Division of School Improvement
2014 Summer Summit
Critical Connections for Leaders
Georgia’s New Assessment
Landscape
Melissa Fincher, Ph.D.
Associate Superintendent for
Assessment and Accountability
Georgia Department of Education
mfincher@doe.k12.ga.us
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Jan Reyes, Ed.D.
Assessment Specialist
Assessment and Accountability
Georgia Department of Education
jreyes@doe.k12.ga.us
What are the critical connections
we must make to support and
strengthen the processes
for promoting continual progress
in our districts and schools?
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
A NEW Assessment System
Georgia
Milestones:
Georgia
Milestones
Assessment
System
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia Milestones will consist
of both end of grade (EOG) and
end of course (EOC) measures.
Georgia Milestones
Comprehensive
– single program, not series of tests (e.g., CRCT; EOCT; WA); formative
assessment tools to compliment summative
Coherent
– consistent expectations and rigor 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
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Coherency – Consistency
Achievement of Georgia Students in Mathematics
2013
• NAEP – Grade 4:
• CRCT – Grade 4:
39% at/above proficient
84% met/exceeded
Achievement of Georgia Students in Reading
2013
•
•
NAEP – Grade 4:
CRCT – Grade 4:
34% at/above proficient
93% met/exceeded
Achievement of Georgia Students in Science
2011 (NAEP) / 2013 (CRCT)
• NAEP – Grade 8:
• CRCT – Grade 8:
30% at/above proficient
74% met/exceeded (67% in 2011)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Coherency – Consistency
Achievement of Georgia Students in Mathematics
2013
•
•
•
•
•
NAEP – Grade 8:
CRCT – Grade 8:
Coordinate Algebra EOCT:
SAT – Class of 2013:
ACT – Class of 2013:
29%
83%
37%
42%
38%
at/above proficient
met/exceeded
met/exceeded
college ready benchmark*
college ready benchmark**
2012
• PSAT – sophomores:
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
37% on track to be CCR
Coherency – Consistency
Achievement of Georgia Students in Reading
2013
•
•
•
•
•
•
NAEP – Grade 8:
CRCT – Grade 8:
9th Grade Literature EOCT:
American Literature EOCT:
SAT – Class of 2013:
ACT – Class of 2013:
32% at/above proficient
97% met/exceeded
86% met/exceeded
91% met/exceeded
43% college ready benchmark*
43% college ready benchmark**
2012
• PSAT – sophomores:
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
40% on track to be CCR
*SAT data represent 71% of Class of 2013
**ACT data represent 51% of Class of 2013
Georgia Milestones
Guiding principles stipulate that Georgia Milestones:
 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.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia Milestones
• Grades 3 – 8
Georgia Milestones will include
norm-referenced items.
– 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
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia Milestones will include
constructed-response items, performance
tasks, and selected-response items in
language arts and mathematics.
Our Assessment Landscaping is
Changing
• Assessment development is a process, not an event
– information and ancillary materials will be made provided
as soon as available
• Georgia is transitioning from a set of long-standing,
mature programs
– districts, schools, students, parents, and the public are
familiar with and know what to expect
• This transition provides Georgia with an opportunity
– however, as with any change, there will be periods of
uncertainty and discomfort
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources to Move Us Forward
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources Available NOW
• Content standards
– frameworks, formative lessons, PARCC evidence
statements
• Sample items
– formative items via Georgia OAS;
– released items via PARCC, SBAC, other states (KY,
NY), NAEP
• CRCT Readiness Indicators
• Lexiles
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
In Fall 2014, the Georgia Online
Formative Assessment Resource
(GOFAR) will launch with the SLDS
and replace the OAS.
CRCT Readiness Indicators:
Reading, ELA, Mathematics
 Indicators were designed to send a signal to
stakeholders about where students are relative to
where they need to be headed
 Indicators provide feedback about our preparedness
for the increase in rigor and expectation for student
achievement that is on the horizon
 Feedback consists of the percent of students who
achieved each readiness level – state , district, and
school levels – for instructional planning purposes
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
While we cannot guarantee that students who
achieve the On-Track level will be proficient on the
new assessment, we do know they will be better
prepared and positioned to be successful.
CRCT Readiness Indicators:
Reading, ELA, Mathematics
For instructional planning and decision making:
• Needs Additional Support: The student has demonstrated
that his or her command of the knowledge and skills
described in the CCGPS warrants additional instructional
supports.
• On Track: The student has demonstrated that his or her
command of the knowledge and skills described in the
CCGPS is sufficient; the student is on track for success at
the next level.
• Commendable: The student has demonstrated that his or
her command of the knowledge and skills described in the
CCGPS is exemplary.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Lexiles
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Lexiles
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Lexiles with
CRCT Readiness Indicators
Lexiles
Common Core Stretch Text –
Lower Limit
Common Core Stretch Text –
Upper Limit
Grade Grade Grade Grade Grade Grade
3
4
5
6
7
8
520
740
830
925
970
1010
820
940
1010
1070
1120
1185
On Track
625
775
845
930
970
1070
Commendable
890
990
1085
1155
1210
1265
Reader – Lower Limit
330
445
565
665
735
805
Reader – Upper Limit
700
810
910
1000
1065
1100
2013 Median
790
860
940
1070
1095
1210
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Formative Assessment Initiatives
Bringing a Balanced Assessment Focus to the
Classroom
Statewide launch
in summer 2013
1600 new
items loaded
Formative
Item Bank
Assessment
Literacy
Professional
Learning
Benchmark
Assessments
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Phase I available
February 2014; Phase II
pilot in winter 2014
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%
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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
35.7%
30.1%
15.3%
3.4%
1.4%
86.0%
2118
2064
685
170
83
5120
35.9%
35.0%
11.6%
2.9%
1.4%
86.7%
1880
1548
642
188
59
4317
27.9%
23.0%
9.5%
2.8%
0.9%
64.1%
2506
1938
639
200
67
5350
41.3%
31.9%
10.5%
3.3%
1.1%
88.1%
2454
1473
453
132
46
4558
34.9%
21.0%
6.4%
1.9%
0.7%
64.8%
2513
1840
933
317
139
5742
37.2%
27.3%
13.8%
4.7%
2.1%
85.1%
3977
2696
656
165
58
7552
66.5%
45.1%
11.0%
2.8%
1.0%
126.3%
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Key Findings From Pilots of
Formative Open-Ended Items
• Overall performance shortfalls
– Students are not familiar with these types of items
• Many respond ‘dnk’ – as in ‘do not know’
– Don’t seem to understand the need to “show”
their work, detail their thoughts, rationales, cite
evidence to support their answer or claim
• Tendency is to cite answer only – as if a multiple-choice item
– Don’t read carefully and answer all parts of the
question/item
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Sample Open-Ended Item
English Language Arts - Grade 6
Passage: The Tall Rock
– A story told by a boy who is visiting his
grandfather’s house. He describes climbing
“Mountain Rock” with his younger brother and
how the rock seems to have gotten smaller as he
has grown up.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Extended Response Item
W.6.3; RL.6.6; W.6.3b; W.6.4; L.6.1
Write a conclusion to the story, told from the narrator’s
point of view twenty years later. Your narrative should
describe the narrator’s conclusions about the
childhood experiences with Mountain Rock, but now
from the perspective of an adult.
Use details from the text to support your answer.
Answer with complete sentences, and use correct
punctuation and grammar.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Rubric
Score
4
Designation
Thoroughly
Demonstrated
Description
The student demonstrates a thorough understanding by writing a conclusion from the
narrator’s point of view as an adult. The conclusion describes the narrator’s conclusions in a
way that logically relates to events from the story, and that refers to many specific details
from the story. For example, the adult narrator would logically have fond memories of
Mountain Rock. The student uses complete sentences, correct punctuation and grammar.
3
Clearly
Demonstrated
2
Basically
Demonstrated
1
Minimally
Demonstrated
0
Incorrect or
irrelevant
The student demonstrates a clear understanding by writing a conclusion from the narrator’s
point of view. The conclusion presents the narrator’s conclusions as an adult, and it logically
follows from events in the story. The conclusion includes a few relevant details from the story;
some details may be general. The student uses mostly correct sentences, punctuation and
grammar.
The student demonstrates a basic understanding by writing a conclusion about the narrator’s
childhood experiences with Mountain Rock. The conclusion deviates somewhat from the
scenario set up in the task, either by failing to plausibly establish the narrator as an adult, or
by creating inconsistencies. The student uses minimal support from the story; some support
may be incorrect or irrelevant. The student uses some correct sentences, punctuation and
grammar.
The student demonstrates a minimal understanding by writing a conclusion that fails to
address the topic of the narrator’s childhood experiences, but rather continues where the
story leaves off, or presents the narrator as an adult in a way that does not relate to
childhood experiences. Examples could include a conclusion in which the narrator’s family
unpacks the car and then enjoys a picnic by Mountain Rock, or a conclusion in which the
narrator describes his/her job or family as an adult. The student includes no support from the
story. The response has significant errors in constructing complete sentences, and/or in using
correct punctuation and grammar.
The response is incorrect or irrelevant.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Exemplar Response
It was a long time ago the last time I visited Mountain Rock. My
grandparents sold their house about ten years ago and moved to an
apartment. Even though I am now an adult, I still like to think about
the fun I had on Mountain Rock. Of course I got taller and taller until
finally I could just step on top of the rock without any help. It was
cool to think that when I was just a little kid I needed Grandpa to help
me climb the rock. Even when the rock didn’t seem like a big
mountain, Grandpa still had to lift me to the top for a long time. One
summer when I was a teenager we took our five-year-old cousin
Tracy with us to visit my grandparents. On the way there I shouted “I
get to climb first.” Nick thought that was hilarious and said, “You kids
and your rock!” just like our mom used to say. I’ll always have happy
memories of Mountain Rock.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Student Response
Score 4
Twenty Years later,I still remember those olden days we
used to vist my grandparent's big white house right up the
hill on summer days. when i was little he'd swing me up
through the air.the whole hill spun me around the sky was
blue and bright.and, the tree's everywhere looked green
and enormus.I used to climb the mountain rock.Oh how we
loved mountain rock.everytime my brother said" I get to
climb first. my mother would say "you kids and your
rock.When we reached their house my brother would run
and start to climb the rock my arents would just smile put
their hands around each other and watch.And i'd just
watch looking down.after my grandpa welcolmed us for a
second i thought the rock got smaller but it was just that i
was getting taller.But all at once i had a though no matter
how big,tall or the older i got this would always be the
tallest place.I sure do love those memories and i will always
keep them!!
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
The response presents the
narrator’s conclusion in a way
that logically relates to events
from the story and that refers
to many specific details from
the story. While on the surface
this response may appear to
summarize the story, the way
in which the student handles
the language and retelling
makes it clear that the narrator
truly is reliving fond childhood
events twenty years later. The
student demonstrates a
thorough command of the
conventions of standard
English. Though there are a
few minor errors, primarily
typographical, meaning is
clear throughout the response.
Student Response
Score 3
20 years later, I had grown into a full grown, mature
adult. When we would visit my grandparents i would
travel with my mom, dad, and brother. Now that I am
an adult I travel with my wife and two girls. I still
climb on the "Mountain Rock" just mot as much as I
did when I was a kid. Now that I am grown I help my
kids climb the wall. They love climbing the wall even
more than I did when I was their age. They are always
arguing on the trip to my grandparent's house. The
main argument is "Who is going to get to clim bthe
wall first." Maybe, I will be a grandparent someday
and have a "Mountain Rock" for my grandkids to
climb on.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
The response includes a
few relevant details from
the story. In order to
achieve a higher score,
the student needs one or
two additional specific
details from the story. The
student demonstrates
command of the
conventions of standard
English. There are a few
distracting errors in
grammar and usage but
meaning is clear.
Student Response
Score 2
I used to enjoy the climb on the boulder at grandpa's house and how tall
i used to feel , and i would anticapate all six hours of the ride there. The
rock used to be like a mouantian to me, but now when I revisit I can tell
that I have grown alot throughout the years. But I will always remember
the thrill of being so high, and to this day it is still the tallest place in the
world to me.
The student does not plausibly establish the narrator as an adult. While the
student appears to show the narrator reflecting on the past, it is difficult to
determine whether or not he or she places the narrator twenty years later or
merely summarizes the narrator’s feelings in the story provided. The
student uses a few details from the story, but, in order to achieve a higher
score, he or she needs to more clearly show that the setting is twenty years
later. The student demonstrates an inconsistent command of the
conventions of standard English. There are a few distracting errors in
grammar and usage, but they do not impede understanding.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Student Response
Score 1
I realized it was the rock that made it worth while,even thought the rock
was not big to my eyes it was big to my mind,which made the whole trip
alot more memorible,and i couldnt wait to come back next year.
The student demonstrates a minimal understanding by writing a conclusion
that does not address the narrator’s childhood experiences but rather
continues where the story leaves off. While the student does include
support from the story, his or her approach is not acceptable for a higher
score. The student demonstrates an inconsistent command of the
conventions of standard English. There are a few errors in grammar and
usage, but they do not impede understanding.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Observations from Scoring
• Some students wrote a non-narrative:
– 20 years later, the narrator could bring his on children to Mountain Rock and
remember the good times he had on Mountain rock himself.
• Some students wrote in third person:
– the kids really loved that rock,and they will all ways remeber it as if it was
there home.When they have kids they will show them the rock too so they can
climb it too.
• Some responses were too brief to adequately
address the prompt:
– I may have gotten older, but it`s times like these that make me still feel how I
felt when I was little.
– It has been more than 20years since I have climbed the mountions.
– He Rerember Those Experiences Because They Where Fun
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Benchmark Assessment
Implementation Schedule
Phase I
Fall 2013 pilot
Available February 2014
• ELA
Phase II
Winter 2014 pilot
Available Fall 2014
• ELA
– Grades 1, 2, 3, 6, 7, 8,
and 10
• Mathematics
– Grades 1, 2, 3, and
Coordinate Algebra
• U.S. History
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
– Grades 4, 5, 9, and 11
• Mathematics
– Grades 4, 5, 6, 7, 8,
Analytic Geometry, and
Advanced Algebra
• Biology
FIP Learning Modules
1. Introduction to Formative Instructional Practices
2. Clear Learning Targets
3. Collecting and Documenting Evidence of Student Learning
4. Analyzing Evidence and Providing Effective Feedback
5. Student Ownership of Learning: Peer Feedback,
Self-Assessment, and More
6. Leading Formative Instructional Practices (for district
and/or school leaders)
7. Coaching Formative Instructional Practices (for instructional
coaches and/or teacher leaders)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
FIP aligns to TKES and LKES!
NAEP Item Tool
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Workshops Available:
Bobbie Bable, NAEP State Coordinator
(404.657.6168; bbable@doe.k12.ga.us)
33
We value your input, thank you!
Division of School Improvement
2014 Summer Summit
Critical Connections for Leaders
Georgia’s New Assessment
Landscape
Melissa Fincher, Ph.D.
Associate Superintendent for
Assessment and Accountability
Georgia Department of Education
mfincher@doe.k12.ga.us
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Jan Reyes, Ed.D.
Assessment Specialist
Assessment and Accountability
Georgia Department of Education
jreyes@doe.k12.ga.us