Student Assessment Updates
Susie Morrison, Deputy Superintendent Chief
Education Officer
Mary O’Brian, Director of Assessment
Illinois State Board of Education
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Welcome to 2013-2014 School Year
• PARCC
• 2014 ISAT
• Change in performance level cut
scores
• Growth model
Changes in Assessment
Curriculum
Instruction
Assessment
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Higher Expectations with
Common Core
ELA/Literacy
Math
Read sufficiently complex
texts independently
Solve problems: content and
mathematical practice
Write effectively to sources
Reason mathematically
Build and present knowledge
through research
Model real-world problems
Have fluency with
mathematics
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Key ELA and Literacy Shifts
• Reading
– Balance of literature and informational texts
– Focus on text complexity
• Writing
– Emphasis on argument and informative/
explanatory writing
– Writing to sources
– Writing analytical essays
• Speaking and Listening
– Inclusion of formal and informal talk
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Key Mathematics Shifts
• Each grade focuses on fewer
standards:
• Greater depth
• Coherent progression across
grades
• Conceptual understanding of
topics
• Extend knowledge to real-life
modeling and application
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What Is PARCC?
The Partnership for Assessment of Readiness for
College and Careers:
 Made up of 19 states + DC and US Virgin Islands
 KY and PA are participating states
 Developing common, high-quality math and English
language arts (ELA) tests for grades 3–11
 Computer-based and linked to what students need to
know for college and careers
 Field Testing: Spring 2014
 For use starting in the 2014–15 school year
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Getting All Students College and
Career Ready
Ongoing student support/interventions
K–2
Optional K–2
assessment being
developed, aligned to
the Common Core
State Standards
Grades 3–8
Timely data
showing whether ALL
students are on track
for college and career
readiness
High
School
Success In
first-year,
credit-bearing,
postsecondary
coursework
College readiness
score to identify who
is ready for collegelevel coursework
Professional development for educators
8
PARCC Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
Optional Assessments/Flexible Administration
Diagnostic Assessment
• Early indicator of
student knowledge and
skills to inform
instruction, supports,
and PD
Summative,
Required assessment
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Mid-Year Assessment
• Performance-based
• Emphasis on hard-tomeasure standards
• Potentially summative
Interim, optional
assessment
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of concepts
and skills
ELA - Speaking And Listening
Assessment
• Locally scored
• Non-summative, required
End-of-Year
Assessment
• Innovative, computerbased items
ELA: Grade 7 Sample Item
 Students read the text that introduces the topic
 Items are designed to help students gather information from the
texts to lead to the final writing prompt
 Items require different types of responses to allow students to
demonstrate a command of evidence with complex texts
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ELA: Grade 7 Sample Item
Earhart and Noonan lived as castaways on Nikumaroro Island.
Claims
Earhart and Noonan’s plane crashed into the Pacific Ocean
People don’t really know where Earhart and Noonan died.
Part A: Highlight the claim that is supported by the most relevant and sufficient facts
within “Earhart’s Final Resting Place Believed Found.”
Part B: Click on two facts within the article that best provide evidence to support the
claim selected in Part A.
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ELA: Grade 7 Sample Item
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Math: Grade 3 Sample Item
• This a fairly traditional fraction task in a
computer-based setting.
• Unlike traditional multiple choice, it is
difficult to guess the correct answer or use a
choice elimination strategy and there is
more than one correct solution.
• Unlike paper and pencil tests, students can
create a visual representation even though
the task is scored automatically.
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Math: Grade 3 Sample Item
• Second part of multi-step problem, and, unlike
traditional multiple choice, it is difficult to guess the
correct answer or use a choice elimination strategy.
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Math: High School Sample Item
 Item has two possible solutions
 Students have to recognize the nature of the equation to know how to
solve
 Technology prevents guessing and working backward
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PARCC Comprehensive Accessibility Policies
Features for
All Students
Accessibility
Features*
Identified in advance
Accommodations
**
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* Available to all participating
students
**For students with disabilities,
English learners, and English
learners with disabilities
Accessibility Features for All Students
Accessibility Features for All Students
Audio Amplification
Blank Paper (provided by test administrator)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test
administrator)
Highlight Tool
Headphones
Magnification/Enlargement Device
NotePad
Pop-Up Glossary
Redirect Student to Test (by test administrator)
Spell Checker
Writing Tools
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Accessibility Features Identified in Advance
Accessibility Features Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
General Masking
Text-to-Speech for the Mathematics Assessments
Line Reader Tool
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Administrative Considerations for All Students
• Detailed guidelines will be included in the PARCC Test
Administration Manual.
• Principals may determine that any student may require
one or more of the following test administration
considerations, regardless of the student’s status as a
student with a disability or an English learner:
–
–
–
–
–
–
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Small group testing
Frequent breaks
Time of day
Separate or alternate location
Specified area or seating
Adaptive and specialized equipment or furniture
Presentation Accommodations
Content Area
ELA/Literacy
Presentation Accommodations
Text-to-Speech or Video of a Human Interpreter for the ELA/Literacy
Assessments, including items, response options, and passages*
Braille Edition of ELA/Literacy Assessments
(Hard-copy braille tests and refreshable braille displays for ELA/Literacy)
Closed-Captioning of Multimedia Passages on the ELA/Literacy Assessments
Descriptive Video
Mathematics
Video of a Human Interpreter for the Mathematics Assessments for a Student
Who is Deaf or Hard of Hearing
Braille Edition of Mathematics Assessments
(Hard-copy braille tests for Mathematics)
Both Content
Areas
Additional Assistive Technology
(Guidelines available fall 2013)
Tactile Graphics
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Video of a Human Interpreter for Test Directions for a Student Who is Deaf or
Hard of Hearing
Paper-and-Pencil Edition
Response Accommodations
Content Area
ELA/Literacy
Mathematics
Both Content
Areas
Response Accommodations
Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing)
for constructed responses on the English Language Arts/Literacy
Assessments*
Word prediction on the ELA/Literacy Performance-Based
Assessment*
Calculation Device and Mathematics Tools*
(on Non-calculator Sessions of Mathematics Assessments)
Additional Assistive Technology
(Guidelines available fall 2013)
Braille note-taker
Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing)
for the Mathematics assessments, and for selected response items
on the English Language Arts/Literacy assessments
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PARCC Technology Platform
• PEARSON’s TestNav platform has been selected for
the Field Test (Spring 2014) and 1st Operational
assessment in 2014-15.
• TestNav will provide a Proctor Caching solution that
will allow for test downloads to individual computers
for testing and then uploads when testing is completed
reducing the amount of bandwidth needed during test
administration.
• TestNav specifications (including bandwidth) will be
released in August.
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Looking Ahead
•
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Draft Performance Level Descriptors for public review (April 10-May
8)
Draft Accommodations Manual for students with disabilities and
English learners for public review (April 18-May 13)
April 2013
•
Spring
2013
•
•
Test Blueprints and Evidence Statements (~May 1)
Guidance on Participation in Field Test and Practice Tests
June 2013
•
•
Final Subject- and Grade-Level Performance Level Descriptors
Final Accommodations Manual for Students with Disabilities and
English Learners
Summer
2013
•
•
Additional Sample Items
Estimates for Assessment Cost
Fall 2013
•
•
Design of Student Score Reports
Minimum Technology Specifications, version 3.0
Looking Ahead
Throughout
2013-14
•
Additional Guidance to Districts on Assessment
Administration
Spring 2014
•
Field Test Administration and Practice Test
Fall 2014
•
Operational Assessment Administration Manual
•
Operational Administration of PARCC Summative
Assessments
•
Standard Setting
SY 2014-15
Summer
2015
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PARCC Field Testing
• PARCC is developing a stratified random
sample for classrooms to participate in
field testing
• Classrooms will be chosen within schools
given identified characteristics
– Most students will take either Performancebased assessments OR End of Year
assessments
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Change in Performance Level Cut Scores
• Change reading approximately 20
percentage points
• Change in mathematics approximately 25
percentage points
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Change in Performance Level Cut Scores
• Backmapping process was used with data
from 2011 PSAE and 2008 8th grade ISAT
– Equipercentile equating was used to determine
performance categories
– Maximizes the reliability of these data
• Reliability and stability of the new
performance levels was tested through
analysis of trend data for all ISAT scores for
five years
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2014 ISAT
• 100% of the test items are connected to
the Common Core State Standards
• Test maps will be available soon
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ISAT Online Pilot
• 15 districts have been invited to participate
in online pilot
– One grade level at one school within each
district
• Districts are at all levels of technology
readiness
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• Growth model metrics: Underlying
assumptions
– Valid, reliable, and fair
– Transparent
– Value proficiency at the
Meets Standards level
– Value changes in
achievement level of students
Performance Level in Year 2
Exceeds Standards
2A
2B
3A
3B
4A
4B
1A
50
110
140
160
180
195
200
200
1B
20
85
125
150
170
185
195
200
2A
10
50
90
125
160
175
190
195
2B
10
30
70
95
130
160
180
190
3A
10
20
40
75
100
130
160
180
3B
0
10
20
40
80
110
135
160
4A
0
0
10
30
55
90
115
135
4B
0
0
0
10
35
65
100
130
Academic W arning
1B
Below Standards
Meets Standards
Meets Standa rds
Below Standards
1A
Exceeds Standa rds
Performance Level in Year 1
Academic Warning
School A
Performance Level in Year 2
1A
1B
2A
2B
3A
3B
4A
4B
Performance Level in Year 1
1A
1B
1
2A
1
2B
1
2
3
6
7
1
3
3
2
1
2
11
9
1
1
4A
4
6
4
4
4B
1
5
1
2
3A
3B
77.5% of Students Meet/Exceed Standards
Growth Value: 94.5
School B
Performance Level in Year 2
1A
1B
Performance Level in Year 1
1A
1B
2A
2A
3B
3A
3B
4A
4B
1
1
13
8
5
1
4
12
16
4
16
12
5
2
6
3
2
3
2B
3A
2B
1
4A
1
1
1
4B
28% of Students Meet/Exceed Standards
Growth Value: 111.2
School C
Performance Level in Year 1
Performance Level in Year 2
1A
1B
2A
2B
3A
1A
1
3
1B
4
9
5
1
1
2A
8
14
17
6
1
2B
4
5
46
31
5
1
18
50
16
2
5
19
24
6
4
3
13
7
2
1
3
7
4
3A
3B
4A
4B
1
3B
4A
58.4% of Students Meet/Exceed Standards
Growth Value: 101.5
4B
Implementation Process
• Each student within the
school/district is placed within a
cell of the table based on his or
her ISAT scores over two years
• The scores of all the students
within the school or district are
averaged to determine a total
growth value
2,339,468
Every Student Every Day
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