Next Generation Assessments of Ohio’s New Learning Standards

1. Next Generation Assessments of Ohio’s New Learning Standards Designing Offline and Online Learning Experiences for NGA Success Andrea Smith, NPESC Regional Director

3. Questions to be Discussed • What will the tests look like? • What will students be asked to do? • How can I modify my assessments to prepare my students? • How can I modify learning experiences to prepare my students? • What updated information is now available?

4. ODE Guidance Documents and other Resources • Test Blueprints • Sample items • Quality Rubrics

5. PARCC-Developed Assessments • English language arts • Grades 3 – 8 • End of Year exams (3) • Mathematics • Grades 3 – 8 • Alg I, Geom, Alg II • Operational school year 2014-15 State-Developed Assessments • Science • Grades 5, 8 • End of Course – Bio and Phys Science (2) • Social Studies • Grades 4, 6 • End of Course – Am His. & Am Govt (2) • Operational school year 2014-15 Ohio’s Next Generation Assessments Ohio’s Next Generation Assessments

6. Transitioning to the NGA

7. What will the NGA tests look like?

8. Summative Assessment Components • Performance-Based Assessment (PBA)will assess knowledge of material from first three quarters of the year. Following the PARCC model, the PBA will present a combination of discret items and tasks linked to stimuli that engage significant content aligned to the model curriculum. The sequence of items associated with the stimulus draws the student into deeper analysis and interpretation than might ordinarily be possible in a single item. • End-of-Year Assessment (EOY) administered after approx. 90% of the school year. All items will be scored by the computer. End-of-Year Assessment • Innovative, computer-based items • (PBA) (EOY) Performance-Based Assessment (PBA) • Extended tasks • Applications of concepts and skills

9. Part I: Performance-Based Assessment • The Performance-Based Assessment (PBA) will assess the student’s knowledge of material from approximately the first three quarters of the course, as specified in this document. • The assessment will consist of approximately 8-12 items worth 20 points overall. • It will require students to engage with course content at a significant cognitive depth and a meaningful level of analysis. • Following the PARCC model, the PBA will present a combination of discrete items and tasks, or sets of items linked to stimuli that engage significant content aligned to the model curriculum.

10. Part II: End-of-Year Examination • The End-of-Year Examination will cover the entire content of the course. • It will be administered as close as possible to the end of the course (after approximately 90% of the course has been completed). • All EOY assessment items will be scored by computer, making possible a very quick return of scores.

11. Test Items- Computer Scored • Multiple Choice- 4 answer options • Short Answer • Graphic Response • Simulation Test Items- Hand Scored • Short (SCR) and Extended Constructed Response (ECR)- A question or set of questions that require a detailed written response. Responses are scored using a rubric.

12. Test Items- Computer Scored A Multiple-choice item consists of the following: • a brief statement that orients the student to the context of the question (optional). • a stimulus (document, data table, graphic, etc.) on which the question is based (optional). • a question. • four answer options.

13. Test Items- Computer Scored A Short-answer item consists of the following: • a brief statement that orients the student to the context of the question (optional). • a stimulus (document, data table, graphic, etc.) to which the question refers (optional). • a question or prompt. • a response area. The student types a response to answer the question.

14. Test Items- Computer Scored A Graphic-response item consists of the following: • a brief statement that orients the student to the context of the question (optional). • a stimulus (document, data table, graphic, etc.) to which the question refers (optional). • a question or prompt. • a graphic-response interface on which the student manipulates objects using a computer mouse to create a response to the question. The response interface may be a map, a chart or graph, a picture or a diagram on which the student must position objects correctly.

15. Grade 5 Science – Delaware test

16. Test Items- Computer Scored A Simulation • an interactive animated graphic interface that simulates an investigative experiment or physical situation. • Information is displayed in the form of dynamic maps or illustrations, statistical tables, or charts and graphs. • Data inputs can be adjusted by the student to reflect changes in the experimental or situational inputs, and the graphics adjust themselves to account for the new information. • Simulations are accompanied by more than one of the other item types. • The simulation functions as an interactive stimulus.

17. Simulation Examples • Stickleback Evolution http://www.hhmi.org/biointeractive/stickleback-evolution-virtual-lab • Bridge Challenge http://www.pbs.org/wgbh/buildingbig/bridge/challenge/index.html • Disease Detectives http://www.pbs.org/wgbh/nova/body/disease-detective.html

18. Hand-scored A Short Constructed Response item (SCR) consists of the following: • a brief statement that orients the student to the context of the questions (optional). • one or more stimuli (documents, graphics, data displays, etc.) to which the questions refer (optional). • a question or set of questions that require a detailed written response or responses. The responses are scored according to a rubric or set of rubrics that address multiple dimensions in the student work. An Extended Constructed Response item (ECR) contains the same components as the SCR but requires a more elaborated response

19. How to find Item Specifications • Go to ODE’s homepage (www.education.ohio.gov) • Search “State Developed Assessments”

20. How To Read Item Specifications Documents Beginning paragraphs: • Strand, Topic, Content Statement • Expectations for Learning- What are students expected to be able to DO? Content Limits- What students need/do not need to know for this standard Stimulus Attributes and Response Attributes • HOW will this standard be tested? • What do they expect students to get wrong? Short Answer question possibilities

21. Activity: Test Blueprints Use your grade level blueprint to find the answers to the following questions: • Total points on the PBA? • How many points is the EOC assessment worth? • How many short answer questions will students answer on the PBA? • How many Multiple Choice questions on the PBA? • How will questions be divided between the different content strands? • What content will not be assessed on the PBA?

22. Using the Test Blueprints • What are 3 new things you have learned from the blueprints? • What are 2 questions you now have? • What is 1 thing you will use right away?

23. Sessions and amount of time…TBD

24. How do we prepare for online? Dealing with the "yeahbuts" and "wecants" AAGH!!! We won't have enough computers We don't know the cut scores We haven't seen a practice test Kids can't keyboard in 3rd grade These questions look hard Did we mention not enough technology?

25. Engaging assessments Technology enhanced items allow for multiple answers, modeling of thinking, use of simulations, embedded video or sound Test questions will provide scaffolding for students Built in accommodations Immediate results on the End of Year tests Larger testing window What are the benefits?

26. Keyboarding Student Tech Skills – For NGA Assessments • Cutting and Pasting • Highlighting • Using on-screen calculator (gr 6-11 only) • Dragging and Dropping items • Manipulating a graph • Running a simulation to generate data • Changing font size and background color • Clicking on multiple correct answers • Utilizing spreadsheets, documents

27. What is being created? Yearly test timeline Innovative item types Sessions and amount of time Accommodations Vendor for Ohio’s Science and Social Studies NGA is A.I.R.

28. PARCC Comprehensive Accessibility Policies * Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

29. Accessibility Features for All Students

30. Accessibility Features Identified in Advance

31. Administrative Considerations for All Students Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: Small group testing Frequent breaks Time of day Separate or alternate location Specified area or seating Adaptive and specialized equipment or furniture

32. PARCC’s Proposed Accommodations for Students with Disabilities

33. Presentation Accommodations * See notes below

34. Response Accommodations * See notes below

35. Physical Science Field Test • Students taking the Physical Science Field Test will have three additional tools: • An online scientific calculator • An online Periodic Table • An online Reference Sheet • See Appendix A, B and C handouts

36. Trial Opportunities for 2014

37. What will the students be asked to do?

38. Cognitive Demands Revealed

39. Cognitive demands • Describe the cognitive expectations associated with a learning task, the thinking that goes along with the doing • Are an integral part of teaching and learning science • Are differentiated from one another by the way knowledge is used rather than by the degree of rigor associated with a particular demand; they are not hierarchical • Are interdependent and in effective science instruction, seldom appear in isolation

41. Requires students to • Solve science-based engineering or technological problems • Within given scientific constraints • Propose and critique solutions • Analyze and interpret engineering and technological problems • Anticipate effects of engineering or technological design • Consider consequences and alternatives • Integrate and synthesize scientific information

42. Requires students to use scientific inquiry to • Ask questions • Plan and conduct investigations • Gather and organize data • Think critically and logically about relationships between evidence and explanations • Construct and analyze alternative explanations • Communicate scientific arguments

43. Requires students to • Use subject-specific knowledge to interpret and explain events, phenomena, and concepts using grade-appropriate scientific terminology and technical and mathematical knowledge • Communicate with clarity, focus, and organization using investigative scenarios, real-world data, and valid scientific information

44. Requires students to • Provide accurate statements about valid scientific facts, concepts, and relationships • Provide rote responses • Perform routine mathematical tasks

45. Visions into Practice from the Model Curriculum

46. Visions into Practice from the Model Curriculum

47. Visit ORC's Examining Cognitive Demands e-pub to learn more by listening to podcasts and reviewing examples.

48. Ohio’s Science Online Portal http://oh.portal.airast.org/oh_fieldtest/

49. http://oh.portal.airast.org/oh_fieldtest/students/

50. Let’s do some online assessment practice… • Go to: http://oh.portal.airast.org/oh_fieldtest/ • Click “For Students and Families” • Choose Student Training Site • Choose your grade level and take one of the short online training assessments. • Answer keys are available – elementary, middle school, or secondary