Next Generation of Assessments in Ohio August 1, 2012 Presented by the Ohio Department of Education: Paula Mahaley Office of Curriculum and Assessment

Ohio’s Choice Partnership for Assessment of Readiness for College and Careers PARCC Sign up for PARCC Place Newsletter and updates at

PARCC Consortia of 23 states + Washington D.C. English language arts and mathematics assessments Make significant use of technology Rapid reporting system to inform instruction and accountability Reduce test administration costs (no shipping test booklets, etc.)

Rationale for PARCC  Close alignment with Ohio’s Race to the Top initiatives and state legislation  Established relationships with PARCC states – same issues  Strong involvement with higher education Achieve’s* work on Algebra I and II End-of-Course assessments led by Ohio *PARCC’s project manager partner

PARCC States Governing Board States Participating States 5

More rigorous tests measuring student progress toward “college and career readiness” Have common, comparable scores across member states, and across consortia Provide achievement and growth information to help make better educational decisions and professional development opportunities Assess all students, except those with “significant cognitive disabilities” Administer online with timely results Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp Next Generation of Assessments

PARCC Assessment Design PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 End-of-Year Assessment Innovative, computer- based items Required Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required Summative, Required assessment Interim, optional assessment Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD ELA - Speaking And Listening Assessment Locally scored Non-summative, required Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard-to- measure standards Potentially summative

PARCC Assessment Design Diagnostic Assessment 8 Optional Assessments/Flexible Administration Mid-Year Assessment Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component 8 Non-Summative Assessment Components

Summative Assessment Components End-of-Year Assessment Performance-Based Assessment (PBA ) Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The PBA will include extended tasks and applications of concepts and skills. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools. End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items. *Scores based on the combined results *Common performance levels PARCC Assessment Design

PARCC Components: 1. Diagnostic (optional) 2. Mid-year (optional) 3. Performance Based – summative score (required*) 4. End-of-year – summative score (required*) 5. Listening/Speaking (required)

PARCC Assessment Design Item Types – Multiple-choice items – Technology-enhanced items – Performance Task items

PARCC Assessment Design ELA – test design – high school End-of-Year One test – reading passage/text Reading questions based on text Writing prompt based on text: Expository Persuasive

PARCC assessment system Evidence-Based Selected Response Assess reading comprehension Performance Based – summative End-of-Year – summative Technology-Enhanced Constructed Response Assess reading comprehension Performance Based – summative End-of-Year – summative

PARCC assessment system Prose Constructed Response Extended writing Four PCR on each Performance-Based Summative Will assess Written expression and Knowledge and use of language and conventions

PARCC assessment system Mathematics – test design – high school End-of-course Traditional – Algebra I, Algebra II and Geometry Integrated – Mathematics I, II and III

Minimum Guidelines for New Hardware Purchases – PARCC Hardware 1 GHz or faster processor 1 GB RAM or greater memory 9.5 inch (10 inch class) or larger screen size 1024 x 768 or better screen resolution Operating System Window 7 Mac 10.7 Linus (Ubuntu 11.10, Fedora 16) Chrome OS Apple iOS Android 4.0

Minimum Guidelines for New Hardware Purchases – PARCC Networking Wired or wireless Internet Connection Device Type Desktops, laptops, netbooks, thin client, and tablets that meet the hardware, operating system and networking specifications

PARCC assessment system RFP released through the Indiana Department of Education PARCC Item Tryout, Field Testing, Operational Form Construction, and Embedded Research The RFP can be viewed at:

PARCC assessment system PARCC is seeking feedback from the public on two draft policies : PARCC policy for making college-ready determinations in English language arts/literacy and mathematics, and Draft policy-level performance level descriptors (PLDs) and general content-level PLDs for the PARCC assessments. Please go to link below for documents: Please go to link below to send your response/comments:

Ohio’s Definition “ Technology-enhanced item” has many different definitions. For our purposes today, we will agree that a technology enhanced item is an item delivered by way of a computer, answered by way of a digital input device, and scored electronically, when possible.

Technology-Enhanced Items Research efforts have created a seven dimension taxonomy for computer-based assessment items according to item development and use of technology (Parshall & Harmes, 2009). –Assessment structure = types of items used –Response action = physical action & input device –Media inclusion = use of audio & video –Interactivity = reaction/response to input –Complexity = number & variety of elements –Fidelity = the degree the assessment provides a realistic and accurate reproduction of the objects, situations, tasks, or environments of the construct being measured –Scoring method = automated or human; one or more outcomes

Technology-Enhanced Items Used with permission from Dr. Kathleen Scalise.

Technology-Enhanced Items For additional information, please contact Kirk Ross

Ohio’s Next Generation of Assessments PARCC developed assessments Assess Common Core Student Standards English language arts grades 3 – 8 and high school Mathematics grades 3 – 8 and high school Operational school year State developed assessments Assess Ohio’s New Learning Standards Science grades 5 and 8 and high school Social Studies grades 4 and 6* and high school Operational school year *requires legislation to change

Ohio Assessment Timeline June 2010 State Board Adopted Ohio’s New Learning Standards (CCSS ELA and Mathematics, and Ohio’s Revised Science and Social Studies) March 2011 State Board Adopted Model Curriculum Assessment Development Test Development Field Test Standards Setting Assessments Operational – First Administration

Ohio’s Projects

Pencil-paper Computer-based Key StepsDetails 1. Conduct a needs analysisOhio will (a) create a detailed assessment-design roadmap and (b) conduct a technology infrastructure survey of districts to establish baseline information and to evaluate Ohio’s readiness for online assessment. 2. Develop a transition strategyOhio will create a multi-year, multi-stepped transition plan, allowing districts to gradually build the necessary infrastructure, confidence, and comfort with technology-based assessments. 3. Ensure interoperabilityOhio will evaluate and understand state-specific portability and interoperability needs to ensure that the online assessment system and other data managements systems are fully integrated or can freely exchange data as needed. 4. Communicate proactivelyOhio will design and implement a communication and training plan that includes input and participation from all stakeholders. 5. Anticipate ongoing changeOhio will design and implement a plan for ongoing needs analysis, system development, capacity building, and communication.

Needs Analysis Survey on Computer Capacity May 2011 Online Assessment Pilot May 2012 Technology Readiness Tool May ongoing For additional information, please contact Kirk Ross

Technology Readiness Tool PARCC and SBAC Cooperative Project Survey of hardware in use in a district and schools Readiness for online assessments has different dimensions: Computers & other devices Minimum system requirements Ratio of devices to test-takers Including testing window and session scheduling Network and infrastructure Bandwidth, network utilization, size of content Personnel (staffing & training)

TRT Contact State Resource Coordinator PARCC/SBAC Technology Readiness Tool Project in Ohio Ohio Department of Education Office of Curriculum and Assessment 25 South Front Street Columbus, OH (614)

Ohio Race to the Top Projects Ohio Performance Assessment Pilot Program (OPAPP): Performance Task Assessment Learning Task Assessment Task Grades: 11 & 12 – English language arts, mathematics and science 3, 4 & 5 – English language arts, mathematics, science and social studies Contact:

Ohio Race to the Top Projects Formative Assessment Middle School (FAMS) Formative instruction process/practice Community of Practice Grades: 5, 6, 7 & 8 – English language arts, and mathematics Contact:

Ohio Race to the Top Projects Formative Instructional Practices (FIP) Professional Development Statewide system of resources and support designed to create meaningful change through use of formative instructional Regional FIP Specialists dedicated to training and supporting local facilitators Utilizes online learning modules and teacher team collaborative learning to meet HQPD standards Content includes foundations of FIP and application of Ohio’s new and revised standards Contact:

Where are we now? Existing State Assessments

Information from the ODE Transition Document State assessments remain aligned to the Academic Content Standards. OAA/OGT item banks are being aligned to the common core and revised Academic Content Standards and Model Curriculum State assessments remain aligned to the Academic Content Standards. Pilot online test prototypes and innovative testing options (such as performance-based or formative).

Ohio Transition New state assessment system fully operational and aligned to the 2010 Academic Content Standards and Model Curriculum. As blueprint flexibility allows, focus on assessing the content shared by the Standards and the 2010 Standards and Model Curriculum document. Field testing PARCC items for Mathematics and ELA, state developed items for Social Studies and Science Information from the ODE Transition Document

Ohio Transition HB153 July 2011 Changes High School National Standardized Assessment Series of End-of-Course exams Senior Project 37

OTELA – EAG and new ELP standards – in progress Alternate Assessment for Students with Disabilities (AASWD) – new Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) – spring 2013 Ohio Academic Content Standards – Extended (OACS-E) - completed Diagnostics – revised Diagnostics linked to the CCSS will be posted August 1, 2012 – requirements under SB 316 Kindergarten Readiness Assessment – Literacy (KRA-L) – Race to the Top Early Learning Challenge Grant – in progress Ohio’s Current Assessments

Web Resources PARCC: Search education.ohio.gov using keywords: –Testing rules book –OAA –OGT –OTELA –Diagnostics –KRA-L –Comparative Analysis –Extended Standards

Contact Information Paula Mahaley Ohio Dept. of Education

Questions?