2007-2008 Assessment in FUSD

ACS & BeyondACS & Beyond

Outcomes/Agenda For ACS-MS Test Coordinator 2007-2008 Inservice

1. Each Test Coordinator will be able to articulate Key ACS Concepts

2. Each Test Coordinator will understand the logistics (nuts & bolts) of ACS test administration

3. Each Test Coordinator will engage in a conversation about ACS changes and gain knowledge about AFS

ACS Overview & Key Concepts

Begin with the end in mind…

So three things to remember from So three things to remember from this part of the presentation…this part of the presentation…

1.1. The ACS is just one part of an The ACS is just one part of an overall assessment systemoverall assessment system

2.2. The ACS assessments are goodThe ACS assessments are good

3.3. Teachers can use the results to Teachers can use the results to inform their teachinginform their teaching

Matrix of FUSD Assessments

ENGLISH LANGUAGE ARTS

MATH

KINDERGARTEN Writing SampleKAIG(Kindergarten Assessment of Individual Growth)

GRADES 1-6• GLAS(Grade Level Assessment of Standards)

• Writing Sample

• GLAS(Grade Level Assessment of Standards)

MIDDLE MIDDLE SCHOOLSSCHOOLS

•ACS(Assessment of Critical Standards)

•Writing Sample

•ACS(Assessment of Critical Standards)

HIGH SCHOOLSHIGH SCHOOLS

• ACS-HS (ELA: Grades 9 and 10);

(MATH: Algebra I, Geometry)(SCIENCE: Biology, Chemistry, Earth Science); (HISTORY: US History; Modern World History);

Intent of ACS

• Measure student performance on the assessed standards/skills

• Enable teachers & administrators to target students for appropriate instructional interventions

• Provides overall ACS results in a manner similar to CST results

• Allow teacher self-study of standards/objectives taught

• Provides a standardized measure across schools

Subjects & Grades Assessed

• English Language Arts– 6th Grade (TRIMESTER)

(McDougall-Littell)– 7th Grade– 8th Grade

• Each grade tested three times each year

• Mathematics– 7th Grade

Foundations of Math– 8th Grade

Math Concepts– All Students Enrolled in

Algebra I (HS Test)– All Students Enrolled in

Geometry (HS Test)

• Each grade tested three times each year

Subjects & Grades Assessed

• History Pilot– Four Schools

• Ahwahnee,• Bullard Talent,• Scandinavian, • Yosemite

– 7th Grade (World History)– 8th Grade (US History)

• Each grade tested FOUR times each year

• Pilot started with Q3 in 2006-2007

• History Launch– Probably Qtr 3 – 8th Grade

US History– 7th Grade

World History– There is a Qtr 4

assessment!

ACS Features

• The assessments are aligned to the California State Standards

• The tests are NOT timed. Students should be able to complete the test in a 60 minute class period. Extra time may be given for students continuing to make progress toward test completion after the end of the class period.

• ELA Assessments may be split across two days using the built-in STOP page.

• Test booklets are re-usable. Scanners are provided. No writing in test booklets

Assessment of Critical Standards (ACS)

• Testing may require special schedules or doing tests over two days

• As District Benchmark Assessments (Primarily Assessments OF OF Learning)– The use of duplicate "campus" scanners is not

allowed. – The use of any other school based scoring

system is also not allowed. – REA will score and post results ASAP

District Writing SampleMiddle Schools

• Needs to be completed in a single sitting(70 minutes is recommended)

• Scoring will not be done by teachers until AFTER training has happened

• Training is scheduled for Sept. 14th from 12:30-3:30pm at E-Street

• Once training is completed, scoring will be done by ELA teachers using a 6 point rubric

• Since samples will be double scored, reports other than AiS may show a score out of 12pts. AiS will show 1.5, 2.5, etc. as well as whole numbers

Implementation of ACSEnglish Language Arts

• Purchase of quarterly benchmark assessments from …Action Learning Systems– Built on a recursive set of core standards– Allows for status check & growth check

• Quarters 2 and 3 implemented last year (so technicolor performance bands will be available in AiS)

• Quarter 1 is being implemented for first time this year

Implementation of ACSMathematics

• Moved from Trimester Testing to Quarterly Testing– Items being pulled from prior tests so

performance band estimates may be possible– Quarter 3 “Comprehensive” version with 68

items is being rethought and Eric will provide updates as information becomes available

• Purchase of an item bank from …Educational Testing Service– Allows for status check– Will be used mostly for formative

assessments (AFS)

Before we can achieve any of the intended outcomes, we have to establish that ACS is good.

So here are four quick assessment vocabulary terms…

Common Test VocabularyCommon Test Vocabulary

• Does the test measure what it is intended to measure?

• Does the test produce consistent results?

Common Test VocabularyCommon Test Vocabulary

• The purpose of item analysis is to determine if ITEMS in an assessment are good (valid, reliable, capable of discriminating performance levels, etc.). It relies heavily upon statistical analysis.

• The purpose of RESPONSE analysis is to see how well students did in response to an item. Response analysis assumes that the item is “good”

Technical Test VocabularyTechnical Test Vocabulary

Response Analysis

Nuts & BoltsNuts & Bolts

ACS Procedures for 07-08

Test Material Delivery

• Materials are delivered during the week before each subject test window.

• Open the boxes in numerical order to check the contents.

• Test materials include:– Test Coordinator Package– Classroom Packages

Test Coordinators Package

• Inventory Sheet

• Box Labels for Returning Materials

• Copies of Class Rosters

• Blank Answer Sheets (Scanners)

• Extra Administration Guidelines

• Extra Test Booklets for each test to be administered

Classroom Packages

• Inventory

• Class Roster

• Administration Guide

• Pre-identified answer sheets (Scanners)

• Test Booklets for the Class

• A Couple of Blank Answer Sheets

When a Student does not have an Answer Sheet…

or their original gets messed up

• Hand-bubble an answer sheet for students not listed on the rosters that enrolled at your school

• Hand-bubble a new answer sheet and destroy the pre-printed answer sheet for students that need to have their pre-printed answer sheet changed.

ACS - Accommodations

• Students in special education programs with Individualized Education Plans (IEP) and students with current plans under Section 504 may be allowed accommodations IF they are specified in the plans.

– Large print

– Braille

– Use of Reader

• Testing variations/accomodations may be made for EL students and may include extended time to take the test with a bilingual proctor (who may read the instructions and answer procedural questions), and testing in a small group setting.

• If you need help in making large print editions or other special editions of the tests, please contact the REA ACS coordinator.

Test Administration Procedures

• Put a Do Not Disturb sign on the door.

• Encourage students to perform as well as they can.

• Make sure that each student has a #2 pencil.

• Give each student his/her pre-printed (or hand-bubbled) answer sheet.

• Give each student the appropriate test booklet.

• Hand Bubble answer sheets for students not on roster or to make changes

Supervision During TestingSupervision During TestingBe alert to the following:Be alert to the following:

• Students who do not have their correct answer sheet.

• Check that students are making uniform dark marks and are erasing completely.

• Have students erase any stray marks on answer sheets.

• Redirect students who are marking answers next to the wrong response number.

• Please do not let students make any marks on test booklets.

• We want an accurate assessment, so watch for students who appear to be looking elsewhere for answers whether it's to other desks, their lap, cell phones, etc.

• Students with unapproved materials on their desks (materials approved in IEPs or 504 plans are ok)

Testing Material Pickup

•Scorable Materials and

•Non-scorable materials must be packaged…

… separately.

Scorable Materials Include all answer sheetsSeparate the answer sheets by subject AND

test(For example: Math-Foundations and Concepts)

Separate the answer sheets into hand-bubbled and pre-identified

Please verify that all the hand-bubbled answer sheets are marked completely

Include answer sheets for students who were absent.

Enclose class roster with hand entered student names and ID

Testing Material Pickup

NON-Scorable MaterialsInclude all Administration

Guidelines Enclose all unused answer

sheetsReturn ALL test bookletsUse provided return labels

to mark the boxes

Testing Material Pickup

ACS - Scoring & Reporting

• Score and reporting of student performance on tested standards will be available within a few days after each testing period is completed.

• Teachers will be able to access their class report using the AiS (Assessment Information System). The AiS will provide results for each student tested in the class.

Beyond ACS – Moving Toward FFormative Assessment of Standards

Assessments of Focused StandardsAFS

Building a Formative Assessment System in

FUSD

• Assessment Philosophy

• Developing Assessment Literacy

• Assessment for Learning

• Building the Formative System

Assessment Philosophy

3 3 Assessment PerspectivesAssessment Perspectives::

• Assessment for Accountability – (State-mandated)

• Assessment of Learning – (periodic status checks linked to

standards)

• Assessment for Learning– (assessment during learning)

Make Assessment work for our kids

• In High-stakes accountability, students and teachers are not the primary users of assessment

• When is assessment created for students and teachers as the primary users?

Relationship betweenCurriculum, Instruction and

Assessment

Curriculum

Instruction

Assessment

Assessment works for our kids when …

Black and William (1998) synthesized over 250 studies linking assessment and learning, and found…

• The intentional use of assessment in the classroom to promote learning improved student achievement.

• Increasing the amount of time on assessment, however, does not necessarily enhance learning.

• Assessment promotes learning when teachers use assessment to become aware of the knowledge, skills, and beliefs that their students bring to a learning task, andand use this knowledge as a starting point for new instruction, andand monitor students’ changing perception as instruction proceeds,

Assessment for Learning

What? Classroom assessments

Why? To direct future instruction

When? During instruction (daily, weekly)

Who? Users are students and teachers

Primary Question: What does a student or class know

(or where they are stuck), in order to understand what comes next so students can learn

Assessment for Learning

Students have a clear vision of the learning target from the beginning of instruction

Samples of strong and weak work with a progression to competence laid out; scaffolding for skills and concepts

Descriptive feedback (versus evaluative) provides information about how to improve

Feedback guides future instruction

Frequent and repeated self-assessment

Students can communicate their achievement status and direction for learning

What Standards?• What are the “Standards” in

“Standards-Based Assessment?”

– Content Standards• As listed in the curriculum/blueprints?

– Performance Standards

• Examples of what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner

Descriptive Vs. Evaluative Feedback

• Evaluative feedback: Grades, points, judgments of quality– Motivating for some students

• Descriptive feedback: Reinforces direction or next steps in learning

• Link with student motivation

Building a Formative System

• Types of Assessment

• Single Standard Quizzes

• How results feed into the system

• Developing valid assessments

• Development timeline

Types of Assessments for Learning

Formative assessments may include:

• Single Standard Quizzes

• Fluency assessments

• Diagnostic assessments (DIBELS)

• Scaffolded assessments

• Performance Assessments

Single Standard Quizzes

• Will be in the new AFS System as a part of AIS

• Will be focused on a cluster, standard or sub-standard

• Will have a “mastery” performance level

• Will have approximately 6 questions

• Will include response analysis

AFS Access/Input/Reporting

Teacher and/or Student Access AFS tests in AiS

Data Entry Page in AiS

Site-based Scanning

On-line Assessment

AiS Reporting Page: Summary of Class/Individual Student/ Response Analysis

Content Area Development Timeline

Content Area/Grade

Type of Assessment Projected Timeline

Math K-6th Single Standard Quizzes Fall 2007

ELA K-6th Fluency Fluency Assessment Fall 2007

ELA 7th-8th Single Std/Read Quizzes Spring 2008

Math 7th-8th Single Standard Quizzes Spring 2008

ELA K-6th Single Std/Read Quizzes Spring 2008

Math 9th-10th Single Standard Quizzes Summer 2008

ELA 9th-10th Single Std/Read Quizzes Summer 2008

ELDA• English Language Development Assessment

• Taken from Avenues & High Points Unit Test

• Administered 2 times/ year – MS: Dec 3, May 19 ES: Nov 13, Apr 14

• Piloted with 7 schools last year

• Performance Levels aligned with CELDT

• Results will be used in ELD Level Adjustment

Parent Notification!

Wrap-Up

Key ACS Concepts

So three things to remember from So three things to remember from this part of the presentation…this part of the presentation…

1.1. The ACS is just one part of an The ACS is just one part of an overall assessment systemoverall assessment system

2.2. The ACS assessments are goodThe ACS assessments are good

3.3. Teachers can use the results to Teachers can use the results to inform their teachinginform their teaching

For Help with Logistics Contact…

• Eric WenrickEric WenrickEd Center, B49457-3876

• Shaeng Vue457-3829

• Algebra and Geometry ACS TestingCarmen Rodriguez High Schools457-3959

•

From Our Conversation

• AFS is coming

• ELDA is coming too

• We need to work on how we communicate to parents and students concerning ACS and assessment in general – thanks for sharing your thoughts and ideas!

Final Thought

The impact of ACS depends on our ability to fit it into its appropriate place as part of a comprehensive assessment system

Questions?

Eric Wenrick Eric Wenrick

x73876x73876

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