1. Online Statewide Assessment: Coming Soon to a School Near You! David Judd Director; Office of Systems, Psychometrics & Measurement Research Bureau of Assessment and Accountability April 30, 2013 MERA Conference

2. Today’s Topics Student Voice Kindergarten Entry Assessment Statewide assessment overview Next-generation assessment accessibility Statewide systems supporting online assessment & reporting Technology readiness Fall 2013 Online Testing Opportunities 2

3. MEAP Social Studies Online Pilot Student Comments “I enjoyed taking the online test a lot more” “It was very fun” “Make the math one too!” “I would like to use computers for the MEAP again” “I LOVED TAKING IT ONLINE !!!!!!!!!” “I feel like it was better to take it online” “I wish we took all MEAP tests online, it was faster” “The online MEAP test was a good experience!!!!!” “Can we take all the MEAP tests online?”

4. “The computer tend to make me tired and sleepy” “I did not like how I could see other computers and I would see how far (the other students) were.” “Make the words bigger” “It could use some more color” “You should tell the kids their score at the end” “Fix the highlighter tool!” MEAP Social Studies Online Pilot Student Comments

5. MEAP Social Studies Online Pilot Online or Paper?

6. MEAP Social Studies Online Pilot What distractions did students face?

7. K-2 Cognitive Labs Participation 18 Second Grade Teachers 29 First Grade Teachers 22 Kindergarten Teachers Feedback focused on… – Overall sentiment – Technology-related issues – Test content and format – Implementation issues

8. K-2 Cognitive Labs Feedback Teachers need to… – prepare students with computer skills – determine logistics of administering an online assessment to a large group of students Some elements were difficult for students… – Scrolling – Drop-down boxes System needs to… – highlight words as they are being read – allow student to turn audio off

9. K-2 Cognitive Labs Feedback Higher student engagement Acknowledges different learning styles Human voice audio was very helpful Reduction in test anxiety Necessary life skills

10. Kindergarten Entry Assessment (KEA)  Legislation provided $3.25 million to implement a KEA  Requires PD for educators  Must include a system for data entry and integration with P-20 LDS  Spotlights conducted fall 2012 to understand state of the art  Request for Proposals released March 2013  Significant pilot testing expected fall 2013 10

11. The Assessment Challenge How do we get from here......to here? All students leave high school career and college ready Common Core State Standards specify K-12 expectations for career and college readiness...and what can an assessment system do to help? 11

12. Transitions – MEAP  SBAC (Smarter Balanced Assessment Consortium) – MME  SBAC – MEAP-Access (for students with disabilities for whom both MEAP/MME and MI-Access are inappropriate)  SBAC – MI-Access (for students with significant cognitive disabilities)  DLM (Dynamic Learning Maps) Functional Independence (for students with mild cognitive disabilities) Supported Independence (for students with moderate cognitive disabilities) Participation (for students with severe cognitive disabilities) – Michigan English Language Proficiency Assessment (ELPA)  WIDA/ASSETS (World Class Instructional Design and Assessment) 12

13. Additions Interim Assessments – Optional & Online only – Primarily grades and content areas not covered by a consortia Science Social Studies MMC courses K-2 ELA & Mathematics Model assessment (e.g., Arts) Kindergarten Entry Assessment 13

14. ●25 states representing 40% of K-12 students in U.S. ●21 governing, 4 advisory states ●Washington state is fiscal agent ●WestEd provides project management services SBAC - A Consortium of States 14

15. A Balanced Assessment System Common Core State Standards specify K-12 expectations for career and college readiness Common Core State Standards specify K-12 expectations for career and college readiness All students leave high school career and college ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to career and college readiness Teacher resources for formative assessment practices to improve instruction 15

16. A Balanced Assessment System Two types of Interim Assessments - Summative Clone (mimics accountability test blueprint) - Interim Cluster (deeper dive into assessment targets) Two types of Interim Assessments - Summative Clone (mimics accountability test blueprint) - Interim Cluster (deeper dive into assessment targets)

17. Smarter Balanced Sample Items ● October 9 th, 2012 release of online tool holding 50+ items − Mathematics − ELA − Samples from all 7 grades (3-8 and 11) ● Item type conversations ● New level of rigor expected by the Common Core State Standards 17

18. Smarter Balanced Sample Items 18

19. Smarter Balanced Sample Items 19

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22. Performance Tasks ● New item type for Michigan ● Measure concepts other item types do not cover very well (e.g., research) ● Up to an estimated 125 minutes needed ● Performance Tasks may include a Classroom Activity ● Six sample Performance Tasks ● Teacher Preparation & Resources ● Specifications ● Scoring Rubrics 22

23. Smarter Balanced Pilot Test – Spring 2013 Scientific Sample – Over 700 Michigan schools agreed to participate – Student survey responses being collected Volunteer Schools (Practice Tests) – Grades 3-8 and 11 in ELA and Mathematics – Similar to planned assessment experience – Available May 29, 2013 and through the 2013-14 school year Practice Test Accommodations – Text-to-speech – Item-level pop-up Spanish glossaries for construct irrelevant terms (math tests only) – Braille – American Sign Language (ASL) 23

24. Smarter Balanced Pilot Test – Spring 2013 Lessons Learned – Item development – Systems interoperability – Scoring needs – Translation methodology 24

25. Smarter Balanced Next Steps Item development for spring 2014 field test Hire a scoring service provider and build Artificial Intelligence (AI) scoring engine Continue developing: – Computer Adaptive Testing (CAT) specifications – Reporting system – Digital library – Interim system 25

26. Find Out More Smarter Balanced can be found online at: SmarterBalanced.org 26

27. DLM – Dynamic Learning Maps www.dynamiclearningmaps.org 27

28. DLM Timeline 28

29. The Common Core Essential Elements are specific statements of the content and skills that are linked to the Common Core State Standards grade level specific expectations for students with significant cognitive disabilities.

30. Common Core Essential Elements: Design Priorities Define essential differences from grade to grade in – cognitive demand – content knowledge – skills-based expectations Identify the key elements essential for each grade level. – Not necessarily a one-to-one relationship with Common Core State Standards Align Essential Elements across and between grades

31. CCSS Grade-Level Standards Common Core Essential Elements Range of Complexity Represent and solve problems involving multiplication and division. 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. EE3.OA.1-2. Use repeated addition and equal groups to find the total number of objects to find the sum. Students will: EE3.OA.1-2. Use repeated addition to find the total number of objects arranged in a square or rectangular array. Ex. Using tiles in a template, identify the total number of tiles by adding the tiles in the template. Ex. Fill space of squares and rectangles with 1-inch tiles, add tiles in rows or columns to determine total number of tiles it takes to fill the shape (square/rectangle). Ex. Use an abacus to find the total. Students will: EE3.OA.1-2. Use repeated addition and equal groups to find the total number of objects to find the sum. Ex. Two birds + two Birds + two birds = six birds. Ex. Given a repeated addition number sentence, use a number line to find the sum. Third Grade Mathematics Standards: Standards: Operations and Algebraic Thinking

32. CCSS Grade-Level Standards Common Core Essential Elements Range of Complexity Phonics and Word Recognition. RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. a.Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. EERF.5.3. Know and apply phonics and word analysis skills in decoding words. a.Decode two- syllable words. Students will: EERF.5.3.a. Decode up to multiple-syllable words. Ex. Read text comprised of frequently encountered two- and three-syllable words. Students will: EERF.5.3.a. Decode two-syllable words. Ex. Read text comprised of single-syllable words with accuracy. Ex. Use decoding skills to match familiar words with picture-based representations of the words. Students will: EERF.5.3.a. Identify the beginning and ending consonant sounds of familiar words. Ex. Asked what the first and last sound in mat is, respond with /m/ and /t/ sound. Ex. Represents the initial and final sound in efforts to spell familiar words. Ex. Given a word card, the student will indicate (point to) the letter that is at the beginning of the word and the letter at the end of the word. Students will: EERF.5.3.a. Identify initial letter in own name. Ex. Selects first letter of own name from an array of letters. Ex. State first letter of own name when asked. Ex. Given three student names, can pick out own name based on the first letter. Fifth Grade English Language Arts Standards: Reading (Foundational Skills)

33. Technology Features for DLM Touch screen technology Audio via sound files American Sign Language video Pop-up context-dependent dictionaries/glossaries Text and image magnification On-screen note taking Color overlays IntelliKeys™ keyboard accessibility Masking Text readers Refreshable braille displays

34. As a result you can expect some changes in the future… Accommodations and selection process Development of Personal Needs Profiles Move towards consortium developed Participation Guidelines Accommodations Monitoring

35. ASSETS – Assessment Services Supporting ELs through Technology Systems (ASSETS) 35 http://assets.wceruw.org/

36. ASSETS Timeline 36

37. Alternate ACCESS Currently available – K (Future availability) – Grades 1-2 – Grades 3-5 – Grades 6-8 – Grades 9-12 Designed for ELs who are also SWDs Based on alternate performance indicators and alternate proficiency levels Listening, Reading, Writing, and Speaking Michigan plans to offer in 2013 37

38. Technology Readiness Progress Bruce Umpstead, OEII & Dave Judd, BAA Spring 2015, online assessment to the extent possible Smarter Balanced and Michigan accountability assessments will have paper/pencil version at least through spring 2017 Michigan interim assessments are optional so no paper/pencil version 38

39. Accessibility and Online Testing Technology-based assessment platforms offer new opportunities and ways for accommodations to be provided to students who need them Requires a new look at defining – Accommodations – Embedded supports/tools – Good testing practices 39

40. Good Testing Practices Teachers must take care to ensure students have opportunities to become familiar with technological aspects of online testing Allow time for practice tests using planned assessment platform Provide practice time using accommodations and embedded tools Begin to use/increase the use of technology in instruction Evaluate use of tools/accommodations 40

46. 46 What we’ve learned about TECHNOLOGY READINESS

47. Device Readiness Device Specifications o Most devices meet minimum requirements o Form factors supported: -Desktop -Laptop -Netbook -Tablet Number of Devices o Logistical challenges with limited testing devices o Pilot opportunities allow dry-run of logistics

48. Network Readiness Speed/Capacity Actual speed varies continually Current utilization levels need to be considered Reliability Wireless access points potentially over-utilized Consider age and performance of networking equipment

49. Don’t Feel Ready for Online Testing? Paper and Pencil versions of Summative tests will be available through Spring 2017 So, why make the shift to online testing now?

50. Advantages of Online Testing Retake opportunity More informative reports Quicker reporting No materials to inventory, monitor, and return Optional interim assessments online only Adaptive testing capability More efficient scoring Increased student engagement Improved security

51. Michigan Online Testing Opportunities for Fall 2013 51 MI-Access SS Cog Lab 5 th and 8 th Grade MEAP Science 5 th and 8 th Grade MEAP Science 6 th and 9 th Grade MEAP Social Studies 6 th and 9 th Grade MEAP Social Studies K-2 Interim Assessments ELA and Math K-2 Interim Assessments ELA and Math 3 - HS Interim Assessments Science & Social Studies 3 - HS Interim Assessments Science & Social Studies Kindergarten Entrance Assessment SeptemberOctoberNovember