1/27 CRESST/UCLA A Sample of CRESST Research Ronald Dietel Arizona Educational Research Organization Phoenix, AZ - October 19-20, 2006 UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards, and Student Testing

2/27 CRESST/UCLA CRESST Background Center for the Study of Evaluation National Center for Research on Evaluation, Standards, and Student Testing 1990’s - Research on performance assessment and standards-based assessment Today - POWERSOURCE and more

3/27 CRESST/UCLA CRESST Partners UCLA Faculty Non-faculty External Universities Colorado Stanford Harvard USC Maryland

4/27 CRESST/UCLA Model-Based Assessment Cognitive Families Content Understanding Problem Solving Teamwork and Collaboration MetacognitionCommunication Learning

5/27 CRESST/UCLA Performance Assessment Research Findings “If this is the way you are testing, then this is the way we are going to teach.” Kathy Comfort, 1992 CRESST Conference

6/27 CRESST/UCLA Performance Assessment Research Findings Drive instruction Not comparable Expensive to develop and score Many tasks required to produce reliable scores May not differentiate between learners Group assessment validity issues

7/27 CRESST/UCLA Effects of Testing

8/27 CRESST/UCLA Effects of Testing

9/27 CRESST/UCLA NCLB - Bob Linn Tests are relatively inexpensive Test changes can be implemented quickly Test results are visible Test creates instructional changes that are difficult to legislate

10/27 CRESST/UCLA Achievement Level Disparity

11/27 CRESST/UCLA Achievement Level Challenges

12/27 CRESST/UCLA NAEP vs.. State Scores

13/27 CRESST/UCLA High NCLB Expectations

14/27 CRESST/UCLA Rubber Meets the Road

15/27 CRESST/UCLA Arizona NAEP - Mathematics GradeYearPercent at or Above Proficient

16/27 CRESST/UCLA Arizona NAEP - Reading

17/27 CRESST/UCLA State NCLB Trajectories

18/27 CRESST/UCLA ELL Challenges

19/27 CRESST/UCLA NCLB Recommendations Set realistic goals - Existence Proof Measure AYP using growth in achievement Explore common proficiency definitions that improve credibility and comparability

20/27 CRESST/UCLA ELL Recommendations Focus on reading Closely track ELL performance Modify test questions Give credit for ELL re-designation Use test accommodations, check validity

21/27 CRESST/UCLA Distance Learning Research Extraneous content Verbal instructions vs. on-screen instructions Worked examples Feedback Time Management Goal Setting

22/27 CRESST/UCLA Accountability and Assessment Comprehensive Center (AACC) WestEd/CRESST Partnership Assist regional comprehensive centers and states Three strands Special Populations Data Use and Diagnostic Assessment State Assessment Support Dissemination

23/27 CRESST/UCLA

24/27 CRESST/UCLA Other CRESST Work CRESST Value Added Model Program Evaluation Senor-based wireless networks POWERSOURCE

25/27 CRESST/UCLA POWERSOURCE © Study Design

26/27 CRESST/UCLA POWERSOURCE © Focus on Big Ideas Middle school mathematics formative assessments Experimental study: (grades 6-8) Phased in approach Contact Noelle Griffin ;

27/27 CRESST/UCLA next presentation Ron Dietel voice fax ©2006 Regents of the University of California