Test Chairpersons’ Orientation Miami-Dade County Public Schools September 27, 2012 Agenda General Session (8:15 – 11:30 a.m.) Welcome Dr. Sally A. Shay, Student Assessment Accountability: School Grades and Annual Yearly Progress Gisela Feild, and Vilma Rubiera, Assessment, Research, and Data Analysis 2012-13 Testing Calendar Updates to the Testing Programs VPK Assessment Dr. San Juanita de la Cruz, Early Childhood Education Agenda General Session (Continued) Test Security, Reporting Violations, and Responding to State Inquiries District Investigations: Detective Louis Nunez, Miami-Dade School Police General Session (12:30 – 1:30 p.m.) Introduction to File Download Manager Tiffany Davis, American Senior High School and Betty Viada, Miami Lakes Educational Center Agenda Breakout Sessions (1:45 – 3:30 p.m.) Test Chair 101: Basics on preparing test materials Zulema Lamazares, Henry Flagler Elementary Edusoft: Testing Platform for Baseline and Interim Assessments Rudy Azcuy, Instructional Technology On-line CELLA: Administration for ESOL Placement Deland Innocent, Bilingual/World Languages Accountability Gisela Feild, Administrative Director, Assessment, Research and Data Analysis and Vilma Rubiera, Project Manager, Data Analysis 2012-13 Testing Calendar http://oada.dadeschools.net/TestingCalendar/TestingCalendar.asp 2014 and Beyond 7 Program Updates: Florida Comprehensive Assessment Test (FCAT/FCAT 2.0) and End-of-Course (EOC) Assessments Next Generation Sunshine State Standards (NGSSS) Maria C. Bruguera, Director I Mara Ugando, Staff Specialist FCAT 2.0 and EOC Updates Phasing in FCAT 2.0 Writing Phasing-in FCAT 2.0 Reading computer-based test (CBT) in Grades 7 and 9 Phasing in FCAT 2.0 Mathematics computer-based test (CBT) in Grade 5 FCAT (SSS) Reading Retake (graduation test) will not longer be offered in the 2012-13 school year and beyond. Civics End-of-Course (EOC) will be field tested in selected middle schools EOC Requirements EOC Requirements based on cohort year: Algebra 1, Biology 1, and Geometry EOC Assessments will be administered in grades 6 -12, to enrolled students in an eligible courses in winter, spring, and summer. Grade 9 students in 2012-13 and younger: must pass the Algebra 1, Biology 1, and Geometry EOC assessments to earn high school credit. Grade 9 in 2011-12 (Grade 10 students): must pass the Algebra 1 EOC to earn high school credit. In addition, the Biology 1 and Geometry EOC scores will count as 30% of the final course grade. Grade 9 in 2010-11 (Grade 11 students): the Algebra 1 EOC score will count as 30% of the final course grade. The US History EOC will count as 30% of the final course grade for ALL students in Grades 9 -12 enrolled in an eligible course. This 30% rule will remain in effect this school year and beyond. Transition Schedule 2012–2013 Computer-Based Testing System Minimum Specifications General Specifications (Windows/PC and Apple/Macintosh) Each computer must meet or exceed the following General Specifications in addition to the applicable Operating System Specifications below: 500 MB available disk space 1024x768 screen resolution Keyboard and mouse (or other pointing device) High-speed internet connection Operating System Specifications Windows/PC Windows XP (Service Pack 3) Windows (Service Pack 1) Pentium III 733 MHz processor 512 MB RAM Apple/Macintosh Pentium III 1 GHz processor Windows 7 Pentium III 1 GHz processor 1 GB RAM 1 GB RAM Mac OS X 10.4 Mac OS X 10.5 Mac OS X 10.6 Intel processor 1 GB RAM G3, G4, G5 500 MHz processor 512 MB RAM Intel, G4, G5 867 MHz processor 512 MB RAM Certification Tool The Certification Tool is to be completed by each school that will offer computer-based assessment(s) in the 2012-13 school year. (Please refer to Weekly Briefing #12320.) Six sections to complete online: I. Computer Specifications II. Student Scheduling Plan III. Annual Checklist IV. Administration – Specific Checklist V. School Computer-Based Assessment Team VI. Submit to District Office The Certification Tool Webcast Training is available at: http://oada.dadeschools.net/Screencasts/2013EOC/201213CBTSCREENCAST.html. Certification Tool, cont. The Certification Tool is to be completed twice in the 2012-13 school year. One Certification Tool for FALL and WINTER assessments: Fall 2012 FCAT/FCAT 2.0 Retake: Reading and Mathematics Winter 2012 EOC Assessments: Algebra 1, Biology 1, and Geometry One Certification Tool for both SPRING assessments: Spring 2013 FCAT /FCAT 2.0 Retake: Reading and Mathematics Spring 2013 FCAT 2.0 Reading and Mathematics Spring 2013 EOC Assessments: Algebra 1, Biology 1, Geometry, US History, and Civics Field Test (selected schools only) PearsonAccess PearsonAccess – www.pearsonaccess.com/fl A website used for almost all test preparation (e.g., PreID), setup, administration, and reporting tasks. Correct test administration must be selected each time you log in. Requires a username and password. Links to support materials: www.FLAssessments.com/ PearsonAccess will timeout after 14 minutes of inactivity. PearsonAccess, cont. PearsonAccess Training Center Accessed from the Training Center tab on PearsonAccess Home page. Provides an opportunity to practice PearsonAccess tasks. Manage the Infrastructure Trial in preparation for testing. Requires a username and password. TestNav 6.9 Platform for Florida’s high-stakes computer-based statewide assessments. Software application installed either on a file server or on each computer that will be used for testing. Secure, locked-down browser. Runs on tablets (except for iPads) but not recommended. Note: This is the URL used for testing this Spring; it is different from the URL used for the Infrastructure Trial. TestHear Platform used to deliver accommodated forms (e.g., large print, zoom, color contrast, screen reader, assistive devices) for Florida’s high-stakes computer-based statewide assessments. Must be installed on all computers that will be used by eligible students requiring accommodated CBT forms. Local installation is required. New updated version must be installed. Available for download at www.FLAssessments.com/downloads. Note: Audio card and headphones are required for the computers that will run the Screen Reader accommodation. Proctor Caching Proctor Caching is a process of loading or “caching” test content locally on a computer at the school level. Does not require a separate caching server and can run on any workstation on the network that meets minimum requirements. Proctor Caching software is provided by Pearson. Reduces test delays due to network congestion. Provides students with a more seamless testing experience. Required for all FCAT/FCAT 2.0/EOC computer-based testing in Florida. Infrastructure Trial The Infrastructure Trial simulates a computer-based test using mock test items that will allow schools to test hardware and network capacity prior to the CBT operational administration. It should take approximately thirty minutes for users to log in, supply random answers, and submit the test. Please note that the content of the test used for the Infrastructure Trial is NOT intended for student practice. Schools must set up the Trial to use all computers scheduled to be used concurrently during the Fall / Winter / Spring CBT administrations. The Infrastructure Trial is managed in the Training Center. TestHear accommodated forms are available for the Infrastructure Trial. These forms are larger (50 MB) than regular TestNav forms (2 MB). Practice Test (ePat) Electronic Practice Assessment Tool Provides students an opportunity to practice using the computer-based platform prior to testing. Available for download at www.FLAssessments.com/ePATs. Download ePAT launcher separately from test content. Accommodated ePATs are also available. Launcher is bundled with the practice test content for accommodated forms. Scripts and instructions for downloading ePATs are under the Resources tab. Student Tutorials www.FLAssessments.com/ePATs Resources tab Provide additional exposure to the format of computer-based assessments Viewing the tutorials does not replace the required practice test (ePAT) sessions Student Tutorials, cont. District Level Certification Form Current policy states that individuals who handle secure materials for statewide assessments (FCAT/FCAT 2.0/EOC) must have state- or district-level teaching certifications. If there are instances in which a non-certified person will assist the test chairperson with preparing test materials, the District-Level Certification Form must be completed and submitted for approval. * Kathleen Sierra, Supervisor 26 RttT District Developed Assessments for Hard Measure Content Funded throughto the Race to the Top (RttT) Grant – Three Areas Year Project Goals of the Initiative Develop high quality, standards-based assessments in non-core content areas Provide Florida public and charter school districts with an extensive bank of assessment items High Quality, standards-based Field tested Vetted by Florida Educators Once Item bank is fully operational, Florida Districts, schools, and teachers will access to the bank to generate assessments to meet their needs. RttT District Developed Assessments for Hard to Measure Content Areas (cont.) How were courses chosen? Through student enrollment and teacher assignments Content Areas being developed: Career and Technical Education Health Education K-12 Physical Education K-12 Performing Arts Visual Arts World Languages RttT District Developed Assessments for Hard to Measure Content Areas (cont.) Timeline: 2011-12 and 2012-13 school years Develop Item Specifications Develop Test Items, Blueprints, and test forms 2013-14 school year Field test 2014-15 school year Item Bank fully operational for all Florida public and charter school Districts 29 Interim Assessment Program Formative Classroom Assessment Felicia Mallory, Executive Director Denetra Collins, Staff Specialist Purpose of the Baseline Benchmark Assessments (BBA) To determine students’ baseline knowledge of the Next Generation Sunshine State Standards in Reading, Mathematics, Science and Social Studies. To provide teachers with a quick snapshot of students’ initial knowledge and abilities to focus instruction. To provide for state required progress reports in schools classified under the Differentiated Accountability System as Focus, Focus DD, Focus DDD, Prevent, and Priority. Program guide and instructions for downloading the assessments are available on our website at http://oada.dadeschools.net/IAP/IAP.asp Purpose of Interim Assessment To monitor student progress on the Reading, Mathematics, Tests Science and Social Studies Next Generation Sunshine State Standards (Fall, Winter, and Spring) To provide teachers with classroom assessment tools that will provide reliable student-level benchmark information to inform instruction To provide students with information on their progress on specific benchmarks To provide schools with a reliable and valid assessment tool for state progress reporting. Overview of the Interim Assessment Program Interim Assessment tests administered three times per year BBA, fall, winter, and spring Alignment with the Next Generation Sunshine State Standards and District’s pacing guides Benchmark Assessment Item Banks for Reading and Mathematics are available in ExamView Data analysis and disaggregation, score reports, and item analysis are available in Edusoft Interim Assessment Administration Windows 2012-2013 Administration Windows BBA August 20, 2011 – September 21, 2012 Fall October 29 – November 9, 2012 Winter January 9 – January 20, 2012 Spring March 18 – March 22, 2012 - Subjects and Grade Levels Reading : Grades 3-10, Mathematics: Grades 3-8; Algebra 1 , Geometry, Science: Grades 5, 8, and Biology 1 United States History Civics Reading : Grades 3-10 Mathematics: Grades 3-8; Algebra 1, Geometry, Science: Grades 5, 8, and Biology 1 - Reading : Grades 3-10, Mathematics: Grades 3-8; Algebra 1, Geometry, Science: Grades 5, 8, and Biology 1 United States History - United States History Civics Students to be Tested All eligible students* must take the Interim Assessment in Reading, Mathematics, and Science. Reading, Grades 3-10,* Mathematics, Grades 3-8* Science: Grades 5 and 8* All students enrolled in: Algebra I** Geometry** Biology I** U.S History** Civics** *Students MUST take the test corresponding to the grade level in which they are listed in ISIS (unless they are enrolled in an EOC course in same content area). **Or an equivalent course (see Appendix D, page 42 of the CBT Supplemental Program Guide) Administration Format Content- Area Paper-Based Tests Computer-Based Tests Reading Grades 3-5, and 8 Math Grades 3, 4, 6-8 Grades 6, 7, 9, 10 , and Retake Grade 5 Algebra I Geometry Science Grades 5, 8 Biology I Social Studies U.S. History* Civics U.S. History* *Paper-based for Baseline only, computer-based in subsequent administrations. Approximate Testing Times Before the Test Approximately 10 minutes to pass out testing materials Administration Time Reading*: Approximately 70 minutes Mathematics*: Approximately 75 minutes After the Test Approximately 10 minutes to collect testing materials Science*: Approximately 112 minutes Civics Approximately 60 minutes U.S History* Approximately 90 minutes * Longer assessments may be administered over a two-day time period. Performance Levels The Performance Levels for grades 3-10 reading, 3-8 mathematics, and algebra are outlined below. Satisfactory Progress Students who are likely to score in FCAT levels 3 and above Limited Progress Students whose performance was not sufficient to predict success Insufficient Progress Students who are likely to score below FCAT level 3 This student demonstrated a satisfactory level of achievement on the content focus of the Next Generation Sunshine State Standards assessed during this instructional period. To attain high levels of achievement in this content area, the student must receive continued instruction on the challenging content and skills across the benchmarks designated for this grade level. This student demonstrated a limited level of achievement on the content focus of the Florida Sunshine State Standards assessed during this instructional period. To attain high levels of achievement in this content area, the student must receive targeted interventions and remediation in the areas of concern, and continued instruction on the challenging content and skills across the benchmarks designated for this grade level. This student demonstrated an insufficient level of achievement on the content focus of the Florida Sunshine State Standards assessed during this instructional period. To attain high levels of achievement in this content area, the student must receive intensive interventions and remediation in the areas of concern, and continued instruction on the challenging content and skills across the benchmarks designated for this grade level. Score Reports Useful reports that can be retrieved via Edusoft: Class List Reports Item Analysis Report Item Response Report Student Performance Report Subgroup Report Custom Group Report Performance Band Report Benchmark Assessment Item Bank To allow teachers to monitor student progress on the Reading and Mathematics Next Generation Sunshine State Standards To provide teachers with classroom assessment tools that will provide reliable student-level benchmark information to inform instruction To provide students with information on their progress on specific benchmarks Item Bank Resources: Item Bank Overview Item Bank Newsletter Download Examview Test Generator Comprehensive English Language Learners (CELLA) Felicia Mallory, Executive Director Denetra Collins, Staff Specialist Overview of CELLA CELLA is a four-skill English language assessment measuring student proficiency in listening, speaking, reading, and writing. Students in grades 1 – 12 are administered the Listening, Reading, and Writing sections in groups Speaking on a one-on-one basis Kindergarten students are assessed in all four areas on a one-to-one basis. Unlike the FCAT, CELLA is not a timed test. Purposes of CELLA The test results can provide: Data useful for charting student progress over time, Diagnostically useful information about students’ strengths and weaknesses in English, The language proficiency levels of individual students can be used in making decisions regarding placement into, or exit from English for Speakers of Other Languages (ESOL) programs. Identifying the proper ESOL level, Determining whether the District and schools met Annual Measureable Achievement Objectives (AMAOs) Annual Measurable Achievement Objectives (AMAOs) AMAO 1: Progressing in English language acquisition annual increases in the number or percentage of students making progress in learning English AMAO 2: Exiting or reaching English language proficiency annual increases in the number or percentage of students attaining English language proficiency by the end of each school year AMAO 3: ELL-Adequate Yearly Progress (AYP) AYP for the ELL subgroup in demonstrating proficiency on grade-level in reading and mathematics on the FCAT Important Dates for 2013 CELLA Administration: Individual Group: March 4 - April 5, 2013 National Assessment of Educational Progress (NAEP) Felicia Mallory, Executive Director Denetra Collins, Staff Specialist Features of NAEPTUDA Provides district-level data to participating urban districts Provide a common yardstick to measure student achievement in comparison to Other urban districts States Large Central Cities National Public Schools Census Regions Purpose of the National Assessment of Educational Progress A common nationwide measure of student performance (NAEP)/TUDA Reports changes over time. Provides results for the nation, states, and some urban districts. Secondary indicator for state progress and allows national comparisons between states and large urban districts Used by the President, Congress, and state leaders to set education policy Overview of the NAEP A representative sample of schools and students are selected. Randomly selected students in grades 4,8, and12 are assessed in reading, mathematics, economics, and writing. Assessments include multiple-choice and constructed responses. Assessments are administered by NAEP field staff Assessments are 90 to 120 minutes, which include testing and answering background questions Accommodations are offered for ELL and SWD students. Results are reported by scale scores, subscales, achievement levels, subgroups, and geography 2013 Assessment Components Operational Components Reading Mathematics Grades/ Ages 4, 8, 12 4, 8, 12 Pilots Grades Reading 4, 8 Mathematics 4, 8 Technology and 8 Engineering Literacy (TEL) Special Research Studies Varies NAEP 2013 Assessment Window January 28,2013 to March 8, 2013 Important Dates for NAEP 2013 Event Date Provide School Information October 11, 2012 Form registration NAEP field staff will contact schools to schedule an assessment visit Mid-December, 2012 Pre-Assessment packet arrives in selected schools January 2, 2013 Pre-Assessment visits January 2 – February 15, 2013 NAEP Testing Administration Window January 28 – March 8, 2013 NAEP-TUDA 2013 Release Date Subject and Grade Math – Grade 4 and 8 Reading – Grades 4 and 8 Release Date November 2013 Program for International Student Assessment (PISA) International assessment sponsored by the National Center for Education Statistics (NCES) of the United States Department of Education. Measures students’ mathematical, scientific, and reading literacy and their preparedness for adult life. Assesses students who are about age 15. Student must be born between July 1, 1996 and June 30, 1997. Forty-two students are sampled per selected school to take a two-hour assessment of math, reading, and science questions. Includes a student questionnaire. Florida Competency on Personal Fitness (FCEPF) Denetra Collins, Staff Specialist Stanford Achievement Test, Tenth Edition (SAT-10) Mayda Cabeza, Director I SAT10 What is the SAT-10? Who is administered the SAT-10? Grades K - 2, district-wide Important dates to remember April 9-12, 2013 SAT-10 How do SAT-10 materials arrive to schools? Is the SAT-10 a secure test? SAT-10 Test Chairperson Training February 2013 School level training of test administrators and proctors Test Administration Untimed SAT-10 Results School Listing of Results (June) Must be picked up at ITS Individual Student Reports (August) Delivered to schools Results Not available on the Parent Portal Posted to SPI under the tab FCAT Scores Uses Referral of students to the district’s gifted program (Plan A or Plan B) Early identification of students who would be considered at high risk for problems associated with reading comprehension Grade 3 Opportunities for Promotion Grade 3 Opportunities for Promotion Section 1008.25, Florida Statutes (F.S.), Eliminating Social Promotion. Spring FCAT 2.0 Reading Spring Grade 3 Reading Student Portfolio Alternative Standardized Reading Assessment (ASRA)—ITBS, Level 9, administered the last two weeks of school Alternative Assessment for Grade 3 Promotion (AAGTP)—SAT10, Primary 3, administered in Summer School Grade 3 Mid-Year Promotion (GTMYP)—ITBS, Level 10, administered in November Grade 3 Reading Student Portfolio Administered during the 2nd semester Participants: All grade 3 students complete a portfolio Scored at the school site Represents the 2nd opportunity for a student to be promoted to grade 4 Student must demonstrate mastery of the Next Generation Sunshine State Standards (NGSSS) Training conducted via Screencast Alternative Standardized Reading Assessment (ASRA) Administered the last two weeks of schools. Participants: Students scoring FCAT 2.0 Reading level 1 , students who did not participate in the Spring FCAT, and Students without a passing Reading Portfolio Represents the 3rd and last opportunity within the school year prior to retention. This administration of the ITBS, Level 9 is scanned via Edusoft therefore results are available immediately. Students must score at or above a given cut score on the ITBS to be considered for promotion. Training conducted via Screencast Alternative Assessment for Grade 3 Promotion (AAGTP) Administered at the end of the summer Reading camp. Participants: Retained grade 3 students SAT-10, Primary 3 is scored locally through ITS Represents 4th opportunity for students to be promoted to grade 4 Students must score at or above a given cut score on the SAT-10 to be considered for promotion Training conducted via Screencast Grade 3 Mid-Year Promotion (GTMYP) Administered mid-November Participants: Students who “just missed” passing the AAGTP, or other students at the principal’s discretion ITBS, Level 10 is scored at the school site via Edusoft Represents 5th opportunity for retained 3rd grade students to be promoted to grade 4 Students must have a passing score on the ITBS, representing 4th grade work. The Iowa Tests Iowa Tests of Basic Skills (ITBS), Grades K-8 and Iowa Tests of Educational Development (ITED), Grades 9-12 Iowa Tests Used for Plan B Gifted Placement; Extension of Services in the ESOL program; Optional for Charter Schools Only, ESOL program placement Scanned and scored via Edusoft Download a copy of the Iowa Tests Guidelines at: http://oada.dadeschools.net/TestChairInfo/InfoForTestChair.asp HB1255 Section 1008.30, F.S. High schools must evaluate the college readiness of each student prior to grade 12. Eligible grade 11 students with the following criteria should test. Student who score a level 2 or 3 on the reading portion of the Grade 10 FCAT 2.0 Students who score Level 2, 3 or 4 on the Algebra I EOC in Grade 10 (New). Results of the assessment will be used to advise students. (New) Spring 2013, FLDOE will conduct a special concordance study between the Algebra I EOC and PERT Mathematics. Select statewide sample in grades 6-10 (cohort required to pass) Select students will take both assessments giving them opportunities to earn a passing score once concordant scores are set. What is the P.E.R.T.? Postsecondary Education Readiness Test Customized for Florida and aligned to Florida’s Postsecondary Readiness Competencies Readiness Scores Reading, 104 Writing, 99 Mathematics, 113 P.E.R.T. Components and Design P.E.R.T. Placement Test (3 sub-tests) identifies appropriate course placement in Reading, Writing and Mathematics Computer Adaptive Larger font available for accommodation 30 questions per subtest 25 operational items for placement score 5 field test items P.E.R.T. Implementation in High Schools Testing window begins February 2013. Must test eligible grade 11 students. However, students may demonstrate college-readiness via the ACT, SAT, or CPT. Students who do not demonstrate college readiness MUST enroll in the appropriate postsecondary course in their senior year. Students may not retake the PERT until the postsecondary coursework is completed. Students have only 2 attempts to take the PERT during their high school career. Schools who have an overage of test units may use them to test select students for Dual Enrollment. P.E.R.T. Score Repository Roll out in the Fall 2012. Fully operational by November Will house all PERT scores Miami-Dade College (MDC) will be able to access PERT test scores for students participating in Dual Enrollment and incoming students interested in enrolling at MDC after graduation. Miami-Dade County Public Schools will continue to periodically upload PERT test scores on SPI for school access. Florida Voluntary Prekindergarten (VPK) Assessment Office of Early Childhood Programs Dr. San Juanita de la Cruz, District Supervisor (305) 995-7645 Test Security, Reporting Violations, Responding to State Inquiries, Caveon Data Forensics Dr. Sally A. Shay, District Director Security Standards, Guidelines, and Procedures for Test Administration and Test Security available at http://oada.dadeschools.net/TestChairInfo /InfoForTestChair.asp Adopted by School Board General Guidelines Florida Test Security Statute and Rule General Security Guidelines DO Provide secure storage Restrict access 3 or fewer keys Handle secure materials, including affixing of labels in a limited-access area Secure visual barriers on computer workstations Maintain documentation Chain of custody Book assignment to students Train test administrators and proctors Monitor students during lunch break or extended breaks Visual barriers for computer-based testing DO NOT Allow unauthorized access to materials or content Open secure materials prior to date allowed Allow untrained or uncertified staff to test students Coach or provide assistance during test administration View, review, copy, or debrief test content Reporting Irregularities and Security Violations All school staff are responsible for ensuring appropriate administration procedures and reporting any irregularities. Reporting procedures Specified in Standards, Guidelines, and Procedures for Test Administration and Test Security Test Chairperson / Principal Student Assessment and Educational Testing Regional Center or District Administrative Office Appropriate investigative unit Caveon Data Forensics The FLDOE has contracted with Caveon Test Security to provide its Caveon Data Forensics™ for all statewide assessments. Caveon will analyze data to identify highly unusual test results for two primary groups: Students with extremely similar test responses; and Schools with improbable levels of similarity, gains and/or erasures. Flagging only the most extreme results. Troubling News Michigan Educator Survey*, July 2011 34% felt pressure to change grades for the better 29% felt pressure to cheat on standardized tests 21% know of an educator that changed scores on student tests 8% admitted to changing students’ grades due to outside pressure *Detroit Free Press, July 26, 2011 Caveon Data Forensics Process Examples of “Unusual” Behavior Very high similarity among pairs or groups of test takers (may be across test groups) Very unusual number of erasures, particularly wrong to right Very substantial gains or losses from one occasion to another Focused on impact on scores Similarity Most Powerful & “Credible” Statistic Measures degree of similarity between two or more test instances Analyze each test instance against all other test instances in the school Possible causes of extremely high similarity: Answer Copying Test Coaching Proxy Test Taking Collusion Erasures Based on estimated answer changing rates from: Wrong-to-Right Anything-to-Wrong Find answer sheets with unusual WtR answers Extreme statistical outliers could involve tampering, “panic cheating”, etc. Important! No student–level score invalidations based on erasure analysis; erasure analysis limited to school-level flagging for additional review. Unusual Gains/Losses Predict score using prior year information. Measure large score increases/decreases against predicted score Which score truly reflects the student’s actual ability or competence? Extreme Gains/Losses may result from: Pre-knowledge, i.e., “Drill It and Kill It” Coaching Student development—visual acuity Important! No student–level score invalidations based on gains analysis; gains analysis limited to school-level flagging for additional review. A Quick Discussion of Extreme Results… Chance of Chance of Chance of Chance of being hit by lightning = 1 in one million winning the lottery = 1 in 10 million DNA false-positive = 1 in 30 million students being flagged for similarity, but doing own work = 1 in a trillion Student-Level Analysis Similarity Analysis only Most credible, strongest No flagging for erasures or gains Invalidate test scores with Similarity Index ≥ 12 A Visual Representation FCAT Spring 2011 Grade 8 (Reading) N=196,866, Above 12=163 (0.08%) Mean = 0.3 200000 180000 140000 120000 100000 80000 60000 40000 20000 Similarity Index 30.5 28.5 26.5 24.5 22.5 20.5 18.5 16.5 14.5 12.5 10.5 8.5 6.5 4.5 2.5 0 0.5 Frequency 160000 A Visual Representation FCAT Spring 2011 Grade 8 (Reading) With first bar removed Index ≥ 12 is 15 standard deviations above the mean of 0.3 7000 5000 4000 3000 2000 1000 Similarity Index Value 29.5 27.5 25.5 23.5 21.5 19.5 17.5 15.5 13.5 11.5 9.5 7.5 5.5 3.5 0 1.5 Frequency 6000 What does the mean look like? Another Look at the Mean… Index=0.25; Scores=303 & 309 2 1 0 0 5 10 No Match 15 20 25 Item Number Same Correct 30 35 Same Incorrect 40 45 What does an index > 12 look like? A Comparison… Index=0.25; Scores=303 & 309 2 1 0 0 5 10 15 No Match 20 25 Item Number Same Correct 30 35 40 45 40 45 Same Incorrect Index=15.7; Scores=303 & 309 2 1 0 0 5 10 15 No Match 20 25 Item Number Same Correct 30 35 Same Incorrect M-DCPS Student-Level Invalidations Caveon Student Invalidation Outcomes, 2011-12 900 800 782 700 600 500 397 392 400 300 200 100 33 13 11 0 Retake 11 3 FCAT RMS Invalidations Appeals EOC Released 5 School-Level Analysis Similarity, Gains, AND Erasures Flagged schools will lead to school district review Unsatisfactory reviews may lead to an inspection by the Inspector General’s Office Gains Rate Index 286.20 306.49 300.62 310.77 376.53 292.00 280.79 344.23 299.73 303.05 265.98 Erasures Rate Index 0.0 0.0 0.0 0.2 45.0 0.0 0.0 39.6 0.0 0.0 0.0 Mean Score 0.43 0.37 0.60 0.67 0.97 0.52 0.18 0.87 0.32 0.35 0.28 M4 Similarity Rate Index 338 672 532 664 364 512 338 830 534 458 197 Pass Index M R M M M M R M R R M Pass Rate Subject xxxx yyyy zzzzz aaaa bbbb cccc dddd eeee ffff gggg hhhh Number of Tests District-School Sample School-Level Analysis 34.9 24.3 21.3 17.5 0.0 14.8 13.5 0.0 13.1 1.5 12.5 0.6 0.1 0.3 0.1 0.0 0.1 0.3 0.0 0.0 12.7 2.4 9.1 0.1 4.5 3.5 6.1 5.3 1.0 2.2 0.2 0.0 10.3 Take Away This program is important and timely. It’s about valid test results. M-DCPS School Police Detective Louis Nunez District Resources Assessment, Research, and Data Analysis Website: http://oada.dadeschools.net/ Test Chairperson Website: http://oada.dadeschools.net/TestChairInfo/InfoForTestChair.asp Testing Calendar (check for updates regularly): http://oada.dadeschools.net/TestingCalendar/TestingCalendar.asp Guidelines and Tips for School Test Chairpersons: http://oada.dadeschools.net/TestChairInfo/27GuidelinesandTipsforSchool TestChairpersons.pdf Standards, Guidelines, and Procedures for Test Administration and Test Security: http://oada.dadeschools.net/TestChairInfo/29StandardsGuidelinesand ProceduresforTestAdministrationandSecurity.pdf Contacts Student Assessment and Educational Testing: Dr. Sally A. Shay, District Director Florida Comprehensive Assessment Test (FCAT/FCAT 2.0) and End-of-Course Assessments (EOC): Maria C. Bruguera, Director I Mara Ugando, Staff Specialist Stanford Achievement Test-Tenth Edition (SAT-10), Grade 3 Promotion Opportunities, and Post Secondary Education Readiness Test (PERT): Mayda Cabeza, Director I Comprehensive English Language Learning Assessment (CELLA), Interim Assessment, and National Assessment of Educational Progress (NAEP): Felicia Mallory, Executive Director Denetra Collins, Staff Specialist Race to the Top, Hard to Measure Kathleen Sierra, Supervisor Test Distribution Center Magaly Hernandez, Supervisor