Online Statewide Assessment: Coming Soon to a School Near You!

David Judd Director; Office of Systems, Psychometrics & Measurement Research

Bureau of Assessment and Accountability

April 30, 2013MERA Conference

Today’s Topics

• Student Voice• Kindergarten Entry Assessment• Statewide assessment overview• Next-generation assessment accessibility• Statewide systems supporting online

assessment & reporting• Technology readiness• Fall 2013 Online Testing Opportunities2

MEAP Social Studies Online PilotStudent Comments

“I enjoyed taking the online test a lot more”

“It was very fun”

“Make the math one too!”

“I would like to use computers for the MEAP again”

“I LOVED TAKING IT ONLINE !!!!!!!!!”

“I feel like it was better to take it online”

“I wish we took all MEAP tests online, it was faster”

“The online MEAP test was a good experience!!!!!”

“Can we take all the MEAP tests online?”

“The computer tend to make me tired and sleepy”

“I did not like how I could see other computers and I would see how far (the other students) were.”

“Make the words bigger”

“It could use some more color”

“You should tell the kids their score at the end”

“Fix the highlighter tool!”

MEAP Social Studies Online PilotStudent Comments

MEAP Social Studies Online Pilot Online or Paper?

MEAP Social Studies Online Pilot What distractions did students face?

K-2 Cognitive LabsParticipation

• 18 Second Grade Teachers• 29 First Grade Teachers• 22 Kindergarten Teachers

• Feedback focused on…– Overall sentiment– Technology-related issues– Test content and format– Implementation issues

K-2 Cognitive LabsFeedback

• Teachers need to… – prepare students with computer skills– determine logistics of administering an online assessment to a

large group of students

• Some elements were difficult for students…– Scrolling– Drop-down boxes

• System needs to…– highlight words as they are being read– allow student to turn audio off

K-2 Cognitive LabsFeedback

• Higher student engagement• Acknowledges different learning styles• Human voice audio was very helpful• Reduction in test anxiety• Necessary life skills

Kindergarten Entry Assessment (KEA)

Legislation provided $3.25 million to implement a KEA

Requires PD for educators Must include a system for data entry and

integration with P-20 LDS Spotlights conducted fall 2012 to understand

state of the art Request for Proposals released March 2013 Significant pilot testing expected fall 201310

The Assessment Challenge

How do we get from here... ...to here?

All studentsleave high school

career and college ready

Common Core State Standards

specify K-12 expectations for

career and college readiness

...and what can an assessment system

do to help?

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Transitions– MEAP SBAC (Smarter Balanced Assessment

Consortium)– MME SBAC– MEAP-Access (for students with disabilities for whom both MEAP/MME

and MI-Access are inappropriate) SBAC– MI-Access (for students with significant cognitive disabilities) DLM

(Dynamic Learning Maps)• Functional Independence (for students with mild cognitive disabilities)• Supported Independence (for students with moderate cognitive disabilities)• Participation (for students with severe cognitive disabilities)

– Michigan English Language Proficiency Assessment (ELPA) WIDA/ASSETS (World Class Instructional Design and Assessment)12

Additions• Interim Assessments

– Optional & Online only– Primarily grades and content areas not covered by

a consortia• Science• Social Studies• MMC courses• K-2 ELA & Mathematics• Model assessment (e.g., Arts)

• Kindergarten Entry Assessment13

● 25 states representing 40% of K-12 students in U.S.

● 21 governing, 4 advisory states

● Washington state is fiscal agent

● WestEd provides project management services

SBAC - A Consortium of States

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A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for career

and college readiness

All students leave

high school career and

college ready

Teachers and schools have

information and tools they need

to improve teaching and

learningInterim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to career and college

readiness

Teacher resources for formative

assessment practices

to improve instruction

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A Balanced Assessment System

Two types of Interim Assessments - Summative Clone (mimics accountability test blueprint) - Interim Cluster (deeper dive into assessment targets)

Smarter Balanced Sample Items

●October 9th , 2012 release of online tool holding 50+ items−Mathematics−ELA−Samples from all 7 grades (3-8 and 11)

●Item type conversations●New level of rigor expected by the Common

Core State Standards

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Smarter Balanced Sample Items

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Smarter Balanced Sample Items

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Performance Tasks●New item type for Michigan●Measure concepts other item types do not cover

very well (e.g., research)●Up to an estimated 125 minutes needed●Performance Tasks may include a Classroom Activity ●Six sample Performance Tasks

●Teacher Preparation & Resources●Specifications●Scoring Rubrics

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Smarter Balanced Pilot Test – Spring 2013• Scientific Sample

– Over 700 Michigan schools agreed to participate– Student survey responses being collected

• Volunteer Schools (Practice Tests)– Grades 3-8 and 11 in ELA and Mathematics– Similar to planned assessment experience– Available May 29, 2013 and through the 2013-14 school year

• Practice Test Accommodations– Text-to-speech– Item-level pop-up Spanish glossaries for construct irrelevant terms

(math tests only)– Braille– American Sign Language (ASL)

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Smarter Balanced Pilot Test – Spring 2013• Lessons Learned

– Item development– Systems interoperability– Scoring needs– Translation methodology

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Smarter Balanced Next Steps

• Item development for spring 2014 field test• Hire a scoring service provider and build

Artificial Intelligence (AI) scoring engine• Continue developing:

– Computer Adaptive Testing (CAT) specifications– Reporting system– Digital library– Interim system

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Find Out More

Smarter Balanced can be found online at:SmarterBalanced.org

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DLM – Dynamic Learning Maps

www.dynamiclearningmaps.org

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DLM Timeline

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The Common Core Essential Elements are specific statements of the content and skills that are linked to the Common Core State

Standards grade level specific expectations for students with

significant cognitive disabilities.

Common Core Essential Elements: Design Priorities

• Define essential differences from grade to grade in– cognitive demand– content knowledge– skills-based expectations

• Identify the key elements essential for each grade level.– Not necessarily a one-to-one relationship with

Common Core State Standards• Align Essential Elements across and between grades

CCSS Grade-Level Standards

Common CoreEssential Elements Range of Complexity

Represent and solve problems involving multiplication and division. 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

EE3.OA.1-2. Use repeated addition and equal groups to find the total number of objects to find the sum.

Students will:EE3.OA.1-2. Use repeated addition to find the total number of objects arranged in a square or rectangular array.Ex. Using tiles in a template, identify the total number of tiles by adding the tiles in the template.Ex. Fill space of squares and rectangles with 1-inch tiles, add tiles in rows or columns to determine total number of tiles it takes to fill the shape (square/rectangle).Ex. Use an abacus to find the total.Students will:

EE3.OA.1-2. Use repeated addition and equal groups to find the total number of objects to find the sum.Ex. Two birds + two Birds + two birds = six birds.Ex. Given a repeated addition number sentence, use a number line to find the sum.

Third Grade Mathematics Standards: Standards: Operations and Algebraic Thinking

CCSS Grade-Level Standards

Common CoreEssential Elements Range of Complexity

Phonics and Word Recognition. RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined

knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

EERF.5.3. Know and apply phonics and word analysis skills in decoding words.a. Decode two-

syllable words.

Students will:EERF.5.3.a. Decode up to multiple-syllable words.Ex. Read text comprised of frequently encountered two- and three-syllable words. Students will:EERF.5.3.a. Decode two-syllable words.Ex. Read text comprised of single-syllable words with accuracy.Ex. Use decoding skills to match familiar words with picture-based representations of the words. Students will:EERF.5.3.a. Identify the beginning and ending consonant sounds of familiar words.Ex. Asked what the first and last sound in mat is, respond with /m/ and /t/ sound.Ex. Represents the initial and final sound in efforts to spell familiar words.Ex. Given a word card, the student will indicate (point to) the letter that is at the beginning of the word and the letter at the end of the word. Students will:EERF.5.3.a. Identify initial letter in own name.Ex. Selects first letter of own name from an array of letters.Ex. State first letter of own name when asked.Ex. Given three student names, can pick out own name based on the first letter.

Fifth Grade English Language Arts Standards: Reading (Foundational Skills)

Technology Features for DLM• Touch screen technology• Audio via sound files• American Sign Language video• Pop-up context-dependent dictionaries/glossaries• Text and image magnification• On-screen note taking• Color overlays• IntelliKeys™ keyboard accessibility• Masking• Text readers• Refreshable braille displays

As a result you can expect some changes in the future…

• Accommodations and selection process• Development of Personal Needs Profiles• Move towards consortium developed

Participation Guidelines• Accommodations Monitoring

ASSETS – Assessment Services Supporting ELs through Technology Systems (ASSETS)

35http://assets.wceruw.org/

ASSETS Timeline

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Alternate ACCESS• Currently available

– K (Future availability)– Grades 1-2– Grades 3-5– Grades 6-8– Grades 9-12

• Designed for ELs who are also SWDs• Based on alternate performance indicators and

alternate proficiency levels• Listening, Reading, Writing, and Speaking• Michigan plans to offer in 201337

Technology Readiness Progress

• Bruce Umpstead, OEII & Dave Judd, BAA• Spring 2015, online assessment to the extent

possible• Smarter Balanced and Michigan accountability

assessments will have paper/pencil version at least through spring 2017

• Michigan interim assessments are optional so no paper/pencil version

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Accessibility and Online Testing

• Technology-based assessment platforms offer new opportunities and ways for accommodations to be provided to students who need them

• Requires a new look at defining– Accommodations– Embedded supports/tools– Good testing practices

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Good Testing PracticesTeachers must take care to ensure students have opportunities to become familiar with technological aspects of online testing• Allow time for practice tests using planned

assessment platform• Provide practice time using accommodations and

embedded tools• Begin to use/increase the use of technology in

instruction• Evaluate use of tools/accommodations

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System InterfacesLocal to State

District/SchoolSystems

Student/Teacher /Entity

Data

State Systems

Send once/ use many times

• REP• EEM• MSDS

CEPI to BAA Interfaces

CEPI Systems

State Systems

BAASecure Site

MDE System

BAA Secure

Site

Districts andSchools

Paper & Pencil Testing

System

Online Test DeliveryEngine

BAA Secure Site Interfaces

Online Test Delivery Engine

Districts andSchools

BAA Item Bank System

Reporting/Systems

And Tools

BAA Secure Site

BAA Online Test Delivery Engine Interfaces

BAA Reporting

System

Paper & Pencil

Testing System

BAA Secure Site

CEPI SLDS

MI School Data

Portal

Online Test

DeliveryEngine

BAA Reporting SystemInterfaces

Districts and Schools

Dynamic and Static

TestingData &

Reports

Public

Agg

regate

Dat

a &

Secured

Student Level

Dat

a

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What we’ve learned about

TECHNOLOGY READINESS

Device Readiness

• Device Specificationso Most devices meet minimum requirementso Form factors supported:

- Desktop- Laptop- Netbook- Tablet

• Number of Deviceso Logistical challenges with limited testing deviceso Pilot opportunities allow dry-run of logistics

Network Readiness

• Speed/Capacity• Actual speed varies continually• Current utilization levels need to be considered

• Reliability• Wireless access points potentially over-utilized• Consider age and performance of networking equipment

Don’t Feel Ready for Online Testing?

• Paper and Pencil versions of Summative tests will be available through Spring 2017

• So, why make the shift to online testing now?

Advantages of Online Testing

• Retake opportunity• More informative reports• Quicker reporting• No materials to inventory, monitor, and return• Optional interim assessments online only• Adaptive testing capability• More efficient scoring• Increased student engagement• Improved security

Michigan Online Testing Opportunities for Fall 2013

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MI-Access SS Cog Lab

5th and 8th Grade MEAPScience

6th and 9th Grade MEAPSocial Studies

K-2 Interim AssessmentsELA and Math

3 - HS Interim AssessmentsScience & Social Studies

Kindergarten Entrance Assessment

September October November