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Assessment Lifecycle

Assessment Lifecycle. Dr. Michele Walker, Director Office of Student Assessment. Collaborative Effort. The Journey—From Item Specifications to the Operational Test. Blue font = educator involvement. Internal IDOE Item Reviews. Item Development.

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Assessment Lifecycle

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  1. Assessment Lifecycle Dr. Michele Walker, Director Office of Student Assessment

  2. Collaborative Effort

  3. The Journey—From Item Specifications to the Operational Test Blue font = educator involvement Internal IDOE Item Reviews Item Development Item Specifications/ Test Blueprints Administer Pilot Items (Statistical sample) Bias/Sensitivity, Content Reviews Revise/Select Items OR Create / Administer Operational Test Create / Administer Operationalized Field Test (Operational and Pilot combined) A 10- to 12-month process An 18- to 24-month process

  4. Establishing Item Specifications: An Overview START analyze standards to determine DOK develop “content limits” for standards analyze standards to determine “weight” develop “specifications” for standards assign item format (MC, GR, CR, ER, TE)

  5. Depth of Knowledge (DOK) Levels • Level 1: Recall • recall of a fact, information, or procedure • Level 2: Skill/Concept • use information or conceptual knowledge, two or more steps, etc. • Level 3: Strategic Thinking • requires reasoning, developing a plan or a sequence of steps, some complexity, more than one possible answer • Level 4: Extended Thinking • requires making connections across content areas or within a content area; an investigation, time to think and process multiple conditions of the problem

  6. Establishing Item Specifications… • Assign DOKs at the standard level • Reflect the complexity of the objective, rather than the difficulty • Describes the thinking involved, not the likelihood that the task will be completed correctly • Assign standards “weights” • 3 = essential • 2 = important • 1 = introductory • 0 = assessed in the classroom

  7. Establishing Item Specs…(continued) • Assign item formats • Multiple-Choice (MC) • Gridded-Response (GR) • Constructed-Response (CR) • Extended-Response (ER) • Technology-Enhanced (TE) • Develop specifications and limits • Clarify intention of standard • Describe appropriate ways to assess standard • Identify appropriate language and vocabulary • Establish any content limits • Provide examples of appropriate content/contexts

  8. What is a “specification”? Additional information to inform item development IDOE Content Specialists and educators identify appropriate language and vocabulary for items.

  9. What is a “content limit”? Item parameters

  10. The Basic Test Blueprint

  11. Involving Indiana Educators: Item Specs/Limits/Blueprint Summary • Analyzing standards to determine • DOK level (1, 2, 3, 4) • standard weight (3, 2, 1, 0) • appropriate item format (MC, GR, CR, ER, TE) • specifications • content limits • blueprint percentages

  12. Content Review Indiana educators in grade/content committees verify that each item is… • matched to an Indiana Academic Standard • accurate and appropriate for grade level and difficulty range • clearly stated and unambiguous • appropriate for the assigned DOK

  13. Bias/Sensitivity Review Test items must be accessible to a diverse student population with respect to gender, race, ethnicity, geographic region, disability, socioeconomic status, and other factors. Test items must not contain: • Offensive, disturbing, or inappropriate language or content • Stereotyping • Insensitivity to historical representation of groups

  14. Final Steps in the Process…. • Revise items as a result of Content and Bias/Sensitivity Reviews • Select items for Pilot and Operational test

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