2014 Fall Assessment Conference
Assessment Program Update 2014-2015
August 25, 2014 (Part 1), 1:00-3:00 PM
September 9, 2014 (Part 2), 1:00-3:00 PM
2014 Fall Assessment Conference Sessions
August 1, 2014
Test Administration/General Session
August 5, 2014
Test Administration/General Session (Live repeat of Aug. 1)
August 25, 2014
Assessment Program Updates 2014-2015 – Georgia Milestones (Pt. 1)
Recording:
https://sas.elluminate.com/mr.jnlp?suid=M.DC2C4EA888A377BD873895F475CED3&sid=2
012003
Recording:
https://sas.elluminate.com/mr.jnlp?suid=M.007B8E44C6500D7C4FB0A124F3F415&sid=2
012003
Live
Session: https://sas.elluminate.com/m.jnlp?sid=2012003&password=M.3ADE93EA6A4F1
C2C725DE7FFAF7A17
Recording: https://sas.elluminate.com/mr.jnlp?suid=M.0022562966FC107A2B357D4658
DE06&sid=2012003
September 9, 2014 Assessment Program Updates 2014-2015 – Georgia Milestones
(Pt. 2)
1:00 pm - 3:00
pm
1:00 pm - 3:00
pm
Live
Session: https://sas.elluminate.com/m.jnlp?sid=2012003&password=M.7E90A7502592A
F8BEDBA1D67C66843
Recording: https://sas.elluminate.com/mr.jnlp?suid=M.4472ECC921A30BB376F44AD2E2
715D&sid=2012003
September 18, 2014 Student Assessment Handbook (SAH) Overview
Live
Session: https://sas.elluminate.com/m.jnlp?sid=2012003&password=M.DE678C71061B6
F2DFFAA261A665B6A
Recording: https://sas.elluminate.com/mr.jnlp?suid=M.4665CAC9999C53E977E9CA9822
217C&sid=2012003
9:00 am 12:00 pm
2
Georgia Milestones
Comprehensive
– single program, not series of tests (e.g., CRCT; EOCT; WA); formative
assessment tools to complement summative
Coherent
– consistent expectations and sufficient challenge to position Georgia
students to compete with peers nationally and internationally
– consistent signal about student preparedness for the next level, be it
the next grade, course, or college/career
– consistent signal about student achievement both within system
(across grades and courses) and with external measures (NAEP; PSAT;
SAT; ACT)
Consolidated
– combine reading, language arts, and writing into a single measure to
align to the standards
Georgia Milestones
Guiding principles stipulate that Georgia Milestones:
 be sufficiently challenging 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.
Georgia Milestones
• Grades 3 – 8
– End of Grade (EOG) in language arts, mathematics,
science, social studies
• High School
– End of Course (EOC) in 9th Grade Literature &
Composition, American Literature & Composition,
Coordinate Algebra, Analytic Geometry, Physical
Science, Biology, US History, and Economics
State Board Meeting Follow-Up
The State Board of Education took action on two items at its
August meeting that relate to Georgia’s Student Assessment
Program.
Rule Amendment: 160-3-1-.07 Testing Programs – Student Assessment
– This rule was amended in the following manner:
• general clean-up and streamlining of definitions;
• removal of references to the former testing programs such as the CriterionReferenced Competency Tests (CRCT), the Criterion-Referenced Competency
Tests Modified (CRCT-M), the End of Course Tests (EOCT), and the Writing
Assessments in grades 3, 5, and 8;
• inclusion of information about the Georgia Milestones Assessment System;
• clarifications about the assessment of students with disabilities and English
learners; and
• inclusion of language to phase-out the requirement for the Georgia High School
Writing Test (GHSWT) beginning in 2015-2016.
The GHSWT must be administered as scheduled
during the 2014-2015 SY. Students must earn a
passing score to earn their diploma.
6
State Board Meeting Follow-Up
Rule Waiver:
160-4-2-.11 Promotion, Placement, and
Retention sections (3)(a), (3)(b), (3)(c) and
160-4-2-.13 Statewide Passing Score sections
(2)(d), (2)(e), (2)(f)
Based upon the delay of scores in this first year of Georgia Milestones due
to the necessary and required technical work involved, including setting
achievement expectations (i.e., cut scores), specific provisions of these two
Board Rules were waived for the 2014-2015 school year – through July 31,
2015.
– Promotion in grades 3, 5, and 8 may occur based upon local discretion/policy.
– Local systems should develop policies related to the calculation of final course
grades for courses requiring a Georgia Milestones end of course assessment
during 2014-2015.
– Additional guidance regarding other purposes and uses of the end of course
assessments, such as “test-outs”, retests, etc., will be forthcoming for the
2014-2015 school year.
Scores will be issues in Fall 2015, after
achievement expectations have been
set.
7
High School Course
Enrollments/Completions in Fall 2014
• Students who enroll in a course associated with an EOC during
Fall 2014 must participate in the Winter 2014 Georgia
Milestones EOC Main Administration.
• This includes those students enrolled in a 9-week/shortduration course in Fall 2014 (for example, a course ending in
October 2014). They, too, must participate in the associated
Georgia Milestones EOC in Winter 2014.
– Given the waiver of State Board Rule 106-4-2-.13 (Statewide Passing
Score), the following conditions apply.
1. These students should NOT participate in the Fall 2014 “Legacy” End of
Course Tests (EOCT) Mid-Month Administration upon course completion.
2. Local systems may determine their policy to award final course grades.
8
Georgia Milestones
Unique Features
9
Georgia Milestones: Unique Features
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.
Georgia Milestones: Unique Features
Blended: Criterion-Referenced and Norm-Referenced
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
Note: To provide norm-referenced information,
some norm-referenced items may not align to
Georgia’s content standards. Only aligned NRT
items will contribute to proficiency designations.
Georgia Milestones: Embedded NRT
• Each content area/course test will contain 20 normreferenced items.
• The 20 NRT items will provide a national percentile score to
provide a barometer of national comparison.
• Approximately 10 of these items have been reviewed by
Georgia educators for alignment to the grade level/course
content standards.
– Only those NRT items judged to be aligned by Georgia educators will
contribute to the criterion-referenced proficiency designations of
students.
• The remaining 10 or so items, while not necessarily aligned to
the grade level/course content standards, will not contribute
to the proficiency designation.
The NRT items were selected to
reflect the full TerraNova subtest for
each content area.
12
Supported uses of NRT Scores
• Supported uses:
– General comparison of Georgia to the TerraNova
2011 nationally representative sample
– Should only be used for lower stakes information
• For example,
– to garner information about how Georgia students are
achieving relative to their peers nationally;
– to evaluate general trends over years at an aggregate level
(i.e., school, district, state)
13
Non-supported uses of NRT Scores
• Given the NRT scores serve to provide
barometer of national comparison only, they
should not be used to:
– count towards course credits;
– to decide whether or not a student is gifted;
– rank students, teachers, schools, or districts; or
– to evaluate educators.
14
Georgia Milestones
• It is important to remember that Georgia
Milestones is primarily a criterion-referenced
test, reflecting the content standards for each
grade and course
– teachers should teach the Georgia state-adopted
content standards and not to the NRT standards
Remember: All important uses of the test
results – for both students and educators –
will be based on the criterion-referenced
scores and proficiency determinations.
15
Georgia Milestones: Unique Features
Item Types
• Selected-Response [aka, multiple-choice]
– all content areas
– evidence-based selected response in ELA
• Constructed-Response
– ELA and mathematics
• Extended-Response
– ELA and mathematics
• Technology Enhanced
– to begin in 2016-2017
Constructed response is a general term
for assessment items that require the
student to generate a response as
opposed to selecting a response.
Extended-response 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.
Examining
Georgia Milestones
Item Types
Example – Grade 3 Mathematics – Fractions
Multiple Choice
Which fraction is largest?
A
B
C
D
The content and presentation of these items are
for illustrative purposes only.
Constructed Response
George and Ana each had a 12-inch pizza. Both pizzas were split into 8 equal
pieces. The shaded pieces are the portion of their pizzas that George and Ana
ate.
George
Ana
Express in fractions how much pizza George and Ana ate. Use the symbol <,
=, or > to show who ate more pizza.
George
Ana
>
The content and presentation of these items are
for illustrative purposes only.
George
12 inches
George
12 inches
12 inches
The content and presentation of these items are
for illustrative purposes only.
Constructed Response
Ana
9 inches
Carlos
Technology Enhanced
>
The content and presentation of these items are
for illustrative purposes only.
Georgia Milestones:
General Test Parameters
22
Georgia Milestones
General Test Parameters
• ELA will consists of 3 sections, 1 of which will
focus mainly on writing
• Mathematics will consist of 2 sections
• Science will consist of 2 sections
• Social Studies will consist of 2 sections
Each section will be approximately 70 minutes.
Georgia Milestones
General Test Parameters: ELA
Criterion-Referenced
Total Number of Items: 44 / Total Number of Points: 55
Breakdown by Item Type:
–
–
–
–
40 Selected Response (worth 1 point each; 10 of which are aligned NRT)
2 Constructed Response (2 points each)
1 Constructed Response (worth 4 points)
1 Extended Response (worth 7 points)
Norm-Referenced
– Total Number of Items: 20 (10 of which contribute to CR score)
Embedded Field Test
– Total field test items: 6
Total number of items taken by
each student: 60
Georgia Milestones
Writing at Every Grade
– All students will encounter a constructed-response item
allowing for narrative prose, in response to text, within first or
second section of the test.
– Within the writing section of the test, students will read a pair
of passages and complete a series of “warm-up” items:
o 3 selected-response items asking about the salient features of each
passage and comparing/contrasting between the two passages
o 1 constructed-response item requiring linking the two passages
o 1 writing prompt in which students must cite evidence to support their
conclusions, claims, etc.
Genres
Warning: Students who simply rewrite excerpts
from the passage(s) to illustrate their point(s)
will not receive favorable scores.
Writing prompts will be informative/explanatory or
opinion/argumentative depending on the grade
level. Students could encounter either genre.
Georgia Milestones
General Test Parameters: Mathematics
Criterion-Referenced
Total Number of Items: 53 / Total Number of Points: 58
Breakdown by Item Type:
– 50 Selected Response (worth 1 point each; 10 of which are aligned NRT)
– 2 Constructed Response (worth 2 points each)
– 1 Constructed Response (worth 4 points)
Norm-Referenced
– Total Number of Items: 20 (10 of which contribute to CR score)
Embedded Field Test
– Total field test items: 10
Total number of items taken by
each student: 73
Georgia Milestones
General Test Parameters: Science
Criterion-Referenced
Total Number of Items: 55 / Total Number of Points: 55
Breakdown by Item Type:
– 55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT)
Norm-Referenced
– Total Number of Items: 20 (approximately 10 of which contribute to CR score)
Embedded Field Test
– Total field test items: 10
Total number of items taken by
each student: 75
Georgia Milestones
General Test Parameters: Social Studies
Criterion-Referenced
Total Number of Items: 55 / Total Number of Points: 55
Breakdown by Item Type:
– 55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT)
Norm-Referenced
– Total Number of Items: 20 (approximately 10 of which contribute to CR score)
Embedded Field Test
– Total field test items: 10
Total number of items taken by
each student: 75
Georgia Milestones: Rubrics
• Rubrics are item specific and therefore cannot be
released.
–
Generally speaking, rubrics outline the expectations for the answer(s)
along with sufficient justification/explanation
•
•
•
Student cites evidence from the text to support answer in ELA
Student explains reasoning or approach to problem solving in mathematics
Student answers all portions of the item
– Remember the OAS includes rubrics and student exemplars for all
formative open-ended items.
• The extended-response analytic writing rubric will be released.
Students will be scored on two features:
– Idea Development, Organization, & Coherence
– Language Usage & Conventions
Resources
30
Transition to Georgia Milestones:
Resources Available NOW
• Content standards
– frameworks, formative lessons, PARCC evidence statements
• Sample items
– formative items/benchmarks via Georgia OAS→GOFAR;
– released items via PARCC, SBAC, other states (KY, NY), NAEP
– parent’s guide to Georgia’s new assessment developed by the National
PTA [http://www.pta.org/advocacy/content.cfm?ItemNumber=3816 ]
•
•
•
•
CRCT Readiness Indicators
Lexiles (as one indicator of text complexity)
Technology Specifications
Eliciting Evidence of Student Learning Modules
Focus on teaching and learning – eliciting
evidence of student learning during instruction
and adjusting as needed.
Lexiles with
CRCT Readiness Indicators
Lexiles
Grade 3
Grade 4
Common Core Stretch Text – Lower Limit
520
740
830
925
970
1010
Common Core Stretch Text – Upper Limit
820
940
1010
1070
1120
1185
On Track
625
775
845
930
970
1070
Commendable
890
990
1085
1155
1210
1265
Meets
410
570
650
685
800
805
Exceeds
790
915
1040
1120
1210
1265
US Typical Reader – Lower Limit
330
445
565
665
735
805
US Typical Reader – Upper Limit
700
810
910
1000
1065
1100
Georgia 2013 Median
790
860
940
1070
1095
1210
Grade 5 Grade 6 Grade 7 Grade 8
Formative Assessment Initiatives
Bringing a Balanced Assessment Focus to the Classroom
1600 new items
loaded
1140 science
and social
studies items
will be loaded in
fall 2014
Coming soon:
items for
grades 1 & 2
and additional
writing
prompts
Formative
Item Bank
Assessment
Literacy
Professional
Learning
Formative
Instructional
Practices (FIP)
[ 7 foundational
modules launched
in summer 2013]
Additional 12
modules that
expand upon the
foundation
Benchmark
Assessments
24 Benchmarks
developed
Overall ELA Pilot Summary Data
Number of students and percent falling into each score point
Grade
3
4
5
6
7
8
HS (9th Lit)
HS (Am Lit)
Total
Incorrect or
Minimally
Basically
Clearly
Thoroughly
student N/%
Irrelevant Demonstrated Demonstrated Demonstrated Demonstrated
0
1
2
3
4
1208
2713
1471
374
71
5837
20.7%
46.5%
25.2%
6.4%
1.2%
100.0%
1223
2593
1575
367
146
5904
20.7%
43.9%
26.7%
6.2%
2.5%
100.0%
1148
2038
2192
1054
308
6740
17.0%
30.2%
32.5%
15.6%
4.6%
100.0%
781
2427
1839
826
197
6070
12.9%
40.0%
30.3%
13.6%
3.2%
100.0%
913
2389
2310
1132
286
7030
13.0%
34.0%
32.9%
16.1%
4.1%
100.0%
1322
2673
1856
729
169
6749
19.6%
39.6%
27.5%
10.8%
2.5%
100.0%
1362
2732
1332
463
90
5979
22.8%
45.7%
22.3%
7.7%
1.5%
100.0%
1115
2407
1938
584
177
6221
17.9%
38.7%
31.2%
9.4%
2.8%
100.0%
Overall Math Pilot Summary Data
Number of students and percent falling into each score point
Grade
3
4
5
6
7
8
HS
Total
Incorrect or
Minimally
Basically
Clearly
Thoroughly
Irrelevant Demonstrated Demonstrated Demonstrated Demonstrated student N/%
0
1
2
3
4
2085
1756
894
199
83
5017
41.6%
35.0%
17.8%
4.0%
1.7%
100.0%
2118
2064
685
170
83
5120
41.4%
40.3%
13.4%
3.3%
1.6%
100.0%
1880
1548
642
188
59
4317
43.5%
35.9%
14.9%
4.4%
1.4%
100.0%
2506
1938
639
200
67
5350
46.8%
36.2%
11.9%
3.7%
1.3%
100.0%
2454
1473
453
132
46
4558
53.8%
32.3%
9.9%
2.9%
1.0%
100.0%
2513
1840
933
317
139
5742
43.8%
32.0%
16.2%
5.5%
2.4%
100.0%
3977
2696
656
165
58
7552
52.7%
35.7%
8.7%
2.2%
0.8%
100.0%
Key Findings From Pilots of
Formative Open-Ended Items
• Overall performance shortfalls
– Students were not familiar with these types of items
• Many responded ‘dnk’ – as in ‘do not know’
– Students did not show their work, detail their
thoughts, rationales, cite evidence to support their
answer or claim
• Tendency was to cite answer only – as if a multiple-choice
item
– Students did not read carefully and answer all parts of
the question/item
Transition to Georgia Milestones:
Resources Available Soon
• Sample items specific to Georgia Milestones
• Ancillary support resources, such as
– Assessment Guides
– Student Study Guides
– Accommodations Guidelines
– Informational videos [parents & public /educators]
– Online Practice Center (to aid students in gaining familiarity for CTB’s
online test administration system)
Online Testing Transition &
Technology Specifications
38
Transition to Online Testing
Transition to Online
– Online administration will be the primary mode of
administration for Georgia Milestones, with
paper/pencil serving as back-up
• transition will occur over time
– Administration procedures will change
– Online practice center will be available for
A demo of CTB’s online platform can be accessed at this link –
students
http://learnoas.ctb.com/GA/
•
•
•
Click on any one of the tests to open the Sample Test Page
Click on “Start the test” at the top of the web page
Click on “Login”, no credentials are required
Note – this demo was designed for the CRCT Retest in mind so
the tests that you will see are for Grades 3, 5 & 8, Reading &
Math.
Transition to Online Testing
• Technology Specifications posted at:
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-ForEducators.aspx
• Tablets supported beginning with Spring 2015 main
administrations.
– iPads supported beginning Winter 2014 EOC
• Transition to Online
– Year 1: minimum of 30% online across the district, grades 3-12
– Year 3: minimum of 80% online across the district, grades 3-12
– Year 5: minimum of 100% online across the district, grades 3-12
All schools in all district are expected to conduct some degree of testing online
in 2014-2015 . . . and of course, subsequent years.
Paper/pencil versions will be available through all
years of the transition for the small number of
students who cannot interact with computer due to
their disability. Braille forms will be available as well.
40
Online Testing Considerations
Online testing requires different thinking relative to logistics . . .
– For many systems (if not all), many lessons have been learned over time through
use of the EOCT online in Main, Mid-Month, and Retest administrations and
through the CRCT Retest online.
– Technology hardware, peripherals, requirements, support needs, capacity
– More than one session per day (AM and PM for instance) and testing on
Mondays and Fridays (which are days of the week many systems have tried to
avoid in the past)
– “Cycling” students through test settings where technology is housed
– The number of students a school can test online given the bullets noted above
– Seating/space considerations
– Securing log-ins, passwords, etc.
– Experience of staff and students with technology
– Contingency planning for both expected and unexpected events such as power
outages (incl. weather related), Internet service interruptions, construction in or
near a school, local downtime/upgrades to technology, etc.
41
Scheduling and
Administration Guidelines
2014-2015
42
End of Course (EOC) Assessments
Specified high school courses
Main Administrations
State
Testing
Windows
Local
Testing
Window
Structure
Order
Winter 2014: 12/01 - 01/09
Spring 2015: 04/27 - 06/05
Summer 2015: 06/15 - 07/17
Mid-Month
Administrations
Main Administration
March 30 – May 1, 2015
01/20 – 01/30
02/09 – 02/20
03/02 – 03/13
Can span the entire EOC State Testing Window
 Paper/Pencil and online administration modes available for all
content
 For paper/pencil administrations an individual test booklet will
be provided for each of the 8 EOCs
 *Section 3 will assess writing through an extended constructedresponse
Content
Sections
Minutes Per
Section
Ninth and American
Literature and Composition
3*
70
Coordinate Algebra and
Analytical Geometry
2
Biology and Physical
Science
United States History and
Economics
Determined by School District
End of Grade (EOG) Assessments
Grades 3-8
Nine day window within the EOG State Testing
Window
 Paper/Pencil and online administration modes available for all
content
 For paper/pencil administration there will be one test booklet by
grade containing all 4 EOG content areas
 *Section 3 will assess writing through an extended constructedresponse
Content
Sections
Minutes per
Section
English Language Arts
3*
70
70
Mathematics
2
70
2
70
Science
2
70
2
70
Social Studies
2
70
English Language Arts, Mathematics, Science, Social Studies
43
General Scheduling and Administration
Guidelines
• Target for online testing in Year 1 of Georgia Milestones is a minimum
of 30% of students district-wide across Grades 3 – 12.
• Each school within a district must conduct some degree of online
testing.
• For the EOG, students who are tested online must engage in online
testing in all content areas.
• In other words, a student who takes the Grade 5 ELA assessment online must
also test online in Math, Science, and Social Studies.
• The scheduled start date for an EOG grade-level content area or EOC
content area must be consistent district-wide regardless of
administration mode.
• Each grade-level content area (EOG) or course area (EOC) should be
scheduled for completion during the same week as its start date. The
exception is ELA Section 3 (writing).
44
General Scheduling and Administration
Guidelines - continued
• Breaks provided to students during a test administration must conform to
directions in the Examiners Manual.
– For instance, a lunch break of 25 minutes does not conform to this requirement and
presents potential test security concerns.
– Note: This does not apply to EOC two-day administrations given the nature of that
model of scheduling.
Makeup Days/Sessions
• Make-up days/sessions must be designated within the local testing
window.
• The last day of the local testing window should be scheduled as a makeup
day to capture any remaining students who need to complete testing.
• In addition to designated makeup days; makeup sessions can be
scheduled, morning or afternoon, as time permits on other days during
the local window.
45
Differences in Scheduling Guidelines to
Consider When Scheduling the EOC and EOG
Administration mode for a
student can vary from one
content area to another
Schedule for individual content
area administrations can span
consecutive school days
AM and PM sessions of the same
content area are permitted
Sections 1 and 2 of a content
area can be scheduled on
separate consecutive days
EOC
EOG
Yes
No
Yes
(for paper and/or
online)
Yes
Online Only
Online Only
(Paper PM make-ups
allowed)
Yes
(2-day
administration
model)
No
46
Scheduling for EOG Online
• In order to maximize online testing capacity in grades 3-8, districts
may stagger the scheduled start date for grade-level content areas
provided the scheduled start date for each grade level content area
is consistent district-wide.
•
For instance, Grade 3 ELA can be scheduled to start on a Monday and complete with
Social Studies on Friday of the same week; Grade 4 ELA can then be scheduled to start on
a later day that week.
• Because the scheduled start date for EOG grade-level content must
be consistent system-wide, considerations must be given to the
various levels of student enrollment (and online testing capacity)
across schools within a system. Larger schools, dependent upon
their online capacity, would likely take longer to complete a gradelevel content area than a smaller school.
•
The 9-day window for grades 3-8 remains in place. However, GaDOE will be available to
talk with districts in detail regarding schedules and attempts to maximize the
implementation of online testing.
47
Clarifying Scheduling for EOG
Paper/Pencil Administrations
• EOG Paper/pencil administrations must be scheduled, and
administered, on a calendar that is consistent district-wide.
• The scheduled start date, by grade level content area, must be the
same for both paper/pencil and online administration modes.
– For instance, all Grade 3 Math students (both paper and online) start testing in
mathematics on the same day. Should there be a need for online test
administrations to extend beyond one day in Grade 3 Math, paper/pencil
administrations cannot begin for the next content (Science) until online testtakers are complete with Math.
– Again, the 9-day window remains in place. However, GaDOE will be available
to talk with districts in detail regarding schedules and attempts to maximize
the implementation of online testing.
– The collection of enrollment counts (including paper/pencil and online
numbers) will not be required until January 2015 . . . So there is time to
converse and plan for your Spring 2015 EOG window.
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Considerations for Administering English
Language Arts (ELA)
• The ELA assessment for the End of Course (EOC) and the
End of Grade (EOG) consists of 3 sections.
• Section 3 (Writing) is comprised of an extended
constructed-response.
• Because of the unique characteristics of the design of the
ELA content area, special considerations MUST be
considered when scheduling for administration (including
make-ups).
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Administering English Language Arts continued
• ELA Section 3 (writing) should be the only content on
which a student is assessed on the day it is scheduled,
either as a main or makeup administration
– An exception to this would occur should a student need to make
up multiple content areas and there are not enough days left in
the local testing window.
• The administration of ELA Section 3 (writing) must be
scheduled:
1) on a school day that immediately follows the scheduled
completion of ELA Section 2 and;
2) before the administration of a subsequent content area (makeups may be an exception to this).
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Administering English Language Arts continued
• Under no circumstances (including for make-up purposes)
should a student take ELA Section 3 (writing) prior to the
completion of ELA Sections 1 and 2.
• For EOG, the scheduled main administration start date for ELA
Section 3 (writing) must be consistent district-wide by grade
(3-8).
• For EOC, the scheduled main administration start date for ELA
Section 3 (writing) must be consistent district-wide by course
(9th Grade Literature, American Literature).
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Final Points of Emphasis
• For EOG and EOC, ELA Section 3 (writing)
should be the only content area a student
should be scheduled to take on a single day.
(Note some possible exceptions as discussed in previous slides
. . . Make-ups)
• For EOG, online only, grade-level content test
sessions can be scheduled for AM and PM and
over consecutive school days (if necessary).
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Final Points of Emphasis
• For EOC, Sections 1 and 2 can be scheduled over 2
consecutive days. (As has been the case in the past for the
EOCT through the 2-day administration model)
• For EOG, Sections 1 and 2 must be scheduled on
the same day.
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Key Dates
54
Pre-ID Cycles
• Winter 2014 EOC (and GKIDS, GHSWT Main
Administration)
– August 14 – 26, 2014
• Spring 2015 EOC and EOG Administrations
– January 15 – February 2, 2015
GaDOE Data Collections Pre-ID Webpage:
http://www.gadoe.org/Technology-Services/DataCollections/Pages/FY2015-Pre-ID-Labels-Resources.aspx
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Georgia Milestones:
Key Dates 2014-2015
 Pre-ID Cycle I (Winter EOC, GKIDS, and GHSWT): August 14-26
 Winter 2014 EOC Enrollment Counts Collected: August 18-29
 Winter 2014 EOC Pre-Administration Webinar: October 28-30
 Update available for CTB Test Delivery Client for Winter 2014 EOC:
November 12
 Winter 2014 EOC Paper Materials: Shipment begins Nov. 10
 Winter 2014 EOC Main Administration: December 1-January 9
 Spring 2015 EOG Enrollment Counts Collected: January 8-22
(Tentative)
 Spring 2015 EOC Enrollment Counts Collected: January 15-29
(Tentative)
 Pre-ID Cycle (Spring EOC & Spring EOG): January 15-February 2
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Georgia Milestones:
Key Dates 2014-2015
 Spring 2015 EOC Mid-Month Administrations
 January 20-January 30
 February 9-20
 March 2-13
 Spring EOG Pre-Administration Webinars: Week of Feb. 2 (Dates TBD)
 Spring EOG Paper Materials Delivery Begin: March 9-16 (Tentative)
 Spring & Summer EOC Pre-Administration Webinars: March 10-12 or
17-19
 Summer EOC Enrollment Counts Collected: March 12-26 (Tentative)
 Update available for CTB EOG Test Delivery Client: No later than
March 16 (Tentative)
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Georgia Milestones:
Key Dates 2014-2015
 Spring EOG Main Administration: March 30-May 1
 Spring EOC Paper Materials Delivery Begins: April 13 (Tentative)
 Update available for CTB EOC Test Delivery Client: No later than
April 13 (Tentative)
 Spring EOC Main Administration: April 27-June 5
 Summer EOC Paper Materials Delivery Begins: May 26
 Summer EOC Main Administration: June 15-July 17
 Standard Setting: Summer 2015
 Reports Available: Fall 2015
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Information Forthcoming
• Calculator Guidelines
• Accommodation Guidelines
59
Questions & Answers
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