName of

AssessmentsSchool

Account.Teacher Account.

Inform Instruct./ Curric.

Example of Intended Use for Instruction/ Curriculum

College Ready

Career Ready

Grad. Require. State Policy on Taking/Re-takes

District of Columbia

PARCC EOC Geometry

Yes Yes Yes Detailed results from these assessments help parents understand their child’s needs and strengths and can help them work with their school to identify resources to support their child’s education. Schools can use the information to better plan instruction and enrichment for students in the coming year.

Yes Yes No DC requires high school students to take one required assessment (Geometry or Integrated Math II) during their high school years.

PARCC EOC Integrated Math II

Yes Yes Yes Yes Yes No DC requires high school students to take one required assessment (Geometry or Integrated Math II) during their high school years.

Kentucky ACT Quality Core End-of-Course Tests - Algebra II

Yes No Yes ACT Quality Core summary reports provide sub-score data. This is limited to the reporting categories and therefore, additional school level data is needed to more appropriately inform instruction/curriculum.

No No No The Algebra II EOC part of state graduation requirements, but students are not required to pass the EOC to graduate. Each student is tested once at the completion of all coursework. State regulation specifies that the EOC grade is at least twenty percent of a student’s final grade in the course or the district must submit a justification to the Commissioner of Education.

Louisiana Algebra I EOC Yes Yes Yes Districts use results to inform curricular choices

No No Yes Students must pass 3 pairs of EOC assessments as part of their graduation requirement (i.e., either English II OR English III, and either Algebra I OR Geometry, and either Biology or U.S. History). Students must take an EOC at the completion of the course in which they are enrolled. For students that do not pass the EOC test in a subject, they are eligible to retest at the next test administration

Geometry Yes Yes Yes Districts use data to inform curricular decisions

No No Yes

Mississippi Algebra I Yes Yes Yes The intent of this assessment is to provide valid and reliable results to guide instruction through data driven instruction.

Yes Yes Yes Currently, students are allowed to take the assessment multiple times until they reach a passing score or are able to use graduation options that are found within policy based upon a certain scale score on the EOC Algebra I exam.

North Carolina

Math I Yes Yes Yes The assessment data provide information on students' level of understanding of the content and it informs educators on instructional needs.

Yes Yes No The course is a graduation requirement but not the assessment. Students who retake the course must also retake the test.

Pennsylvania Algebra I Yes Yes Yes Change Curriculum / Remediation

Yes Yes Yes Students can take Alg. 1 as often as needed until scored proficient.

Algebra II Geometry

2

State-administered High School End-of-Course (EOC) Mathematics Assessments, Intended Uses, 2015-16

StateName of

AssessmentsSchool


Inform Instruct./ Curric.

Example of Intended Use for Instruction/ Curriculum

College Ready

Career Ready

Grad. Require. State Policy on Taking/Re-takes

Tennessee Algebra I Yes Yes No N/A Yes Yes No Any student enrolled in a course is required to take the EOC assessment. If a student repeats the course then they retake the EOC.

Geometry No Yes No N/A Yes Yes NoAlgebra II Yes Yes No N/A Yes Yes NoIntegrated Math I

No Yes No N/A Yes Yes No

Integrated Math II

No Yes No N/A Yes Yes No

Utah Secondary I Yes No Yes Determine longitudinal trends, find areas of low achievement over time

Yes Yes No Students take the EOC assessment attached to the course they are taking as determined by course-codes. Students may retake the test if they repeat the class or take another class with the same course-code.

Secondary II Yes No Yes Used to determine longitudinal trends in student performance and to find low areas of achievement over time.

No Yes No

Secondary III Yes No Yes Outcomes are provided to teachers based on the core standards to help inform instruction.

Yes Yes No

Washington Year 1 End-of-Course Exit Exam

No No Yes Districts and schools may choose to use the assessment as one piece of information to inform instruction/curriculum. For example, claim scores analyzed at aggregate levels can provide finer-grained information than scale scores. However, districts and schools

No No Yes Students in the classes of 2016 through 2018 may take an EOC to meet graduation requirements. Students may take the Year 1 EOC after completing a Year 1 course, Algebra 1 or Integrated Mathematics 1, and may retake a test they did not pass twice per year.

Year 2 End-of-Course Exit Exam

No No Yes No No Yes Students may take the Year 2 EOC after completing a Year 2 course, Geometry or Integrated Mathematics 2, and may retake a test they did not pass twice per year. Students only take a Year 2 EOC if they do not pass the Year 1 EOC.

Notes: For each state-administered Mathematics assessment, High School, state respondents were asked about Intended Uses of assessment results "Was this assessment used for school/teacher accountability?" "Was this assessment used to inform instruction/curriculum?" and "Was this assessment used to aid college readiness/career readiness?" and "Was this assessment a graduation requirement?" and "What is the state policy on taking and re-taking High School comprehensive Mathematics assessments?"

3

Table 7: Table 7

State-administered Mathematics Assessment, High School Comprehensive, Intended Uses, 2015-16

StateName of

AssessmentsGrades Admin.

School Accountability

Teacher Accountability

Inform Instruction/ Curriculum

Example Use for Instruction/ Curriculum

College Ready

Career Ready

Grad. Require.

State Policy on Re-takes / Comments

Arkansas ACT Aspire 9,10 Yes Yes Yes Yes Yes No AR students test according to the grade enrolled. If a student is in 9th grade twice they will take that assessment again.

ACT 11 Yes No No Yes Yes No Students are allowed to take the ACT once as a Junior paid for by the state.

Connecticut SAT 11 Yes No Yes School districts may use the results to inform decisions and policies about curriculum, instruction and professional development.

Yes No No Students in Grade 11 are required to take the SAT. Retake in Grade 12 (not paid for by the state).The SAT serves as the required state Mathematics assessment for High School students.

Delaware PSAT 9,10 No No Yes Yes Yes No As students prepare for the spring SAT, a partnership with Khan Academy and the College Board offers personalized SAT preparation based on students’ PSAT results. Delaware provides the PSAT free to all public school 10th graders.

SAT 11 Yes NO Yes Yes Yes No SAT will be used for accountability in lieu of Smarter Grade 11 for AY 2015-2016. Delaware discontinued the Smarter Grade 11 testing.

Idaho Idaho Standards Achievement Test (ISAT) by Smarter Balanced

10 Yes Yes Yes At the local level's discretion

No No Yes If a student does not take the test in tenth grade, he/she has one opportunity to take the test in the eleventh grade. There is not a proficiency requirement - only a participation requirement.

Kentucky The ACT 11 Yes No Yes ACT Profile reports provide sub-score data in reporting categories. Additional school level data are needed to more appropriately inform instruction/curriculum.

Yes No No The ACT is administered one time to all 11th grade students in March of each year. ACT scores are used in College and Career Readiness calculations for state accountability system.

4


StateName of






College Ready

Career Ready

Grad. Require.


Louisiana ACT 11 Yes No No Yes Yes No The highest score achieved by the end of the 12th grade year is used for accountability purposes. Louisiana only pays for an initial test. Any additional tests are done at the expense of the school, districts, or parents.

Massachusetts MA Comprehensive Assessment System

10 Yes No Yes All items and their related statistics are released

No No Yes We offer 2 retests per year. Students are allowed to retake the test as many times as necessary.

Minnesota MN Comprehensive Assessments, Series III

11 Yes Yes No Yes Yes No There are no retakes for this assessment.

Michigan SAT 11 Yes Yes No Yes Yes No One retake only if student was not available to take initial admin. We now use SAT only for mathematics accountability assessment.

Mississippi ACT 11 Yes Yes Yes The intent of this assessment is to provide valid and reliable results for guiding data driven instruction.

Oklahoma State Comp. exam

10 Yes Yes New comp. state test (Alg+Geom) (http://sde.ok.gov/sde/assessment-material)

ACT pilot statewide

11 No No Optional, not grad req.

North Carolina ACT 11 Yes No Yes The data is used to plan subsequent course work.

Yes No No There is one make-up day if the student was absent on the initial test day.

Tennessee ACT Plan 9th ACT 11th Yes Yes

Utah ACT Plan 9, 10 No No Yes Used in making decisions about programs, policies, or educational practices in schools.

Yes Yes No The ACT Plan test is optional for use in LEAs across the state.

ACT 11 Yes No Yes Used to evaluate how well courses and instructional programs are preparing students for college and work.

Yes Yes No The ACT is required for all 11th grade students in Utah. Parents may opt students out. Scores used to allow students to take concurrent enrollment courses in high school and can be used to qualify for the mathematics competency graduation requirement for

5


StateName of






College Ready

Career Ready

Grad. Require.


going to college.Vermont Smarter

Balanced11 Yes No Yes Systems monitoring

and improvementYes Yes No No retakes. This assessment

will be used for accountability in the future, but during the 2015-16 we are reporting results but not making accountability determinations

Washington Smarter Balanced

10, 11 Yes No Yes Districts and schools may choose to use the assessment as one piece of information to inform instruction/ curriculum. For example, claim scores analyzed at aggregate levels can provide finer-grained information than scale scores. However, districts and schools are cautioned that these scores are less reliable than scale scores.

Yes Yes No The State recommends that only grade 10 students who have completed an Algebra 2 or Integrated Math 3 course should take the comprehensive mathematics test. Students in grade 11 are required, for federal accountability, to take the comprehensive assessment. Students who do not earn a level 3 or wish to increase their score may retake the assessment twice each year. The Smarter Balanced assessment is an approved alternative to the current EOC graduation requirement, and will be graduation requirement for students in class of 2019 and beyond.

Wisconsin ACT Aspire 9, 10 No No Yes ACT Aspire, ACT: Local decisions on use. Educators may broadly review student scores in relation to the CCR Standards, to find areas of weakness. Local districts may use as part of a multi-level system of assessment for student placement.

Yes Yes No 9th and 10th grade students are required to take the ACT Aspire assessment in 9th and 10th grades, though parents can opt them out. There is no re-take option. Some schools/districts may decide to use this assessment as part of student placement or other instructional purposes, but the state provides no guidance, requirements, or suggestions along those lines.

ACT plus writing

11 Yes No Yes Yes Yes No 11th grade students are required to take the ACT + Writing assessment, though parents can opt them out. There is no re-take option that the state pays for, but students can choose to do that on their own (though it will not count as part of the school accountability system).

6


StateName of






College Ready

Career Ready

Grad. Require.


ACT Work Keys Applied Mathematics

11th No No No No Yes No 11th grade students take this exam unless opted out by their parents. There are no re-takes for this exam unless a student decides to pay to do so. Local districts can use these assessments for various purposes, though not required or necessarily supported by the state.

West Virginia West Virginia General Summative Assessment / SBAC

9th through

11th

Yes Yes Local decision Yes Yes No Students in WV do not retake the summative assessments

Notes: For each state-administered, comprehensive Mathematics assessment, High School, state respondents were asked "At what grade(s) is the comprehensive Mathematics assessment first administered?" and What are the Intended Uses of assessment results: "Was this assessment used for school/teacher accountability?" "Was this assessment used to inform instruction/curriculum?" "Was this assessment used to aid college readiness/career readiness?" and "Was this assessment a graduation requirement?" and "What is the state policy on taking and re-taking High School comprehensive Mathematics assessments?"

7

Table 8: Table 8

Additional HS Mathematics Assessments, Intended Uses, 2015-16, State-supported


Adminis. Assessment Uses?Connecticut PSAT 10 The state supports the use of PSAT in Alliance Districts.District of Columbia

SAT 11, 12 College entrancePSAT 9 Measures skills students need to be on track for success as they transition to high schoolNMSQT 10, 11 Practice test for SAT; determines eligibility for National Merit ScholarshipInternational Baccalaureate (IB)

9 thru 12 Students eligible to receive college credit with qualifying scores

Agile Mind 9 thru 11 Measures students' progress in conceptual understanding of algebra and geometry; formative computer–based assessment

Advanced Placement (AP) exams

9 thru 12 Students eligible to receive college credit with qualifying scores

Delaware Algebra II 9 thru 11 Optional test for districts to use to get another measure of student's performance and for district internal evaluation of their curriculum.

Smarter Digital Library 9 thru 12 Optional resources to provide support to teachers and educators to improve instruction Integrated Math III 10 thru 12 Same as Algebra II intent

Kentucky ACT Compass 12 Used to determine college readiness for 12th grade students who do not meet benchmarks on ACT grade 11 and is included in College/Career calculations for accountability. ACT Compass has been discontinued by ACT and will no longer be administered in Kentucky after the 2014–15 school year.

ACT WorkKeys 12 Used to determine part of career readiness for career-enrolled students who have completed 3 CTE courses and is included in College/Career calculations for school accountability.

ACT WorkKeys 12 To determine college readiness for career-enrolled students who have completed 3 CTE courses Kentucky Online Testing (KYOTE) (University of Kentucky)

12 Used to determine college readiness for 12th grade students who do not meet benchmarks on ACT grade 11 and included in College/Career calculations for accountability.

Louisiana EXPLORE OptionalWorkKeys (as applicable)

Minnesota Optional Local Purpose Assessment (OLPA)

11 As a formative assessment and to inform instruction prior to the MCA III

North Carolina Math II 9 thru 11 Administrator and Teacher Effectiveness; Student AccountabilityAdvanced Functions and modeling

10 thru 12 Administrator and Teacher Effectiveness; Student Accountability

Precalculus 10 thru 12 Administrator and Teacher Effectiveness ;Student AccountabilityMath III 9 thru 12 Administrator and Teacher Effectiveness ;Student AccountabilityDiscrete Mathematics 11 thru 12 Administrator and Teacher Effectiveness; Student Accountability

Pennsylvania Classroom Diagnostic Tools 9 Adjust curriculum and instructionUtah SAGE Interim 9 thru 12 Adaptive assessments for English language arts (ELA), math and science, similar to the SAGE Summative. NOT

required by the state, but available to LEAs for their determined use. SAGE Formative 9 thru 12 Optional learning resources, test items, and learning activities available to teachers, parents and students, linked to

students’ summative test resultsWashington Smarter Balanced Interim

Assessments9 thru 12 Teachers can monitor student progress throughout the year and get information they can use to improve instruction

and help students meet the challenge of college- and career-ready standards.Notes: For each additional Mathematics assessment, High School, state respondents were asked "At what grade(s) is this assessment used?" and "What are the intended use(s) for this assessment?"

8

Table 12: Table 12

Additional Science Assessments, Grades 3–8, 2015-16, State-supported


Administered Intended-uses for this AssessmentKentucky ACT Explore 8 North Carolina North Carolina Final Exam 4 Administrator and Teacher Effectiveness

North Carolina Final Exam 6 Administrator and Teacher Effectiveness North Carolina Final Exam 7 Administrator and Teacher Effectiveness

Pennsylvania Classroom Diagnostic Tools 4 thru 7 Adjust curriculum and instructionUtah SAGE Interim 4 thru 7 Adaptive assessments for English language arts (ELA), math and science, similar

to the SAGE Summative. NOT required by the state, but available to LEAs for their determined use.

SAGE Formative 4 thru 8 Optional learning resources, test items, and learning activities available to teachers, parents and students, linked to students’ summative test results

Washington OSPI-Developed Assessments (formerly CBAs) and OSPI-Developed Performance Assessments (formerly CBPAs):

Notes: For each additional Science assessment, grades 3rd through 8th, state respondents were asked "At what grade(s) is this science assessment used?" and "What are the intended-uses for this state-supported Science assessments for grades 3rd through 8th?"

9

Table 13: Table 13

State-administered HS End Of Course (EOC) Science Assessments, Intended Uses, 2015-16

State Name of AssessmentsSchool



College Readiness

Career Readiness

Graduation Requirement

District of Columbia DC High School Biology No No Yes No No NoIdaho EOC Chemistry No Yes Yes No No Yes, one

EOC Biology No Yes Yes No NoKentucky ACT QualityCore EOC

BiologyYes No Yes No No No

Louisiana Biology Yes Yes Yes Yes Yes YesMassachusetts Biology Yes No Yes No No Yes, one course

Chemistry Yes No No No NoIntroductory Physics Yes No Yes No NoTechnology/ Engin. Yes No No No No

Minnesota MCA-III EOC Yes Yes No Yes Yes NoMississippi Biology 1 Yes Yes Yes Yes Yes YesNorth Carolina Biology Yes Yes Yes Yes No No Chem, Physics NCFE No Yes Yes Yes No No Phys., Eart/Env Sci.NCFE No Yes Yes Yes No NoOklahoma Biology 1 Yes Yes Yes No No NoPennsylvania Biology Yes Yes Yes Yes Yes Yes

Chemistry No No Yes Yes Yes NoTennessee Biology Yes Yes No Yes Yes No

Chemistry No Yes No Yes Yes NoUtah Biology Yes No Yes No No No

Chemistry Yes No Yes No No NoPhysics Yes No Yes No No NoEarth Science Yes No Yes No No No

Washington Biology Yes No Yes No No YesNotes: For each state-administered, End of Course Science assessment, High School, state respondents were asked "Was this assessment used for school/teacher/ accountability?" as well as "Was this assessment used to inform instruction/curriculum?" "Was this assessment used to aid college readiness/career readiness?" and "Was this assessment a graduation requirement?"

10

Table 14: Table 14

End Of Course (EOC) Science Assessments Examples of Uses and Policy on Retakes, 2015-16State Name of Assessments Example of Intended Use to Inform Instruction/Curriculum State Policy on Retakes


DC Biology EOC District use to inform instructional practices Any student enrolled in this course is required to take the EOC. If a student repeats the course are not required to retake the Biology EOC.

Idaho End-of-Course Assessment Chemistry

At the local level's discretion Students must take one of two EOCs at some point in grades ten through twelve.

End-of-Course Assessment Biology

At the local level's discretion Students must take one of two EOCs at one point in grades ten through twelve.

Kentucky ACT Quality Core End-of-Course Tests - Biology

ACT Quality Core summary reports provide sub-score data The Biology EOC was chosen since it is part of state graduation requirements, but students are not required to pass the EOC to graduate. Each student is tested once at the completion of all coursework. State regulation specifies that the EOC grade is at least twenty percent of a student’s final grade in the course or the district must submit a justification to the Commissioner of Education.

Louisiana Biology Districts use to inform curricular decisions Students must take the Biology EOC at the end of the course, and pass either Biology EOC or U.S. History EOC as part of their graduation requirements. Students who do not pass an EOC may retake at the next administration.

Massachusetts Biology Released items Biology is given twice a year. Students can take the test as many times as necessary.

Chemistry N/A Chemistry is given once a year. It can be re-taken each June, or students can take another science test.

Introductory Physics Released items Intro Physics is offered once a year. Students can retake the test each year or take a different science test.

Technology/Engineering N/A Technology/Engineering is offered once a year. Students can retake the test each year or take a different science test.

Minnesota MCA-III EOC N/A No retakes are allowed on the Science MCA-III.Mississippi Biology 1 The intent of this assessment is to provide valid and reliable

results to guide instruction through data driven instruction.Students are allowed to retake EOC assessments if a passing score is not achieved on the assessment or the students are unable to utilize one of the graduation options associated with the EOC assessment. The ACT is administered to all students enrolled in districts as a junior but is used as a graduation option, in lieu of, passing an EOC assessment and is not a graduation requirement.

North Carolina Biology The assessment data is used to improve instruction. Students may retake the EOC if they fail the course and have to repeat it.

Oklahoma Biology 1 Most educators use the data from student assessments to inform instructional practices

No retakes since passing is not required for credit.

Pennsylvania Biology Change curriculum Students can take it as often as they want / need to until scored proficient

Chemistry Missing MissingTennessee Biology N/A Any student enrolled in this course is required to take the EOC. If a

student repeats the course then they retake the EOC. Chemistry N/A

11

End Of Course (EOC) Science Assessments Examples of Uses and Policy on Retakes, 2015-16State Name of Assessments Example of Intended Use to Inform Instruction/Curriculum State Policy on Retakes

Utah Biology Help teachers evaluate the alignment of curriculum to state standards

All students in the content area must take this test to assess understanding. Retaking the assessment is optional (not required) if a student takes two high school courses related to Biology (for example regular Biology and later AP Biology, the student does not have to retake SAGE Biology for the second AP course)

Chemistry Any student enrolled in this course is required to take the EOC. If a student repeats the course then they retake the EOC.

Physics All students in the content area must take this test to assess understanding, they are allowed by not required to retake SAGE Physics if they complete more than course in the subject area (ex. Physics, AP Physics A, etc.)

Earth Science All students in the content area must take this test to assess understanding. Students are allowed but not required to re-take the SAGE if they take multiple courses in the same subject area (ex. Earth Science, AP Environmental Science)

Washington Biology End-of-Course Exam

Districts and schools may choose to use the assessment as one piece of information to inform instruction/curriculum. For example, strand scores analyzed at aggregate levels can provide finer-grained information than scale scores. However, districts and schools are cautioned that these scores are less reliable than scale scores.

The Biology EOC is taken at the end of a biology course and must be taken by the end of the 10th grade year for federal accountability if not previously passed. The exam can be re-taken twice a year if needed to meet the assessment graduation requirement for the classes of 2017 and beyond.

Notes: For each state-administered, End of Course Science assessment, High School, state respondents were asked "Was this assessment used to inform instruction/curriculum?" and if "Yes, please provide one example of intended use" as well as "What is the state policy on taking and re-taking EOC assessments?"

12

Table 15: Table 15

State-administered Science Assessments, High School Comprehensive, Intended Uses, 2015-16


AdministeredSchool

AccountabilityTeacher

AccountabilityInform Instruction/

Curriculum College

ReadinessCareer

ReadinessGraduation

RequirementArkansas ACT Aspire 9, 10 Yes Yes Yes Yes Yes No

ACT 11 Yes No No Yes Yes NoConnecticut CT Academic

Performance Test in Science

10 Yes No Yes Yes No No

Delaware DCAS Science Summative

10 Yes No Yes No No No

Kentucky The ACT 11 Yes No Yes Yes No NoLouisiana LEAP Michigan M-STEP Science 11 Yes Yes No No No NoMississippi ACT 11 Yes North Carolina

ACT 11 Yes No No Yes No NoACT Plan 10 No No No No No No

Oklahoma ACT 11 Yes No No Yes No NoOSTP Science 11 Yes No Yes No No No

Utah ACT Aspire Science 9, 10 No No No Yes Yes NoACT Science 11 Yes No No Yes Yes No

Vermont NECAP Science 11 Yes No Yes No No NoWisconsin ACT Aspire Science 9, 10 No No No Yes Yes No

ACT Science 11 Yes No No Yes Yes NoWest Virginia General Summative 10 Yes N o NoNotes: For each state-administered, state respondents reported on "Was this assessment used for school/teacher/ accountability?" "Was this assessment used to inform instruction/curriculum?" "Was this assessment used to inform college readiness/career readiness?" "Was this assessment a graduation requirement?"

13

Table 16: Table 16

High School Comprehensive Science Assessments: Intended Uses and Policy on Retakes, 2015-16

StateName of

Assessments Examples of use to Inform Instruction/Curriculum State Policy on RetakesArkansas ACT Aspire

ACT N/A AR students were given the ACT at grade 11 only as an opportunity to leave HS with a college reportable ACT score.

Connecticut CT Academic Performance Test in Science

School districts use the results of the assessment to support decisions and policies about curriculum, instruction and professional development.

Students in Grade 11 and 12 are no longer allowed to retake the CAPT Science.

Delaware DCAS Science Grade 10 Summative

Districts and schools use information from the Science summative to identify strengths and weaknesses in curriculum and instruction (our voluntary coalition continues for many districts through grade 10)

Kentucky The ACT ACT Profile reports provide sub-score data The ACT is administered one time to all 11th grade students in March of each year.Mississippi ACT Data from the ACT allow schools/districts to assess how

their students are performing on the four performance areas which can serve as a guide for instructional planning.

Students are allowed to retake EOC assessments if a passing score is not achieved on the assessment or the students are unable to utilize one of the graduation options associated with the EOC assessment. The ACT is administered to all students enrolled in districts as a junior but is used as a graduation option, in lieu of, passing an EOC assessment and is not a graduation requirement.

North Carolina

ACT N/A Students can retake if they pay for the exam and take it on their own timePhysics NCFE N/A Students can retake if they pay for the exam and take it on their own time

Oklahoma Biology EOI Some teachers use the data from assessments to drive instructional practices

Students may retake exams during any testing window

Vermont NECAP Science Systems monitoring and improvement No retakesNotes: For each state-administered, comprehensive Science assessment, High School, state respondents were asked "Was this assessment used to inform instruction/curriculum?" and if "Yes, please provide one example of intended use" as well as "What is the state policy on taking and re-taking EOC assessments?"

14

Table 19: Table 19

Development of State Mathematics Assessments and Use of State Consortia Items/Tasks, 2015-16

State

Use SBAC or PARCC

Percentage of Items

Use SBAC or PARCC

Percentage of Items

Comments, SourcesGrades 3–8 3–8 Assessment High SchoolHS

AssessmentArkansas No No Connecticut SBAC 100 No The state uses the SAT as the High School Mathematics assessment.District of Columbia

PARCC 100 PARCC 100

Delaware SBAC 100 No The state uses the SAT as the High School Mathematics assessmentIdaho SBAC 100 SBAC 100 Kentucky No No Louisiana PARCC 47–49%, varied by

grade levelNo PARCC items used in 2015-16 forms was legislatively mandated to be no more than

49.9%.Massachusetts PARCC 75% of students

took PARCC No

Minnesota No No Michigan SBAC 90 No High School is SAT Only.Mississippi No No Items designed to measure student achievement on the MS College-and Career-

Readiness Standards.North Carolina No No Oklahoma No No Pennsylvania No No Tennessee No No Items were developed to TN state specific standards. Items were licensed from the SAGE

bank and Kansas performance tasks were licensed, and a few items from the AIR bank were used.

Utah No No SAGE is the assessment used in Utah, which is created through a contract with AIR who runs development and pilot with Utah teachers and administrators.

Vermont SBAC 100 SBAC 100 Washington SBAC 100 SBAC 100 Wisconsin No No The Forward Exam mathematics questions used in grades 3–8 are designed by Data

Recognition Corporation. The state uses ACT, ACT Aspire, and ACT Work Keys for high school.

West Virginia SBAC 100 SBAC 100 Notes: For the state administered grades 3–8 Math assessment, does the assessment use SBAC or PARCC items? and, if so, Indicate percentage that are SBAC items or percentage that are PARCC items. For high school Math, same questions.

15

Table 21: Table 21

Mathematics Types of Assessment Items/Tasks High School: Percentage of Assessment Points by Type, 2015-16

State Name of Assessment

Multi-choice Single Answer

Multi-choice, Multi-answer

Match Tables

Drag/ Drop

Table Fill-in

Grid Items Graphing

Equation/ Numeric

Hot Spot

Short Answer

Extend Answer

% points % points % points%

points%

points%

points % points % points%

points % points % pointsArkansas ACT Aspire 55 6 TE 38 CR Connecticut SAT 78 22 District of Columbia

PARCC EOC Geometry 25–40 25–40 5* 5* 5* 5* 5* 15 25

Delaware SAT 78 22 Idaho ID Standards Achieve.

Test/SBAC30–40 0–5 10--20 0–5 5--10 5--10 20–30 10--15 10--15 0–5

Kentucky ACT Quality Core EOC (Algebra II)

100

Louisiana ACT 100 Massachusetts MCAS 53 7 40Minnesota Comprehensive HS

assessment (MCA III)85–96 4--15 0 4--15 4--15 0 4--15 4--15

Michigan SAT 78 22 Mississippi ACT 100 North Carolina all NCFE courses 100 Oklahoma Algebra II 100 Pennsylvania Algebra Keystone Exam [Not reported] Tennessee Algebra I 35 2 12 52 Utah Secondary Math II [Not reported] Vermont Smarter Balanced 30–40 0–5 10--20 0–5 5--10 0 5--10 20–30 10--15 10--15 0–5Washington Smarter Balanced 30–40 0–5 10--20 0–5 5--10 0 5--10 20–30 10--15 10--15 0–5Wisconsin ACT Mathematics 100 West Virginia WV General Summative

Assessment / SBAC 30–40 0–5 10--20 0–5 5--10 0 5--10 20–30 10--15 10--15 0–5

Definitions: See Appendix listNote: * Categories combined percentagesPT= Performance tasks on Smarter Balanced assessments (Short or Extend Answer)DC: Reported as % of items: total of 15–20% of items Match tables, Drag/drop, Table fill-in.Smarter Balanced states and MN: The range of assessment points reported due to computer-adaptive test with each student's testing experience, with respect to item type, lightly different.AR: from ACT Aspire Technical Manual for EHS level: 55% MC 6 TE 38 CR

16

Table 22: Table 22

High School Math Assessment Item Types/Tasks - CommentsState Comments Mathematics Item Types

Connecticut, Michigan

Percent of items and points for SAT based on estimates from specifications; should be confirmed with College Board.

Delaware SAT is designed by College Board and therefore Delaware Administers it as intended. Collaboration of states designed and revised the Performance Level Descriptors and Cut scores. Slight differences across states but overall, similar ranges for proficiency levels.

Idaho The assessment is computer adaptive based on student responses. There is no way to tell an overall consistent percentage of item types a student will receive.Minnesota Grades 3–8 and HS are adaptive tests, thus the ranges and the reason they don't add up to 100%. We don't know how many students will get each type. Short

answer on the MN assessment is only numeric fill in the blank, no words.Utah Due to the computer adaptive test students see different percentages of item types based on standards and proficiency. We focus on percentage related to DOK,

not equation type. See blueprints located here: http://www.schools.utah.gov/assessment/SAGE/Mathematics.aspxWashington The estimates are based on the Smarter Balanced test being an adaptive test with each student's testing experience, with respect to item type, being slightly

different. The same estimates by item/task category are reported for each of the SBAC states.Wisconsin The standard ACT is all multiple choice.

17

Table 21a: Table 21a Definitions

Mathematics Item Types1 Multiple choice, single correct response – This item type provides a list of answer options for students to choose, and students can only select one option.2 Multiple choice, multiple correct responses – This item type provides a list of answer options for students to choose, and students select one or more options. 3 Matching tables – This item type displays a table that students complete by matching options to statements, figures, or other stimuli.4 Drag and drop – This item type provides objects that students place or move to provide an answer 5 Table Fill In – This item type presents a partially completed table that students complete by typing in their answers in the empty cells in the table.6 Gridded response – This item type requires students to fill in their answers on response grids. The answers may be whole numbers, decimals, or fractions.7 Graphing –This item type provides a coordinate grid and students are to create an answer on the grid, possibly using a number of tools (e.g., Connect Line, Add Point) 8 Equation/Numeric – This item type provides a numeric keypad and/or mathematical symbols that students use to enter an answer a numeric response or mathematical

equation.9 Hot Spot – This item type presents statements, figures, or other stimuli to students on which they click to answer a question.10

Short answer – This item type provides a text box for the student to freely type or write a short response.

11

Extended response – This item type requires students to provide an extended response.

18

Table 23a: Table 23a

Table 23a. Science Types of Items/Tasks in High School Assessments: Percentage of Total Assessment Points (2015–16)


Multi-choice Single

Answer

Multi-choice, Multi-

answerMatch Tables

Drag/ Drop

Fill-in Blank

Hot Spot

Short Answer

Extended Response

Inter. Comp. Simulat

Hands-on

Grid Resp.

% points % points%

points%

points%

points%

points % points % points % points%

points%

points%

pointsArkansas ACT Aspire 100 Connecticut CT Academic Perf. Test in

Science80 20


DC High School Biology 45–55 45–55 5–7 * 5–7 * 5–7 * 25–30 25–30

Delaware DCAS Science [see note] Idaho End of Course Chemistry or

Biology100

Kentucky ACT Quality Core (Biology) 100 Louisiana Biology [Not rept] Massachusetts Biology 67 33 Minnesota MCA-III EOC 50 10 15 5 15 5 Michigan M-STEP 100 Mississippi Subject Area Testing

Program (SATP2)100

North Carolina Biology I 95 2 3 Oklahoma Biology EOI [Not rept] Pennsylvania Biology Keystone Exam [Not rept] Tennessee Biology 100 Utah SAGE [see note] Vermont New England Common

Assessment Program[see note]

Washington Biology End-of-Course Exam 73–78 0–5 22 Wisconsin ACT Science 100 West Virginia WV General Summative

Assessment95 5

Question: Please report the percentage of the total assessment points by item/task type. Definitions: See list.Notes:DE: Science assessments are Computer Adaptive--48 MC items and 2 Machine Scored Constructed Response Items as our blueprint on current assessments.DC: Reported as % of items: total of 15–20% of items Match tables, Drag/drop, Table fill-in.MI: All Technology Enhanced items field tested 2015–2016 SY.UT: All options above are part of assessment, Percentage by type not reported due to computer adaptive testing – students see different item types based on standards and proficiency. UT focuses on percentages related to DOK; see blueprints here: http://www.schools.utah.gov/assessment/SAGE/Science.aspxVT: Pencil-paper test. Test blueprint stipulates percent of 1, 2, 4 and 6 point items, but not percentages of specific item types

19

Table 24: Table 24

Calculator Policy for Science Assessments: Percentage of Items Calculators Allowed, 2015-16State Gr. 3,4,5 % Gr. 7,8 % HS %

Arkansas NR Connecticut NR Delaware NR District of Columbia note Idaho note Kentucky 100 100 100Louisiana NR Massachusetts NR 100Michigan NR Minnesota 100 100 100Mississippi 100 100 100North Carolina 100 100 100Oklahoma NR 10 10Pennsylvania 100 100 100Tennessee NR NR 100 Ch.Utah 100 100 100Vermont 100 100 100Washington 100 100 100West Virginia 100 100 100Wisconsin NR 100CT - Percent of items for which calculators are allowed on SAT should be confirmed with College Board.DC - Science does not require use of calculators.ID - If a tool is needed on a science item, a tool will pop-up for student use.KY - For grade 4 and 7 science assessments, calculators are optional. The ACT calculator policy applies to all ACT assessment products including the EOC and the ACT.MA - Calculators are required for Intro Physics, Chemistry, and Tech/Eng. They are not required for Biology (they are optional).MN - Although calculators are theoretically allowed for all items on the science assessment, there are very few items that require students to perform calculations.PA - There are very few items that require a calculator in science assessment.TN - High School Chemistry is the only science assessment that permits calculators unless indicated in a student’s IEP.UT - For the assessments that allow for calculators, the tool is provided through the online SAGE computer platform system. Each calculator is adjusted for functionality as required. see the policy at: http://www.schools.utah.gov/assessment/SAGE/Science.aspx and for mathematics at http://www.schools.utah.gov/assessment/SAGE/Mathematics.aspxVT - Smarter balanced math assessments have on-screen calculators that appear only for calculator active and calculator neutral items.WI - For HS exams, the state follows ACT calculator policies.Respondents were asked "Please indicate if calculators are allowed on the state-administered mathematics and science assessments – for specific grades. If calculators are allowed on the assessment, indicate the percentage of the assessment items for which calculators are allowed. Use your best estimate if you do not know the exact percentage.

20

Table 25: Table 25

Calculator Policy for Mathematics Assessments: Percentage of Items Calculators AllowedState Gr. 3 % Gr. 8 % HS %

Arkansas NR 100 100Connecticut 0 40–60 50Delaware 0 40–60 50District of Columbia NR 66 83Idaho 0 40–60 40–60Kentucky 70 76 100Louisiana NR 60 51Massachusetts NR 50 50Michigan 50 50 50Minnesota 90 90 100Mississippi 0 100 100North Carolina 50 50 100Oklahoma NR 0 100Pennsylvania NR 94 100Tennessee 60 60 70Utah note 100 100Vermont 0 40–60 40–60Washington (SBAC) 0 40–60 40–60Washington—HS EOC -- -- 100West Virginia 0 0–30 0–30Wisconsin 0 82 100CommentsCT, DE – HS Percent of items for which calculators are allowed on SAT should be confirmed with College Board.DC - PARCC Math has two out of three units that allow calculators in 8th grade and all three units in HS allow for calculator, except a portion of unit 1.KY - For grade 3–8 mathematics assessments, calculators are required to be available for use for sections A and B. Section C is the non-calculator section. The exact percentage various from grade to grade and year to year. The target % for the non-calculator section ranges from 25%–30%. The ACT calculator policy applies to all ACT assessment products including the EOC and the ACT.UT - For the assessments that allow for calculators, tool is built into the SAGE computer platform system, and each calculator is adjusted for functionality as required. see further at http://www.schools.utah.gov/assessment/SAGE/Science.aspx and for mathematics ../SAGE/Mathematics.aspxSBAC Math-- Computer adaptive assessment results in range estimates for students. Smarter balanced math assessments have on-screen calculators that appear only for calculator active and calculator neutral items. WI- State follows ACT calculator policies.Question: Please indicate if calculators are allowed on the state-administered mathematics and science assessments – for specific grades. If calculators are allowed on the assessment, indicate the percentage of the assessment items for which calculators are allowed. Use your best estimate if you do not know the exact percentage.

21

Table 29: Table 29

State Policy on Mathematics Standards Relation to CCSS-M, 2015-16State Same as CCSS Minor Revisions Major Revisions Separate Standards

Arkansas Yes Connecticut Yes District of Columbia Yes Delaware Yes Idaho Yes Kentucky Yes Louisiana Yes Massachusetts Yes Minnesota YesMichigan Yes Mississippi Yes North Carolina Yes Oklahoma YesPennsylvania Yes Tennessee Yes Utah Yes Vermont Yes Washington Yes Wisconsin Yes West Virginia Yes Notes: For state content standards respondents were asked - "What is your state's official position regarding the state-adopted K-12 content standards in mathematics and their relationship to the Common Core State Standards for Mathematics?"

22

Table 29a: Table 29a Comments Weblink

State Math Standards, Comments and Website link State

Arkansas http://www.arkansased.gov/divisions/learning-services/curriculum-and-instruction/mathematics Connecticut http://www.corestandards.org/read-the-standards/ District of Columbia

http://osse.dc.gov/service/common-core-state-standards

Delaware http://www.doe.k12.de.us/domain/387http://www.doe.k12.de.us/Page/2504

Idaho http://www.sde.idaho.gov/academic/shared/math/Mathematics-Common-Core-State-Standards-Grades-K-12.pdf

Kentucky Current state standards (CCSS-M) are under state review process, due by fall 2016. http://education.ky.gov/comm/UL/Documents/Kentucky%20Academic%20Standards_Final-9%2011%2015.pdf

Louisiana Standards revision process occurred during 2015-2016, but the standards in place for 2015-2016 and assessed in 2015-2016 were the same as the CCSS-M.

http://www.louisianabelieves.com/resources/library/k-12-math-year-long-planning. Reference the Enhanced Crosswalk documents to view 2015-2016 standards along with proposed revisions.

Massachusetts http://www.doe.mass.edu/frameworks/current.html Minnesota http://education.state.mn.us/mdeprod/idcplg?

IdcService=GET_FILE&dDocName=005247&RevisionSelectionMethod=latestReleased&Rendition=primary

Michigan www.michigan.gov/mde Mississippi North Carolina http://maccss.ncdpi.wikispaces.net/ or http://www.dpi.state.nc.us/curriculum/mathematics/ Oklahoma CCSS was repealed in Oklahoma in 2014 and the state was directed not to utilize CCSS to inform

the creation of new standards.http://sde.ok.gov/sde/oklahoma-academic-standards

Pennsylvania http://www.pdesas.org/ Tennessee New math standards have been adopted by the TN State Board of Education and will be

implemented in the 2017-18 school year. http://tn.gov/education/article/mathematics-standards

Utah http://www.schools.utah.gov/CURR/mathsec/Core.aspx Vermont http://education.vermont.gov/common-core/mathematics Washington (SBAC)

http://www.k12.wa.us/Mathematics/Standards.aspx

Wisconsin http://dpi.wi.gov/math/standards West Virginia http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=26211&Format=PDF

23

Table 30: Table 30

Grade 5 Mathematics Assessment Content: Topic by Percentage of Total Points, 2015-16


Numerical Expression

Add/sub Fractions

Multi/div Fractions Multi-digit

Volume Add/ mult.

Graph 1st Quad

Data Distrib

Add. Topic**

% points % points % points % points % points % points % points % pointsArkansas ACT Aspire [not reported] Connecticut CT Smarter Balanced

Assessments0–15 5 to 20 5 to 25 5 to 20 5 to 20 5 to 20 0 5 to 20


PARCC 18–23 11 to 38 17–44 12 to 36 8 to 29 5 2

Delaware Smarter Balanced 0–15 5 to 20 5 to 25 5 to 20 5 to 20 5 to 20 0 5 to 20Idaho ID Standards Achievement by

Smarter Balanced0–15 5 to 20 10 to 25 5 to 20 5 to 20 5 to 20 0 5 to 20

Kentucky K-PREP (Vendor-Pearson) 15 5 2 13 12 5 0 30Louisiana LEAP 3 8 6 8 6 3 2 8Minnesota MN Comprehensive Assessments,

Series III2 to 15 6 to 15 0 24–50 2 to 14 2 to 9 14–17 7 to 10

Michigan Smarter Balanced 0–15 5 to 20 5 to 25 5 to 20 5 to 20 5 to 20 0 5 to 20Mississippi Mississippi Assessment Program 4 6 10 10 8 2 2 10North Carolina End of Grade (EOG) 5 to 10 11–13* 11–14* 22-27 2 to 7 not reptOklahoma Oklahoma School Testing Program 26 16 0 16 0 0 0 16Pennsylvania PSSA [not reported] Tennessee TNReady (suspended due to

contractor problem)9 13 20 29 14 5 10 not rept

Utah SAGE summative assessments [not reported] Vermont Smarter Balanced 0–15 5 to 20 5 to 25 5 to 20 5 to 20 5 to 20 0 5 to 20Washington Smarter Balanced 0–15 5 to 20 5 to 25 5 to 20 5 to 20 5 to 20 0 5 to 20Wisconsin Wisconsin Forward Exam [not reported] West Virginia WV General Summative / Smarter

Balanced 0–15 5 to 20 5 to 25 5 to 20 5 to 20 5 to 20 0 5 to 20

Question: Please report on the mathematics topics that are assessed by item/task type: report the percentage of the total assessment points addressing this topic.Notes: Ranges reported for states with computer-adaptive testing. NC --reported percentage of items on grade 5 assessment; * category percentages summedDefinitions of Topics: Write and interpret numerical expressionsAdd and subtract fractions by finding common denominatorsMultiply and divide Fractions Understand and operate on multi-digit numbers and decimalsWork with volume and its relationship to multiplication and additionGraph points in first quadrant on a coordinate planeSummarize and describe data distributions[**Additional topic: Selected by state--see Table 31]

24

Table 31: Additional Topic on Grade 5 Assessment, Comments, Weblinks, 2015-16

TABLE TITLE TO GO HERE

State Topic Added by State% of

Points Comments/Web link for content topics sourceArkansas None reported Content topics for assessment not provided to Arkansas by ACT for Aspire. Alignment study planned for fall 2016.Connecticut Classify two-dimensional figures

into categories based on properties5 to 20 SB Gr 5 Summative Blueprint (http://www.smarterbalanced.org/assessments/development/)


None reported PARCC assessment blueprint

Delaware Classify two-dimensional figures into categories based on properties

5 to 20 http://www.smarterbalanced.org/assessments/development/

Idaho Classify two-dimensional figures into categories based on properties

5 to 20 While each of the assessment targets listed above are included on our ISAT's test blueprint, targets are in groupings with a varying amount of items

Kentucky Number & Operations in Base Ten Place Value System

15 The detailed state test blueprint is not available for public posting or reporting--thus, percentages are approximated based on value and primary code. Items are often coded to more than one content code. For grade 5 K-PREP, four main categories are: Operations and Algebraic Thinking 22%, Number - Base Ten 24%, Number – Fractions 24%, and Measurement/Data and Geometry 30%. A range is followed for all forms of the assessment at http://education.ky.gov/AA/Assessments/Documents/2015%20K-PREP%20Blueprints.pdf

Operations and Algebraic Thinking Analyze Patterns

10 test map

Measurement and Represent/Interpret Data

5 http://www.doe.mass.edu/mcas/tdd/math.html?section=testdesign Note: Mass. does NOT align the tests to the reporting categories above; we align them to the reporting categories listed on the web page referenced

Louisiana Place value system 8 Percentages estimates due to the computer-adaptive mathematics test. http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=003240&RevisionSelectionMethod=latestReleased&Rendition=primary

Massachusetts Use positive and negative integers to describe quantities such as temperature, elevation, or credit/debit.

No report

http://www.smarterbalanced.org/assessments/development/

Minnesota Describe, classify and draw three-dimensional figures

7 to 10 Grades 3-8 Blueprint Interpretive Guide https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Statewide_Assessment_Programs/MAP-Mississippi%20Assessment%20Program/MAP-Blueprints-Interpretive-Guides/MAP%20MATH%203-8%20Blueprint%20Interpretive%20Guide.pdf

Mississippi Representing real world problems 1 to 10 http://www.ncpublicschools.org/docs/accountability/testing/technotes/mathtestspecs16.pdfNorth Carolina None reported http://sde.ok.gov/sde/sites/ok.gov.sde/files/documents/files/Gr%205%20Mathematics%20Blueprint%202014-

2017.pdfOklahoma Circles, polygons, and angles 16 http://www.education.pa.gov/Documents/K-12/Assessment%20and%20Accountability/PSSA/Scoring%20Guidelines

%20and%20Formula%20Sheets/Mathematics/PCS%20PSSA%20Mathematics%20Test%20Design.pdfPennsylvania None reported Tennessee None reported Our state blue print utilizes different categories and terms, see

http://www.schools.utah.gov/assessment/SAGE/Mathematics.aspxUtah None reported Smarter Balanced reports by claim. See Smarter Balanced blueprints available on the SBAC public portalVermont Classify two-dimensional figures

into categories based on properties5 to 20 Smarter Balanced Grade 5 Summative Blueprint: http://www.smarterbalanced.org/assessments/development/

Washington Classify two-dimensional figures into categories based on properties

5 to 20 http://www.smarterbalanced.org/assessments/development/

Wisconsin None reported Assessment blueprint being redeveloped (June 2016)West Virginia Classify two-dimensional figures

into categories based on properties5 to 20 http://www.smarterbalanced.org/assessments/development/

Respondents were asked, "What is one additional content topic for your state's grade 5 mathematics assessment?"

25

Table 32: Table 32

Cognitive levels of Grade 5 Mathematics Assessments, 2015-16

StateCognitive

Level 1 Level 2 Level 3 Level 4

Levels Used in

Reporting Comments WeblinkArkansas DOK 1-3 Connecticut Recall and

ReproductionBasic Skills and Concepts

Strategic Thinking and Reasoning

Extended Thinking

Yes The cognitive levels of items vary from 1-4, with 4 used rarely in performance tasks.

http://edsight.ct.gov

Delaware Recall and reproduction

Basic Skills and Concepts


Extended Thinking

The cognitive levels of items vary from 1-4, with 4 used rarely in performance tasks.


(from PARCC blueprint)

Idaho Recall and reproduction



Extended Thinking

Yes The cognitive levels of items vary from 1 to 4, with 4 being rarely included and only in performance tasks.

http://www.smarterbalanced.org/assessments/development

Kentucky Recall Skill/Concept Strategic Thinking

N/A KY uses Webb’s DOK levels to categorize items and balance forms but does not provide this in blueprint or reporting.

Louisiana Recall Skill/Concept Strategic Thinking

N/A

Massachusetts Recall and Recognition

Analysis and Interpretation

Judgement and Synthesis

Michigan Recall and reproduction



Extended Thinking

Minnesota Recall Skill/Concept Strategic Thinking

N/A The percentages for grade 5 math topics being assessed is an estimation due to the fact that students take an adaptive test in mathematics.

Mississippi Minimal/Basic Passing Proficient Advanced Yes Performance Level Descriptors for MAP are in draft form, to be published in Fall 2016.

North Carolina Recall Skill/Concept Strategic Thinking

N/A Yes Levels are used in reporting. http://www.ncpublicschools.org/docs/accountability/testing/achievelevels/eogmathald14.pdf

Oklahoma DOK 1 DOK 2 DOK 3 Pennsylvania DOK 1 DOK 2 DOK 3 Tennessee Reporting is done by clusters of standards

known as sub score categories.

Utah DOK 1 DOK 2 DOK 3 Yes http://www.schools.utah.gov/assessment/SAGE/Mathematics.aspx

Vermont All SBAC items are coded for cognitive complexity/DOK but specific percentages of each are not stipulated.

26

Cognitive levels of Grade 5 Mathematics Assessments, 2015-16

StateCognitive

Level 1 Level 2 Level 3 Level 4

Levels Used in

Reporting Comments WeblinkWashington Recall and

ReproductionBasic Skills and Concepts


Extended Thinking

The cognitive levels of items vary from 1 to 4, with 4 being rarely included and only in performance tasks.

West Virginia Recall and Reproduction



Extended Thinking

http://www.smarterbalanced.org/assessments/development

Wisconsin DOK 1 DOK2 DOK 3 Notes: Respondents were asked "What are the cognitive levels for the grade 5 mathematics assessment?" " Are cognitive levels used in state reporting of assessment results?"

27

Table 35: Table 35

High School Mathematics Topics on Comprehensive Assessments by Percentage of Assessment Points, 2015-16

State HS Math Assessment

Mathematics Topics by % of Assessment Points*

Apply Trigonometry

Data/ Inferences

Transformational Geometry

Solving Equations

Analyze Functions

Complex Numbers

Additional Topic

[see p. 2]% points % points % points % points % points % points % points

Arkansas ACT Aspire [see note]Connecticut SAT 4 16 0 13 39 1 9 Delaware 4 16 0 13 39 1 9 Dist. of Columbia

Geometry * HS EOC

Idaho ID Standards Achieve./ SBAC

5 to 20 5 to 20 0–15 5 to 15 15–30 0–10 5 to 20

Kentucky The ACT 7 0 0 17 15 0 61 Louisiana Geometry EOC 38 2 12 Massachusetts MCAS [see note]Michigan SAT 4 16 0 13 39 1 6 to 15 Minnesota MN Comp. Assessments-- III 2 to 6 8 to 14 2 to 6 2 to 4 10 to 34 2 to 15 5 to 20 Mississippi Algebra 1 2 8 12 5 12 2 12 North Carolina ACT 7 0 0 17 15 0 61 Oklahoma * HS EOCPennsylvania * HS EOCTennessee * HS EOCUtah SAGE assessment Sec

Math II [see note]

Vermont Smarter Balanced 5 to 20 5 to 20 0–15 5 to 15 15–30 0–10 5 to 20 Washington Smarter Balanced 5 to 20 5 to 20 0–15 5 to 15 15–30 0–10 5 to 20 Wisconsin ACT Plus Writing 7 0 0 17 15 0 61 West Virginia WV General Summative

Assessment/ SBAC5 to 20 5 to 20 0–15 5 to 15 15–30 0–10 5 to 20

* Only states with comprehensive assessments requested to reportSurvey question: "Please report on the mathematics topics that are assessed by item task/type - report the percentage of total assessment points addressing this topic.Definitions: a) Applying trigonometry to solve problemsb) Summarizing & interpreting data and making inferencesc) Transformational geometryd) Setting up and solving systems of equations and inequalitiese) Building, interpreting, and analyzing functions in different representationsf) Interpreting and working with structure in equations and expressionsg) Working with complex numbersNotes: ID, VT, WA, WV, MN: States with computer adaptive testing, the distribution of emphasis by topics listed varies by student.AR: Aspire Tech. Manual, p. 3.21; MA: Not reported content topics

28

Table 36: Table 36

Additional HS Mathematics Topic Assessed, 2015-16

State Additional Topic(s)%

PointsConnecticut Ratios, rates and proportional relationships account for 9% of the test. Other SAT topics: Similarity, congruence, circles, solving equations, polynomials

and rational expressions and equations.9

Idaho Understand the concept of a function and use function notation 5 to 20Kentucky Coordinate Geom. 15%, Plane Geom. 23% , Pre-Algebra 23% 61Louisiana Modeling with Geometry 12Minnesota Know and apply properties of geometric figures to solve real-world and mathematical problems. 6 to 15% 6 to 15Michigan Understand the concept of a function and use function notation 5 to 20Mississippi Modeling Multiple Types of Functions & Expressions 12North Carolina

Coordinate Geom. 15%, Plane Geom. 23% , Pre-Algebra 23% 61

Utah Vermont Understand the concept of a function and use function notation 5 to 20Washington Understand the concept of a function and use function notation 5 to 20Wisconsin Coordinate Geom. 15%, Plane Geom. 23% , Pre-Algebra 23% 61West Virginia Understand the concept of a function and use function notation 5 to 20Notes: Respondents were asked - "What is one additional topic for your state's high school assessment that should be included in the percentages?"

29

Table 37: Table 37

State Notes and weblinks for High School Assessment TopicsConnecticut Redesigned SAT math blueprint and Specifications. The percentages were derived from looking at the subsections and the SAT Content Domains listed for those

sections and relating it to the overall percentage for the subsection. Also assessed on SAT are topics: Similarity, congruence, circles, solving equations, polynomials and rational expressions and equations.

Delaware Redesigned SAT has replaced the Smarter Grade 11 test in Spring 2016. The change comes at the request of legislators and as the state continues to look for ways to reduce testing, particularly for 11th graders who already were taking both exams as part of the state-funded School Day SAT program. http://www.doe.k12.de.us/site/Default.aspx?PageID=2717


PARCC - Course-based: Geometry or Integrated Math II. Optional tests include: Alg I, Alg II, Int Math I, and Int Math III.

Kentucky Kentucky uses the ACT as its summative assessment for all juniors. The responses are based on the ACT’s reporting categories provided by ACT, Inc. Building, interpreting, and analyzing functions in different representations -->Intermediate Algebra % but not all items would be measuring this concept. ACT, Inc. provided limited data to appropriately respond to these questions. http://www.actstudent.org/testprep/descriptions/mathcontent.html

Louisiana Assessment topic data provided for the Geometry EOC, not the Algebra I EOCMassachusetts http://www.doe.mass.edu/mcas/tdd/math.html?section=testdesign; Note: box above requires a number, but this does not make sense...Michigan We use the SAT solely for high school mathematics now. Their test spec docs are online.Minnesota Note that these topics are ranges due to the grade 11 mathematics assessment being an adaptive test. http://education.state.mn.us/mdeprod/idcplg?

IdcService=GET_FILE&dDocName=003240&RevisionSelectionMethod=latestReleased&Rendition=primaryNorth Carolina http://www.ncpublicschools.org/docs/accountability/testing/technotes/mathtestspecs16.pdf

Pennsylvania http://www.education.pa.gov/K-12/Assessment%20and%20Accountability/Pages/Keystone-Exams.aspx#.V2AP69IrLIUUtah Assessment blue print utilizes different terminology. see http://www.schools.utah.gov/assessment/SAGE/Mathematics.aspxWashington http://www.smarterbalanced.org/assessments/development/West Virginia http://www.smarterbalanced.org/assessments/development/

30

Table 38: Table 38

State Science Standards Adopted and in Development, 2015-16State Adopted since 2013 Based on NRC Frame State Position on NGSS Year New Standards

Arkansas Yes Yes Adopted 2016Connecticut Yes Yes Adopted District of Columbia Yes Yes Adopted Delaware Yes Yes Adopted Idaho No 2017Kentucky Yes Yes Adopted Louisiana No 2016–2017Massachusetts Yes Yes Informed by Minnesota No 2019Michigan Yes Yes Informed by Mississippi No 2016North Carolina No TBDOklahoma Yes Yes Informed by Pennsylvania No Tennessee No NoteUtah Y, 6–8 Yes Informed by NoteVermont Yes Yes Adopted Washington Yes Yes Adopted Wisconsin No No NA West Virginia Yes Yes Adopted Notes: Respondents were asked - "Did your state adopt state Science standards in 2013 or later?", "What is your state's official position about your state-adopted K-12 Science standards and their relationship to the framework for K-12 Science Education (National Research Council, 2012)?, "What is your state's official position about your state-adopted K-12 science standards and their relationship to the Next Generation Science Standards (NGSS)?" [Adopted, Informed by, Not informed by, NA]

31

Table 38a: Table 38a Weblink Comments

State Science Standards Weblink and Comments, 2015-16State

Arkansas http://www.arkansased.gov/divisions/learning-services/curriculum-and-instructionConnecticut www.nextgenscience.orgDistrict of Columbia

http://osse.dc.gov/service/next-generation-science-standards-ngss-page

Delaware http://www.doe.k12.de.us/domain/391Idaho Kentucky http://education.ky.gov/curriculum/standards/kyacadstand/Documents/Kentucky%20Academic%20Standards_Final-9%2011%2015.pdfLouisiana Massachusetts http://www.doe.mass.edu/frameworks/current.htmlMinnesota Michigan http://www.michigan.gov/mde/0,4615,7-140-28753_64839_65510-339833--,00.htmlMississippi Standards are being written by MS Educators. Based on NRC Framework.North Carolina Oklahoma http://sde.ok.gov/sde/sites/ok.gov.sde/files/OAS_Science_Standards_3-2-15.pdfPennsylvania At this point, there are no plans for revising / adopting new Science Standards.Tennessee Standards are expected to be adopted by the State Board in October 2016 and will be implemented in the classroom in 2018–19.Utah http://www.schools.utah.gov/CURR/science/Core.aspx. Awaiting approval from the Utah State Board of Education to move ahead on revision for either 9–12

and/or K–5 science.Vermont http://education.vermont.gov/science/next-generation-science-standards. Need to build a new test aligned with NGSS, which fits in state response to new "Every

Student Succeeds Act," and which can take a multi-dimensional approach to assessing student achievementWashington http://www.k12.wa.us/Science/Standards.aspxWisconsin WI will be revising state standards in science, but a timeline is not yet set for doing so. West Virginia http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=26574&Format=PDF

32

Table 39: Table 39

State Planning for New Science Assessment Aligned to Standards, 2015-16

State

Plan as of June

2016Year

Operational

Collab. w/

States CommentsArkansas No Connecticut Yes 2018–2019 WA,

WV, HI, OR

CT plans to administer NGSS-aligned assessments in spring 2019. Use of matrix sampling on the statewide assessment


Yes 2016 IL Currently evaluating all options. Evidence-centered design (ECD) process used to develop the assessment. http://osse.dc.gov/node/1132892

Delaware Yes 2018–19 We are working to develop an assessment SYSTEM not a single assessment as has been done in the past. This is still in development stage.

Idaho Yes 2017–18 Kentucky Yes 2017–2018 We are using a system of science assessments to include classroom-embedded, through-course and state summative, as defined

in the BOTA report.Louisiana Yes 2018–2019 We are collaborating in the thinking of science assessment design. Nothing further at this time.Massachusetts No (note) We are developing plans now and hope to have them finalized in the fall. operations tests will most likely be in 2019 and 2020, but

not official yetMinnesota Yes 2022 Michigan Yes 2020 Mississippi Yes 2018 North Carolina Yes 2017 Depending on legislation and State Board decisionsOklahoma Yes 2016–2017 Cluster based format assessing individual performance expectations, some technology enhanced items and paired multiple

choice items are used. Multiple Forms of Assessment are Advocated For in the State Summative Assessment as well as districts. There is a push to support districts with formative assessment development. http://sde.ok.gov/sde/office-assessments

Pennsylvania No Tennessee Yes 2018–19 Utah (note) Plan is for realignment of existing items with development of new items as needed to meet the new standards in grades 6-8. This

will be done in partnership with AIR under our current contract. Science assessment system using depth of knowledge. http://www.schools.utah.gov/assessment/SAGE/Science.aspx

Vermont Yes 2018 Too early in development process to provide any detailWashington Yes 2018 WV, HI,

OR, CTWA plans to administer comprehensive science assessments in Grade 5 (3-5 band of standards), Grade 8 (middle school band of standards) and High School (high school band of standards). Matrix sampling

Wisconsin Yes 2019 The transition to a new state science assessment, by 2019 expect to have all new items on the exam; plan to emphasize balanced, strategic system of assessments and provide supports to LEAs.

West Virginia Yes 2018 WA, HI, OR, CT

Respondents were asked - "Does your state have a plan for new state Science assessments?", "In what year are the new Science assessments expected to be operational?", Is your state collaborating with other states, or planning to collaborate with other states, on the development of new/revised science assessments?", "Please provide any comments or clarifications regarding your state's plan for new state Science assessments."

33

Table 40: Table 40

Development of Three Content Dimensions: New Science Assessments, as of 2015-16

StateCore Ideas

Science & Engineering

Practices

Cross-cutting

ConceptsAssess

Together State Approach to Design and Use of SamplingArkansas No No No No As long as we are giving Aspire this will not be an option.Connecticut Yes Yes Yes Yes Some use of assessment item clusters. Sampling uncertain at this time.District of Columbia

Yes Yes Yes Yes Outlined in blueprint

Delaware Yes Yes Yes Yes Our approach is modeled very closely with the recommendations of the BOTA report. Beyond that we are in developmental stages of our plan and not yet ready to share further information.

Idaho Yes Yes Yes Yes Currently still in the planning stageKentucky Yes Yes Yes Yes Bundled PEs around a phenomenon will be used to develop a cluster, in which each item will assess as least 2

dimensions.Louisiana Note Unable to answer until we have revised standardsMassachusetts Yes Yes No No Minnesota Yes Yes Yes Yes Currently researching future approach. Test specifications after new standards adopted.Michigan Yes Yes Yes Yes Working with the topic bundles as the PE bundles for assessment and using the CCCs, DCIs, and SEPs, as elements

that can be used in any combination to address the phenomenon. Matrix sampling will allow multiple Topic bundles to be assessed over the state.

Mississippi Yes Yes No blueprint or framework available at this time.North Carolina Oklahoma Yes Yes Yes Yes Cluster based items containing three multiple choice questions related to a common stimulus or one multiple choice

question and a TEI linked to a common stimulus. http://sde.ok.gov/sde/sites/ok.gov.sde/files/OCCT_Grade_8%20Test%20and%20Item%20Specifications_0.pdf

Pennsylvania Note At the 4th and 8th grade level, 50% of the assessments are based upon the Nature of Science which includes Inquiry and Design (Science Practices) and Unifying Themes (Crosscutting Concepts)

Tennessee Yes Yes Yes Yes In developmentUtah Yes Yes Yes Yes Each science standard will be assessed in alignment to the performance standard with meta-tags of the dimensions.Vermont Yes Yes Yes We plan to assess the three content dimensions, but we are too early in the design phase to say if they will be

assessed in combination, separately or bothWashington Yes Yes Yes Yes Three-dimensional item clusters will be the base unit for the assessment, Two-dimensional and three-dimensional

stand-alone items will be included to meet test blueprint requirements. Sampling will be specified in the test blueprint when developed

Wisconsin Yes Yes Yes No New items or series of items will aim to assess both practices and content. Crosscutting concepts will be built into that as well as feasible. Without being able to use constructed-response items in the standardized test, real three-dimensional assessment will have to come from other levels of the strategic assessment system. Not possible to assess every standare; a sampling strategy is being determined. An emphasis on a multi-tier system of assessments will be important.

West Virginia Yes Yes Yes Yes Respondents were asked - "Is your state planning to assess three dimensions of science education content (as described in Framework for K12 Science Education) in the new state Science assessments or system: Disciplinary Core Ideas – Core ideas in the science disciplines and of the relationships among science, engineering, and technology? Science and Engineering Practices – practices that are central to appreciating the nature of the science and engineering enterprise? Crosscutting Concepts – concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering? "In your state plan, will the Three Dimensions of science education be assessed together?"

34

Table 41: Table 41

Plan for New Science Assessment and Grade Organization, 2015-16

State Elem GradesPlan as of June 2016 Grade vs. Gr. Span HS Assess Type HS Grade or EOC

Arkansas 3 thru 8 Not decided Cumulative Connecticut 5, 8 Grade span Cumulative Gr 10 plannedDistrict of Columbia 5, 8 Grade span EOC BiologyDelaware Idaho No decision Not decided Not decided Kentucky 4, 7 Grade span Not decided Louisiana 3 thru 8 1 grade EOC BiologyMassachusetts 5, 8 Grade span EOC To Be determinedMinnesota 5, 8 Grade span Not decided Michigan 5, 8 Grade span Cumulative Grade 11Mississippi 5,8 Grade EOC Biology 1North Carolina No decision Not decided Not decided Oklahoma 5, 8 1 grade Cumulative 10Pennsylvania Not decided Tennessee No decision Not decided Not decided Utah 6 thru 8 1 grade Not decided Vermont No decision Not decided Not decided Washington Washington 5, 8 Grade span Cumulative Grade 11Wisconsin 4, 8 3–4, 6–8 Grade span Cumulative 11West Virginia 5, 8 Grade span Cumulative 10Notes: Respondents were asked - What grade(s) in the Elementary and Middle grades will be assessed in the new Science assessments or system? Will the assessments focus on content in a specific grade or content that is cumulative across a grade-span? Will the High School Science assessment be cumulative of HS science instruction to be administered at a specific grade, or will there be end of course (EOC) assessments?" If planning a cumulative HS science assessment, at what grade?

35

Table 42: Table 42

States Science Assessments Reporting: Sub-scores, Achievement Levels, 2015-16

State

Report

Sub-scores Science Categories

Report Achiev. Levels Assessment Reporting Site

Arkansas No Connecticut Yes Life Science; Physical Science; Earth Science; Content

Knowledge; Scientific Inquiry, Literacy and NumeracyYes http://www.sde.ct.gov/sde/cwp/view.asp?a=2748&q=335752


Yes Domain level - Life Science, Physical Science, Earth & Space Science, Engineering

Not yet

Delaware Idaho Yes Nature of science, life science, physical science, earth

science, and technologyYes http://www.sde.idaho.gov/assessment/eoc/

Kentucky No Louisiana Yes Life Science, Physical Science, Earth and Space

Science, Science in the Environment, Science as InquiryYes http://www.louisianabelieves.com/resources/library/assessment

Massachusetts Yes Earth and Space, Life, Physical, and Technology/Engineering

Yes http://www.doe.mass.edu/mcas/tdd/pld/?section=sci

Minnesota Yes Nature of Science and Engineering, Physical Science, Earth and Space Science, Life Science

Yes http://education.state.mn.us/MDE/dse/test/ald/

Michigan Yes Domain level (Life Science, Physical Science, Earth Science, Inquiry)

Yes N/A

Mississippi No Not yet Achievement levels changing from 4 to 5 levels; not defined yet. Link to current levels http://www.mde.k12.ms.us/docs/mississippi-science-test-(mst)-grades-5-8/2010_grade_5_pld_final_sbe.pdf

North Carolina Oklahoma Yes Domain level Yes not available for the new assessment, currently under constructionPennsylvania No Yes http://www.education.pa.gov/K-12/Assessment%20and%20Accountability/PSSA/

Pages/default.aspx#.V2AQ6NIrLIUTennessee New Utah Yes Science Content and Science ILO's (Intended Learning

Outcomes, similar to practices and the nature of science)

Yes http://www.schools.utah.gov/assessment/SAGE/Science.aspx

Vermont Yes Domains and inquiry Yes Available on Analysis and Reporting Website (restricted access)Washington Yes Systems, Application, Inquiry, Domains of Science (Life,

Physical, Earth/Space science)Yes http://www.k12.wa.us/assessment/statetesting/pld/default.aspx

Wisconsin Yes Science Connections, Nature of science, Science inquiry, Physical science, Earth/space science, Life and environmental, Applications, Science in social and personal perspectives--expected to change with the new assessment.

Yes http://dpi.wi.gov/sites/default/files/imce/assessment/xls/scblprint.xls

West Virginia Yes Yes Notes: Respondents were asked - "Are sub-scores currently reported from the Science assessment results, or will sub-scores be reported with new Science assessments?, "If Yes, what are the categories for science sub-scores for grade 5 (or another elementary grade)?", "Are achievement level descriptors publicly reported?", "Please share the state website link for the science sub-scores or achievement level descriptors"Achiev levels: Achievement level descriptors reported by state

36

37