Join the conversation: todaysmeet.com/SB AC Assessment Update: June 2015

Reconceptualizing assessment without at the same time reconceptualizing instruction will have little benefit. Pullin, 2008

Required State Data for Each of Eight State Priority Areas

February 2015 Draft LCAP Evaluation Rubric

Implementation Timeline for New State Assessments and Accountability

English Language Arts and Mathematics English Language Development Science and History / Social Studies

Post-Test Workshop: Reporting Summative Assessment Results Agenda Principles of Scoring Understanding the Reports Using the Online Reporting System Overview of the Reporting Timeline Interpreting, Using, and Communicating Results

Principles of Scoring

Post-Test Workshop: Reporting Summative Assessment Results Computer Adaptive Testing: Philosophy “Computer adaptive testing (CAT) holds the potential for more customized assessment with test questions that are tailored to the students’ ability levels, and identification of students’ skills and weaknesses using fewer questions and requiring less testing time.” Shorr, P. W. (2002, Spring). A look at tools for assessment and accountability. Administrator Magazine.

Post-Test Workshop: Reporting Summative Assessment Results How Does a CAT Work? Each student is administered a set of test questions that is appropriately challenging. The student’s performance on the test questions determines if subsequent questions are harder or easier. The test adapts to the student item-by-item and not in stages. Fewer test questions are needed as compared to a fixed form to obtain precise estimates of students’ ability. The test continues until the test content outlined in the blueprint is covered.

Post-Test Workshop: Reporting Summative Assessment Results How Does a CAT Work? Example: A Student of Average Ability Ability Medium Med-Low Low Very Low Med-High High Very High Test Questions Answers (R/W) R R W R W W W W R R Expanded

Post-Test Workshop: Reporting Summative Assessment Results Computer Adaptive Testing: Behind the Scenes Requires a large pool of test questions statistically calibrated on a common scale with ability estimates, e.g., from the Field Test Uses an algorithm to select questions based on a student’s responses, to score responses, and to iteratively estimate the student’s performance Final scale scores are based on item pattern scoring

Post-Test Workshop: Reporting Summative Assessment Results Scoring the CAT As a student progresses through the test, his or her pattern of responses is tracked and revised estimates of the student’s ability are calculated. Successive test questions are selected to increase the precision about the level of achievement given the current estimate of his or her ability. Resulting scores from the CAT portion of the test are based the specific test questions selected as a result of the student’s responses, but NOT the sum of the number answered correctly. The test question pools for a particular grade level are designed to include enhanced pool of test questions that are more or less difficult for that grade but still matching the test blueprint for that grade.

Post-Test Workshop: Reporting Summative Assessment Results Human Scored Items in the CAT Some items administered on the Smarter Balanced adaptive test component require human scoring of items The adaptive algorithm will select these items based on performance on prior items. Since these items cannot be scored in real time by a human, performance on these items will not impact later item selection.

Post-Test Workshop: Reporting Summative Assessment Results Performance Tasks (PTs) In all Smarter Balanced tests, a PT and a set of stimuli on a given topic are administered as well as the CAT. PTs are administered at the classroom/group level so they are not targeted to students’ specific ability level. The items associated with the PTs may be scored by machine or by human raters.

Post-Test Workshop: Reporting Summative Assessment Results Final Scoring For each student, the responses from the PT and CAT portions are merged for final scoring. Resulting ability estimates are based on the specific test questions that a student answered, not the total number of items answered correctly. Higher ability estimates are associated with test takers who correctly answer difficult and more discriminating items. Lower ability estimates are associated with test takers who correctly answer easier and less discriminating items. Two students will have the same ability estimate if they have the same set of test questions with the same responses. It is possible for students to have the same ability estimate through different response patterns This type of scoring is called “Item Pattern Scoring.”

Post-Test Workshop: Reporting Summative Assessment Results Final Scoring: Contribution of CAT and PT Sections Number of Items defined by Test Blueprints ELA/LiteracyMathematics GradeCATPTCATPT 3–538–415–631–342–6 6–837–425–630–342–6 1139–415–633–362–6

Post-Test Workshop: Reporting Summative Assessment Results Final Scoring: Contribution of CAT and PT Sections (cont.) Based on the test blueprint, the CAT section is emphasized because there are more CAT items/points than PT items/points. Claims with more items/points are emphasized. –Mathematics: Concepts and Procedures  Problem Solving/Modeling and Data Analysis  Communicating Reasoning –ELA: Reading  Writing  Speaking/Listening  Research Because scores are based on pattern scoring, groups of items that are more difficult and discriminating will have a larger contribution on final scores. Therefore there is no specific weight associated with either PT or CAT Sections

Post-Test Workshop: Reporting Summative Assessment Results Final Scoring: Mapping After estimating the student’s overall ability, it is mapped onto the reporting scale through a linear transformation. Mathematics: – Scaled Score = * ELA: –Scaled Score = * Limited by grade level lowest and highest obtainable scaled score

Post-Test Workshop: Reporting Summative Assessment Results Properties of the Reporting Scale Scores are on a vertical scale. –Expressed on a single continuum for a content area –Allows users to describe student growth over time across grade levels Scale score range –ELA/Literacy: 2114–2795 –Mathematics: 2189–2862 For each grade level and content area, there is a separate scale score range.

Post-Test Workshop: Reporting Summative Assessment Results Smarter Balanced Scale Score Ranges by Grade Level GradeSubjectMinMaxSubjectMinMax 3ELA Mathematics ELA Mathematics ELA Mathematics ELA Mathematics ELA Mathematics ELA Mathematics ELA Mathematics

Post-Test Workshop: Reporting Summative Assessment Results Achievement Levels Achievement level classifications based on overall scores –Level 1—Standard Not Met –Level 2—Standard Nearly Met –Level 3—Standard Met –Level 4—Standard Exceeded

Post-Test Workshop: Reporting Summative Assessment Results Achievement Levels by Grade

Post-Test Workshop: Reporting Summative Assessment Results Smarter Balanced Scale Score Ranges for ELA/Literacy GradeLevel 1Level 2Level 3Level – – – – – – – – – – – – – – – – – – – – – – – – – – – –2795

Post-Test Workshop: Reporting Summative Assessment Results Achievement Levels by Grade

Post-Test Workshop: Reporting Summative Assessment Results Smarter Balanced Scale Score Ranges for Mathematics GradeLevel 1Level 2Level 3Level – – – – – – – – – – – – – – – – – – – – – – – – – – – –2862

Post-Test Workshop: Reporting Summative Assessment Results Measurement Precision: Error Bands For each scale score estimated for a student, there is measurement error associated with each score. An error band is a useful tool that describes the measurement error associated with a reported scale score. Error bands are used to construct an interval estimate corresponding to a student’s true ability/proficiency for a particular content area with a certain level of confidence. The error bands used to construct interval estimates were based on one standard error of measurement. –If the same test is given to student multiple times, about 68 percent of the time, the student will score within this band.

Post-Test Workshop: Reporting Summative Assessment Results Achievement Levels for Claims Achievement Levels for claims are very similar to subscores. They provide supplemental information regarding a student’s strengths or weaknesses. No achievement level setting occurred for claims. Only three achievement levels for claims were developed since there are fewer items within each claim. Achievement levels for claims are based on the distance a student’s performance on the claim is from the Level 3 proficiency cut. A student must complete all items within a claim to receive an estimate of his or performance on a claim.

Post-Test Workshop: Reporting Summative Assessment Results Achievement Levels for Claims (2) A student’s ability, along with the corresponding standard error, are estimated for each claim. The student’s ability estimate for the claim is compared to the Level 3 proficiency cut. Differences between and greater than 1.5 standard errors of the claim would indicate a strength or weakness.

Post-Test Workshop: Reporting Summative Assessment Results Achievement Levels for Claims (3) At/Near Standard Below Standard

Post-Test Workshop: Reporting Summative Assessment Results Achievement Levels for Claims (4) Above Standard

Understanding the Reports

Post-Test Workshop: Reporting Summative Assessment Results Available Reports SecureLocation Preliminary student test results ORS Preliminary and partial aggregate test results ORS Student Score Reports (ISRs) TOMS Final student data TOMS PublicLocation Smarter Balanced ELA and mathematics CDE CAASPP Web page CST/CMA/CAPA for Science and STS for RLA CDE CAASPP Web page

Post-Test Workshop: Reporting Summative Assessment Results Secure Reporting ReportLEASchool * Parent Preliminary Student Data  ORS  ORS Preliminary Aggregate Data  ORS  ORS Final Student Score Reports (ISRs) pdf/paper  TOMS † /Paper ††  TOMS † /Paper  Paper Final Student Data File  TOMS * Access to ORS will be granted to CAASPP Test Site Coordinators in August. † PDFs of the Student Score Reports will be available in TOMS. †† LEAs must forward or mail the copy of the CAASPP Student Score Report to each student’s parent/guardian within 20 working days of its delivery to the LEA.

Post-Test Workshop: Reporting Summative Assessment Results Preliminary Test Results: Student and Aggregate Through the Online Reporting System (ORS) Available approximately three to four weeks after student completes both parts—CAT and PT—of a content area Added daily Use Caution: The results are partial and may not be a good representation of the school or district’s final aggregate results. The results are preliminary; the processing of appeals may result in score changes.

Post-Test Workshop: Reporting Summative Assessment Results Student Score Reports (ISR): Overview One-page report –Double-sided:  All Smarter Balanced  CAPA for Science –Single-sided:  CST/CMA for Science (Grade 10)  STS for RLA Student’s final CAASPP test results Reports progress toward the state’s academic content standards Indicates areas of focus to: –Help students’ achievement –Improve educational programs LEA distributes to parents/guardians

Post-Test Workshop: Reporting Summative Assessment Results Student Score Reports: Shipments to LEAs Two copies of each student’s Student Score Report –One for the parent/guardian –One for the school site 2015 LEA CAASPP Reports Shipment Letter 2015 School CAASPP Reports Shipment Letter Note: Per California Code of Regulations, Title 5, Section 863, LEAs must forward one copy to parent/guardian within 20 business days. Schools may file the copy they receive, or they may give it to the student’s current teacher or counselor. If the LEA receives the reports after the last day of instruction, the LEA must mail the pupil results to the parent or guardian at their last known address. If the report is non-deliverable, the LEA must make the report available to the parent or guardian during the next school year.

Post-Test Workshop: Reporting Summative Assessment Results Test Results Reported on the Student Score Reports Grade Smarter Balanced ELA and mathematics CST, CMA, or CAPA Science 3  4  5  6  7  8  10  11  GradeSTS RLA 2  3  4  5  6  7  8  9  10  11  For students who took Smarter Balanced ELA and mathematics, CST, CMA or CAPA for Science For students who took STS RLA

Post-Test Workshop: Reporting Summative Assessment Results Elements of the Student Score Report Front Page Back Page

Post-Test Workshop: Reporting Summative Assessment Results 1 1 Elements of the Student Score Report Front Page

Post-Test Workshop: Reporting Summative Assessment Results 2 2 Elements of the Student Score Report Front Page

Post-Test Workshop: Reporting Summative Assessment Results 3 3 Elements of the Student Score Report Front Page

Post-Test Workshop: Reporting Summative Assessment Results 4 4 Elements of the Student Score Report Front Page

Post-Test Workshop: Reporting Summative Assessment Results 5 5 Elements of the Student Score Report Back Page

Post-Test Workshop: Reporting Summative Assessment Results 6 6 Elements of the Student Score Report Back Page

Post-Test Workshop: Reporting Summative Assessment Results 7 7 Elements of the Student Score Report Back Page

Post-Test Workshop: Reporting Summative Assessment Results Elements of the Student Score Report: Science Grades 5, 8, & 10 only 8 8 Back Page

Post-Test Workshop: Reporting Summative Assessment Results Elements of the Student Score Report: Early Assessment Program Grade 11 only 8 8 Back Page

Post-Test Workshop: Reporting Summative Assessment Results Student Score Reports (cont.) A guide explaining the elements of student score reports will be available electronically on the caaspp.org reporting Web page.

Post-Test Workshop: Reporting Summative Assessment Results Final Student Data File Downloadable file in CSV format –Data layout to be released soon on caaspp.org Includes test results for all students tested in the LEA Available within four weeks after the end of an LEA’s test administration window in TOMS Additional training planned

Post-Test Workshop: Reporting Summative Assessment Results Public Web Reporting Site Available on the CDE Web site through DataQuest Planned release in mid-August Access two testing programs through one Web site –Smarter Balanced ELA and mathematics –CST/CMA/CAPA Science and STS RLA Additional training planned

Reporting Timeline

Post-Test Workshop: Reporting Summative Assessment Results Timeline for Preliminary Results, Student Score Reports, and Final Student Data File Week 0: Student completes a content area. Weeks 1–3: Student responses are scored and merged; preliminary results are checked. Week 4: LEA accesses ORS to view preliminary results. 4 Weeks After Test Administration Window Closes: LEA accesses and downloads the final student data file from TOMS. Beginning Early July: LEAs receive paper Student Score Reports with final test results; PDFs of Student Score Reports available in TOMS. Appeals Additional preliminary results received Rescores

Post-Test Workshop: Reporting Summative Assessment Results Timeline for Public Reporting on DataQuest Early August LEAs preview embargoed public reporting site. Mid-August CDE releases public reporting results through DataQuest based on results through June 30. Mid-September CDE releases updated public reporting results based on results for 100% of LEAs.

TOM TORLAKSON State Superintendent of Public Instruction Communications Toolkit (Cont.) Sample parent and guardian letter to accompany the Individual Student Report Reading Your Student Report, in multiple languages, to help parents and guardians read and interpret the Individual Student Report Documents that include released questions that exemplify items in the Smarter Balanced assessments to help parents/guardians understand the achievement levels Short video to help parents/guardians understand the Individual Student Report 65

TOM TORLAKSON State Superintendent of Public Instruction 66 Questions?