Suite of Computer Adaptive Tests (CAT) for Iowa

Slides:



Advertisements
Similar presentations
Ed-D 420 Inclusion of Exceptional Learners. CAT time Learner-Centered - Learner-centered techniques focus on strategies and approaches to improve learning.
Advertisements

You can use this presentation to: Gain an overall understanding of the purpose of the revised tool Learn about the changes that have been made Find advice.
Chapter 9: Fluency Assessment
Progress Monitoring project DATA Assessment Module.
Measures of Academic Progress. Make informed instructional decisions  Identify gaps/needs  Support specific skill development across content areas 
Watertown Public Schools Assessment Report 2009 Ann Koufman-Frederick & WPS Administrative Council School Committee Meeting December 7, 2009 Part I MCAS,
Reading Comprehension and Math Computation Screening and Progress Monitoring Assessments for Secondary Students Carrie Urshel, Ph.D., School Psychologist.
INTRODUCTION TO THE FAST SYSTEM The FAST Team University of Minnesota Theodore J. Christ, PhD
Iowa State Board of Education Annual Retreat June 4-5, 2013 Update on the Status of the State Board’s Priorities Reducing the Achievement Gap Michelle.
Measures of Academic Progress (MAP) Curt Nath Director of Curriculum Ocean City School District.
STAR Basics.
Participants will be provided with general information regarding PARCC and MAP. Participants will gain an understanding of PARCC and MAP.
 “Fluency assessment consists of listening to students read aloud and collecting information about their oral reading accuracy, rate, and prosody.” (Page.
Go Bobcats! MPG Parent Workshop Primary Grades K-2 Mitchell Elementary School Please note that many graphics and portions of text within presentation.
Reading Maze General Outcome Measurement TES Data Meeting April, rd and 4 th Grades Cynthia Martin, ARI Reading Coach.
Aligning Interventions with Core How to meet student needs without creating curricular chaos.
Measures of Academic Progress. Make informed instructional decisions  Identify gaps/needs  Support specific skill development across content areas 
Stepping Stones to Using Data. Agenda 1.Measures of Academic Progress™ (MAP) as an adaptive assessment 2.Student RIT scores 3.RIT scale 4.NWEA Normative.
TKS Student Test Results Spring & Fall Tests Kentucky Performance Rating for Educational Progress (K-PREP) Administered May 2012 Kentucky test aligned.
Response to Intervention RTI Data Challenge: Setting Individual RTI Academic Goals Using Research Norms for Students Receiving.
Welcome to Curriculum Night Tate Elementary School.
Aligning Interventions with Core How to meet student needs without creating curricular chaos.
Diagnostics Mathematics Assessments: Main Ideas  Now typically assess the knowledge and skill on the subsets of the 10 standards specified by the National.
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
Understanding ITBS Scores A Guide for Parents Created By: Ginger Psalmonds/CST New Prospect Elementary.
Standards-Based Assessment Overview K-8 Fairfield Public Schools Fall /30/2015.
Created by: AIG Specialists Onslow County Schools.
Understanding ITBS Scores A Parent Guide. Overview ITBS testing is done in October at BMS. The testing is a “norm-referenced” test that compares a student’s.
TM Peoria Public Schools NWEA – Measure of Academic Progress
MAP Night Welcome Pine Acres Families. What is the MAP Assessment? Progress monitoring assessment that will monitor your student’s academic success throughout.
Easy Curriculum Based Measurement (CBM). What is Easy CBM? EasyCBM® was designed by researchers at the University of Oregon as an integral part of an.
Universal Screening Cadre 6 Training October 12, 2010.
Overview: Universal Screening & Progress Monitoring Assessments for PK-6 Collaborating for Iowa’s Kids Partnering with Iowa’s Local Schools Adapted from.
Tuesday, November 27, 2015 Board of Education Meeting District MAP.
Measuring for Back to School September 24, 2013 SUCCESS An Administrator’s Guide to Enhancing Board Members’ Understanding of Academic Performance Data.
KCPS Board Workshop October 8, 2014 Academic Division BP 1.1 “Transitioning to the NWEA Assessment”
WestEd.org Washington Private Schools RtI Conference Follow- up Webinar October 16, 2012 Silvia DeRuvo Pam McCabe WestEd Center for Prevention and Early.
Common Core.  Find your group assignment.  As a group, read over the descriptors for mastery of this standard. (The writing standards apply to more.
RTI Goes to Pre-K Virginia Buysse Jennifer Neitzel Margaret Gillis FPG Child Development Institute UNC Chapel Hill Virginia Buysse Jennifer Neitzel Margaret.
USING MAP DATA TO SET GOALS AND ENGAGE STUDENTS AND FAMILIES 7/14/16.
Paulding County School District Hutchens Elementary Parent Presentation Powerpoint information has been adapted from resources available at
Understanding the Results Ye Tong, Ph.D. Pearson.
Introduction to Student Learning Objectives
Birmingham Falls Georgia Milestones
Measures of Academic Progress
MAP Growth NWEA Northwest Evaluation Association.
M.A.P. Measures of Academic Progress
A Growth Measure for ALL Students.
What is a CAT? What is a CAT?.
Grade 3 Back to School Night
What is AIMSweb? AIMSweb is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment.
What is MAP? There by, bringing about differentiated testing.
M.A.P. Measures of Academic Progress
What is MAP? You may be familiar with paper and pencil assessments where all your child is asked the same questions and spend a fixed amount of time taking.
Mesa Union School District “A Day in the Life of Data”
CHAPTER 11: Assessing Academic Achievement: General Strategies
Understanding ITBS Scores
AimswebPlus overview.
Create a Strong Start ACT® Aspire ®.
ELT. General Supervision
RSU #38 Board of Education
EasyCBM: Benchmarking and Progress Monitoring System: RTI Assessment Julie Alonzo, Ph.D. & Gerald Tindal, Ph.D. July 2011.
Assessment Information
Partnering to help all kids learn
Understanding ITBS Scores
Parent Information Night
High School STAR Test Administration 101
Formative Assessments Director, Assessment and Accountability
Click View: Notes Page in Powerpoint to view additional notes
Presentation transcript:

Suite of Computer Adaptive Tests (CAT) for Iowa Computer adaptive measures of broad Reading (K-12), individualized for each student and aligned to Common Core National Standards. 15-30 minutes to complete for typical student Mac or PC compatible What follows is a quick introduction to each assessment with some documentation showing that is it not only EASY to use, but technically adequate to guide educational decisions. These assessments make FAST is a data system supports instruction, data-based decision making and problem solving for student learning issues.

Computer Adaptive Test (CAT) Initially, aReading only knows the students grade. Using grade level, it guesses as to the best item to administer. Items get harder and easier as the test progresses as the assessment narrows down the estimate of achievement. After the first administration, aReading uses the previous score to start the assessment. It stops after 32 items—and is as precise as a test 2 to 3x as long. Each administration is individualized to the student based on their response pattern.

Preview FAST Assessments: Computer Administered & Scored Adaptive Reading Grades K-12 Computer Administered & Scored

Multiple Sources of Data aReading and CBM-Reading/earlyReading are complimentary aReading: Very good measure of broad reading achievement Good predictor of performance on high stakes assessments But it is less sensitive to growth over brief periods of time CBMReading /earlyReading Good measure of broad reading achievement Sensitive to growth over brief periods of time Does not directly measure comprehension & vocabulary It might be worth it to read this slide Here, the focus is on aReading and CBMReading as these two assessment are the most functional at this point in the FAST system. Each assessment has the potential to contribute substantially instruction; however, when the two assessments are used in concert, educators are in a better position to make informed instructional decisions. Best practices is to use a multi-methods of assessment and multiple sources of data to guide decisions -

Multiple Sources of Data Thus, we expect screening scores to converge Two sources of information is better than one Multi-source and multi-method screening

aReading is a BROAD measure of reading achievement aReading is a BROAD measure of reading achievement. This is a Computer Adaptive Test (CAT) like other screening measures of reading. The above was the assessment model based on the instructional recommendations of the National Reading Panel (2000). The items are also aligned with the Common Core Standards (2010). The test is individualized to each student, but the concepts listed in this slide typically correspond to the questions students receive in each grade.

Common Core Crosswalk Standards organize the 10 anchor standards in three ways: First, a distinction is made between Literature and Information text. Second, the ten anchor standards are grouped into relevant clusters which are the same for both literature and information text. Key Ideas and Details 1-3, Craft and Structure 4-6, Integration of Knowledge and Ideas 7-9, and Range of Reading and Level of Text Complexity 10. Further, the Standards provide a corresponding end of grade skill expectation by grade for each number within the cluster.

Common Core Crosswalk

Suite of Assessments for Teachers “Choose the picture of the book.” “Choose the letter F” Used to screen all students and estimate annual growth (fall, winter & spring) K-12 Students who progress at a typical pace through the reading curriculum meet the standards for expected performance at each point in the year Students with deficit achievement can be identified in the fall of the academic year in order to provide supplemental, differentiated, or individualized instruction “Choose the letter F” “Choose the two letters that make the /bl/ sound, as in ‘blue’.” “Choose the best answer.” Format of questions is very similar to many state-wide assessments (e.g. MAP). There are both auditory and visual stimuli presented for each question. Students are set-up with a computer screen, mouse (or a touch-pad devise), and earphones. Fully automated and far less time consuming than paper and pencil tests. Upon completing a test, students received a scaled score that provides an overall estimate of their reading achievement. This scaled score is normed so that relative comparisons can be made between each student and his or her peers (e.g. percentile rank).

Suite of Assessments for Teachers More difficult comprehension items have passages with 300 to 600 words and multiple questions. NOTE: the five buttons on the bottom each correspond with a question. Comp questions are literal, inferential, and evaluative

Interpretation Guide Detailed interpretation guides. Handout in the aReading tab. **This is only a SAMPLE Interpretation Guide

Team Discussion If you plan to use aReading, how will you ensure you have at least 40mbps of bandwidth available for the assessment? What are next steps in your building’s planning to use aReading?