Race to the Top Assessment Program Public Meeting, Boston, MA H Gary Cook, Ph.D. Wisconsin Center for Education Research November 12, 2009.

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Presentation transcript:

Race to the Top Assessment Program Public Meeting, Boston, MA H Gary Cook, Ph.D. Wisconsin Center for Education Research November 12, 2009

Overview Assessment system guiding principles Proposed assessment system Accessible item types Things to think about

Guiding Principles of Assessment System Based on standards built toward college readiness Track the progress toward and attainment of college readiness for individual students Results support teaching and learning; program and school effectiveness; teacher and principle effectiveness; and students’ college or career readiness

Guiding Principles of Assessment System Support good instructional practice Accessible to broad range of students Appropriately samples subject area Provide timely and actionable results Valid and reliable Appropriately secure Not cost prohibitive

Current State Assessment Cycle SepOctNovDecJanFebMarAprMayJun Assessment Results

Current State Assessment Cycle SepOctNovDecJanFebMarAprMayJun Assessment Results

Proposed State Assessment Cycle SepOctNovDecJanFebMarAprMayJun Assessment Results Assessment Results

Proposed System Consortium Based

Proposed Assessment System Delivered On-line

Proposed Assessment Content Shared Common Core Content State A Unique Content State B Unique Content State C Unique Content

Shared Scope and Sequence Fall Curricula Winter Curricula Spring Curricula

Fall Report Winter Report Spring Report Assessment Results

Progression of Language Support Language Neutral Assessment Supported Language Assessment Traditional Assessment English Language Proficiency Assessment English Language Proficiency Assessment English Language Arts Assessment

Accessible Item Types

Sample Online Math Item

ONPAR Sample Math Item #1

Sample Online Math Item

ONPAR Sample Math Item #2

Things to Think About The technology to do this is available now. Current measurement models will work. How can we create an inclusive assessment system that assesses the broadest range of students? How can we help students, parents, teachers and administrators use the assessment information effectively?