Georgia Milestone Assessment System (GMAS) Dr. Joel Boyce June 2014 A shift from… to… Small details yield big results. Guiding Principles Stipulate that GMAS: be sufficiently rigorous to ensure Georgia students are well positioned to compete with other students across the United States and internationally; be intentionally designed across grade levels to send a clear signal of student progress/growth and preparedness for the next level, be it the next grade level, course, or college or career; be accessible to all students, including those with disabilities or limited English proficiency, at all achievement levels; support and inform educator effectiveness initiatives, ensuring items and forms are appropriately sensitive to quality instructional practices; and accelerate the transition to online administration, allowing – over time – for the inclusion of innovative technology-enhanced items. Small details yield big results. Georgia Milestones • Features Include: – inclusion of constructed-response items in ELA and mathematics, in addition to selected-response items – inclusion of a writing component (in response to text) at every grade level and course within the ELA assessment; – inclusion of norm-referenced items in every grade and content area to complement the criterion-referenced information and to provide a national comparison; and – transition to online administration over time, with online administration considered the primary mode of administration and paper-pencil back-up until transition is completed. – Addition of technology-enhanced items beginning in 2016-2017. Small details yield big results. Georgia Milestones • Blended: Criterion-Referenced and NormReferenced • Georgia Milestones will provide: – criterion-referenced performance information in the form of four performance levels, depicting students’ mastery of state standards – norm-referenced performance information in the form of national percentiles, depicting how students’ achievement compares to peers nationally Small details yield big results. Georgia Milestones • The Georgia Milestones EOG will be designed to: – provide a valid measure of student achievement of the state content standards across the full achievement continuum; – provide a clear signal of the student’s preparedness for the next educational level; – allow for detection of the progress made by each student over the course of the academic year; – be suitable for use in promotion and retention decisions at grades 3 (reading), 5 (reading and mathematics) and 8 (reading and mathematics) – support and inform educator effectiveness measures; and – inform state and federal accountability at the school, district, and state levels. Small details yield big results. Tested Grade Levels and Courses Grade 3 – 8 High School • End of Grade (EOG) in language arts, mathematics, science, and social studies • End of Course (EOC) in 9th Grade Literature and Composition, American Literature and Composition, Coordinate Algebra, Analytic Geometry, Physical Science, Biology, US History, and Economics Small details yield big results. Georgia Milestones • English/Language Arts CCGPS – will require close analytic reading to construct meaning, make inferences, draw conclusions, compare and contrast ideas, themes, etc., as well as synthesize ideas and concepts across multiple texts – will require students to develop informative/explanatory responses or narratives, produce opinions/arguments – citing evidence from text(s) and using standard language conventions, etc. • Mathematics CCGPS – will require demonstration of conceptual understanding, procedural skills and fluency, problem solving, modeling, and mathematical reasoning Small details yield big results. Georgia Milestones • Science GPS – Will require understanding of the core concepts, ideas, and practices of science to explain scientific phenomena – with content and Characteristics of Science/Nature of Science standards serving as co-requisites • Social Studies – Will require understanding of the past and its influence on the present and future – including the interconnectedness of history, culture, geography, economics, and governments/civics Small details yield big results. Writing on the Georgia Milestones • Writing will be included in all content areas in response to text. • Students will be required to: – Synthesize what they learned over the course of the text. – Cite their inferences made from what they read. – Draw conclusions from the passages and include evidence from the text to support their writing. Small details yield big results. Georgia Milestones Item Types • Selected-Response [aka, multiple-choices] – all content areas – evidence-based selected response in ELA • Constructed-Response – ELA and mathematics • Extended-Response – ELA and mathematics • **Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response. Extendedresponse items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items. Small details yield big results. Item Format and Item Types Types of Items Item Format • With both types of assessment items, (CRT) Constructed response and performance tasks • Criterion-referenced we will know: – measure the full expectations of what students need to know and be able to do to be on the trajectory of exiting high school college- and career-ready – DOK levels 3 and 4 – Require students to explain, rationalize, show work, etc. – Scored through rubrics/exemplars • Selected-response items – Multiple choice – Measures specific skills that make up Criterion-Referenced the written curriculum or standards 1. If students mastered the content – Used to determine whether a student 2. A student’s content area weaknesses has achieved specific skills or concepts and strengths – Cannot give a broad estimate of 3. What to focus on through differentiated knowledge • instruction Norm-referenced (NRT) Norm-Referenced – Measures skill areas sampled 1. How students broad compared to other similar from a variety of sources and experts students or norm group – Used to sort or rank arequire student with 2. What services students tobetter the achievement 3. How respect to make placementof other students or norming group decisions – Cannot gauge mastery of content Small details yield big results. Transitioning to GMAS Communication Teaching and Learning Technology Learn as much as you can about GMAS (RESA, GaDOE, CCPS, GAEL, etc.) Recognize that how we prepare students for learning must change Recognize that some components will be rolled-out – by year 5 entirely online Prepare communication packets Learn how to link curriculum, instruction, and assessment Learn the technology requirements and conduct an assessment Create elevator speeches: Why, What, Who, When, How Know what students and teachers must do to prepare for the GMAS; monitor, give feedback Put the technology is students’ hands Keep stakeholders informed Develop a deep understanding of the assessment format and item type Create and monitor a technology integration plan Small details yield big results. Available Resources Standards Assessments Other Resources Georgia Frameworks; Georgia Standards PARCC Evidence Statement CRCT Readiness Indicators Formative Lessons Formative Assessment Bank (FAB) via Georgia OAS Lexile Scores CCPS Scope and Sequences Released items: NAEP, PARCC, SBAC, other states Formative Instructional Practices Common Core Common and interim assessment developed by DCPS staff District resources Small details yield big results. Coherency - Consistency Achievement of Georgia Students in Mathematics 2013 CRCT – Grade 8: 83% met/exceeded 2013 Coordinate Algebra EOCT: 37% met/exceeded 2013 NAEP – Grade 8: 29% at/above proficient SAT – Class of 2013: 42% college ready benchmark* ACT – Class of 2013: 38% college ready benchmark** 2012 PSAT – sophomores: 37% on track to be CCR *SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013 Small details yield big results. Coherency - Consistency Achievement of Georgia Students in Reading 2013 CRCT – Grade 8: 97% met/exceeded 2013 9th Grade Literature EOCT: 86% met/exceeded 2013 American Literature EOCT 91% met/exceeded 2013 NAEP – Grade 8: 32% at/above proficient SAT – Class of 2013: 43% college ready benchmark* ACT – Class of 2013: 43% college ready benchmark** 2012 PSAT – sophomores: 40% on track to be CCR *SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013 Small details yield big results. Expected Student Performance “The increased expectations for student learning reflected in Georgia Milestones may mean initially lower scores than the previous years’ CRCT or EOCT scores. That is to be expected and should bring Georgia’s tests in line with other indicators of how our students are performing, State School Superintendent Dr. John Barge said. “We need to know that students are being prepared, not at a minimum-competency level but with rigorous, relevant education, to enter college, the workforce or the military at a level that makes them competitive with students from other states,” Dr. Barge said. Small details yield big results. Formative Assessment Bank • Use the FAB items to prepare students for the GMAS. Instruction must be aligned to the item types and format. • Leaders must look for changes in instruction and assessment. • Traditional assessment preparation will not prepare students. Sample English/Language Arts Item in FAB Sample Mathematics Item in FAB Mathematics Rubric Score Designation 4 Thoroughly Demonstrated 3 Clearly Demonstrated 2 Basically Demonstrated 1 Minimally Demonstrated 0 Incorrect or Irrelevant Description The student successfully completes all elements of the item by demonstrating knowledge and application of measuring volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units (5.MD.4), applying the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems (5.MD.5b), and adding, subtracting, multiplying, and dividing decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relating the strategy to a written method and explain the reasoning used (5.NBT.7). The student shows clear understanding of the standards listed above, but one of the explanations or work shown is insufficient or weak Or All parts of the item are correctly done except for a minor computational error Or The student successfully completes two of the three parts of the item and partially completes the other part. The student shows basic understanding of the standards listed above, but two of the explanations or work shown are insufficient or weak Or The student successfully completes one of the three parts of the item and partially completes the other parts. The student shows minimal understanding of the standards listed above and completes only one of the three parts Or The student partially completes two of the three parts. The response is incorrect or irrelevant to the skill or concept being measured. Small details yield big results. Solution to Sample Mathematics Problem Small details yield big results. Small details yield big results. Use the Results to Differentiate Instruction Let’s Practice: See Handout Tested Standards Understand the place value system. CCSS.Math.Content.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Perform operations with multi-digit whole numbers and with decimals to hundredths. CCSS.Math.Content.5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Small details yield big results. Small details yield big results. What feedback will you give the students? How will you differentiate instruction? Small details yield big results. What feedback will you give the teacher? What would you look for: teacher, students, lesson plans, questioning, assessment? Small details yield big results. Things to Consider Plan for success: Curriculum, Instruction, and Assessment. Continue implementing and monitoring the delivery of explicit instruction. Train teachers on how to use Online Student Assessment (OAS). Monitor usage of items and data reports. Introduce students to constructed responses using scaffolding beginning grade 1. Implement fully the use of constructed response questions by August 2016 (development of items and rubrics, training, scoring, etc.) Create and implement a comprehensive use of computers and computer technology plan for students beginning grade 2. Focus on implementing some Formative Instructional Practice (FIP) modules. Communicate expectations to all stakeholders. Ensure full implementation of the standards-based curriculum. Small details yield big results. Georgia Milestones • Things to Consider: – CRCT-M (2%) will not continue – GAA (1%) will continue – Local scanning will not be continued [constructedresponse items require hand scoring] – Scores will be delayed in year 1 due to technical work and standard setting [implications to be worked through] – –Growth (SGP) will continue Small details yield big results. Georgia Milestones • Technology that will be accepted for the Georgia Milestones. – – – – • • • • • • Laptops Desktops Ipads *iPad Minis will not be allowed EOG Milestones will be approximately 16 pages. Testing window will be 9 days, 2 content areas each day—Math, Science, Social Studies have 2 sections—LA has 3 sections with section 3 being the writing Current window is March 30-May 1 Special education students will not have a modified version of the test. GOFAR—Georgia Online Formative Assessment Resources will be a new feature of SLDS and will replace the Georgia OAS. Special Request---Field trips need to end by March 31st*** Small details yield big results.