1 Student Assessments and Accountability Student assessments are
1 Student Assessments and Accountability Ø Student assessments are required by ORS 329. 485 and federal law. Ø ODE is responsible for establishing content standards that contain descriptions of what students should know and be able to do. Assessments measure what they know using these standards as the basis for the assessments. Ø Test results are used as part of state and federal accountability, school and district improvement processes, state performance measures and a source of evidence for the assessment of essential skills requirement of the high school diploma. ØThe current state system is known as “OAKS” (Oregon Assessment of Knowledge and Skills), a system developed and managed by staff in the Office of Assessment and Information Services. ØThe state’s assessment and accountability program is supported by General Fund and federal funds: ü $11 million from a federal assessment grant; and ü Approximately $5 million General Fund.
2 Student Assessments Ø All of Oregon’s mathematics, reading, science, and social science proficiency tests are administered online. Writing assessments are administered via paper and the Web. Ø Computer adaptive testing delivers questions to a student based on their previous responses, providing precise information to a teacher on how well a student is grasping certain learning standards and concepts while taking less of a student’s time as compared to traditional paper tests. Oregon is the first state to receive approval from the U. S. Department of Education to use an adaptive test. Ø Oregon’s online testing window is open from late fall to mid-May for the academic tests. Students have the opportunity to retake a test during this period. Ø Districts may elect to administer the assessment during smaller windows and may elect to administer the assessments only once per year. The English Proficiency tests is available once per student from mid-January to late April. Ø ODE has a KPM for the student assessment system, KPM 16, which measures the percentage of statewide assessment and statewide assessment results provided to districts on time. TARGET: 100%; ACTUAL: 100% (2011 -12 results)
3 English Language Proficiency Assessment (ELPA) Ø About 10% of Oregon’s students are non-native English speakers receiving English Language Development services. The most common first language for these students is Spanish, followed by Russian, Vietnamese, and Chinese. Over 150 languages are spoken by Oregon students and their families. Ø All English Language Learners (ELL) students in Oregon are required to take the state’s ELPA each year, and the results of the test are used to track student’s progress toward proficiency. Ø As the lead state representing a consortium of eleven states, Oregon was recently awarded a $6. 3 million grant to build a flexible system of assessment, known as the ELPA 21, based upon a common set of English Language Proficiency/Development (ELP/D) standards corresponding with the Common Core State Standards. The new standards are scheduled for adoption later this year. Ø ELPA 21 is one of the components of Oregon’s education redesign to ensure ELL students throughout Oregon are achieving at the highest levels possible and are college- and career-ready when they leave our schools.
4 Current Assessments Subject Grades Number of Students Math 3 -8, 11 280, 000 Reading 3 -8, 11 280, 000 Writing 4, 7, 11 120, 000 Social Sciences 5, 8, 11 120, 000 Science 5, 8, 11 120, 000 K-12 60, 000 3 -8, 11 6, 000 English Language Proficiency Extended Ø Additionally, approximately 40, 000 10 th grade students take the PSAT/ACT.
5 Statewide Assessment Transition
6 Background Ø The State Board of Education adopted the Common Core State Standards (CCSS) in mathematics and English language arts in October, 2010. Ø Districts have begun to implement the CCSS, aligning curriculum and instruction Ø Beginning in 2014 -15, Oregon’s statewide assessment system will transition to begin assessing students on the CCSS Ø Oregon is a Governing State member of the Smarter Balanced Assessment Consortium – a 30 -state collaborate effort to develop a student assessment system aligned to the CCSS Ø Several ODE staff and educators from the field have participated as members of Smarter Balanced work groups and task forces over the last 12 months, including item writing, scoring guide range finding, and proficiency-based learning activities Ø Many Oregon school districts are participating in the Smarter Balanced Pilot Test this spring
7 Transition Process Ø In order to select the test that best serves Oregon students and schools, ODE staff will be convening a group of educators and key stakeholders to review assessment options Ø Core characteristics of the new state assessment system may include, but are not limited to: Ø Authentic assessments which utilize multiple question formats (item types) Ø Online delivery Ø Accommodations and accessibility features for all students, including those with disabilities and English Language Learners Ø Assessments provided in (at least) Spanish and Braille Ø Professional development opportunities Ø Multi-state scale and cut scores for comparability beyond Oregon Ø Use of assessment results for admission and placement decision-making for postsecondary institutions
8 Comparison of Options Ø The two primary assessment options include the Smarter Balanced assessment and the Partnership for the Assessment of Readiness for College and Careers (PARCC) Ø The table below compares the known characteristics of Smarter Balanced and PARCC Characteristics (Summative) Smarter Balanced PARCC Delivery Online – adaptive Online – fixed forms (8) Item Types Various (multiple choice, constructed response, performance task) Estimated Testing Time (total) 7 -8. 5 hours 8 -9. 5 hours Scoring Human and machine (emphasis on machine scoring) Item Development Teacher involvement in development Teacher involvement in review Professional Development Digital library of modules and collaboration tools Accommodations REQUEST FOR RESPONSE (RFR) MADE TO SB and PARCC Translations Spanish and American Sign Language in Math, Other Languages to be determined RFR * Other assessment options may be available, information has been requested from ACT in order to facilitate a side-by-side comparison.
9 Next Steps Ø Over the next few weeks, ODE will convene stakeholders to include parents, school and district administrators, OEA representatives, and members of the State Board of Education to review and refine the core characteristics Ø Stakeholders will also compare various assessment options based on (but not limited to) the core characteristics and costs Ø ODE staff will present information in an ongoing manner to the State Board of Education starting in April Ø By June 2013, ODE will submit a recommendation to the State Board of Education for adoption regarding the new state assessment system
10 Questions? Ø Doug Kosty, Assistant Supterintendent - OAIS Ø Doug. kosty@state. or. us Ø 503 -947 -5825 Ø Kathleen Vanderwall, Manager – Assessment Design and Test Administration Ø Kathleen. vanderwall@state. or. us Ø 503 -947 -5721 Ø Derek Brown, Manager – Assessment of Essential Skills Ø Derek. brown@state. or. us Ø 503 -947 -5841
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