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Computer-Based Testing (CBT) in Utah National Conference on Student Assessment June 21, 2010

Computer-Based Testing (CBT) in Utah National Conference on Student Assessment June 21, 2010. Julie Quinn Computer-Based Assessments Specialist Utah State Office of Education. Which Tests?. 27 Multiple Choice CRTs Grades 3 – 11 English language arts

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Computer-Based Testing (CBT) in Utah National Conference on Student Assessment June 21, 2010

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  1. Computer-Based Testing (CBT) in UtahNational Conference on Student AssessmentJune 21, 2010 Julie Quinn Computer-Based Assessments Specialist Utah State Office of Education

  2. Which Tests? • 27 Multiple Choice CRTs • Grades 3 – 11 English language arts • Grades 3 – 7 math, Pre-Algebra, Algebra 1, Geometry, Algebra 2 • Grades 4 – 8 science, Earth Systems Science, Physics, Chemistry, Biology • Direct Writing Assessment • Grades 5 and 8 • Plus formative tool available year-round, grades 5 & 8 • Utah Test Item Pool Service (UTIPS) • Formative tool – USOE item pool and/or educator items • Available year-round to all content areas, K-12 • Facilitates local benchmark/interim tests

  3. Utah’s Landscape • 41 Districts, 81 Charter Schools • 530,000 students • Lowest per-pupil spending in nation Infrastructure • 50% Windows, 40% Macintosh, 10% Linux • Strong technical skills among LEAs • Wireless, thin clients, multiplied workstations • Utah Education Network • ISP for districts and secondary schools, some charter schools • Few elementary schools with a single T1 line

  4. CBT Participation for CRTs

  5. Challenges • Hardware + Software + Test items & forms + Bandwidth + Local configurations + Student preparation + Test administration procedures = Testing experience • It’s not just a new test – it’s an ambitious technology implementation project • Different skills needed to support testing • Cleaning answer documents vs. technical support • Different and more preparation prior to testing

  6. Challenges • Low tolerance for interruptions • Browser loading of pages • System interruptions • Aging infrastructure • One-time funding creates “bubbles” • HVAC, electrical upgrades needed • Participation tied to what is physically possible • Balancing innovation with stability • Item types and accessibility impact on system • What are LEAs purchasing? Can it be supported?

  7. Challenges • What is standardized presentation? • PBT version of the CBT format • Change in vendor/software • LEA configurations (e.g., screen resolution) • What is comparable? • Year to year • Form to form • Redesigning processes to be CBT-centric, while still producing PBT • Development QA timeline is different

  8. Overcoming Challenges • Require industry best practices for software development and deployment • Clear communication with all parties • Assessment and Technology brainstorming, preparing, and resolving problems together • Plan for crisis management • There will be problems • Philosophy shift to “not if, but when” • Set clear expectations for participation • What is voluntary? Flexibility for LEAs? • Each school CAN do something

  9. Overcoming Challenges • All efforts focused on lowest risk implementation • Solid LEA and school readiness checklists • Compare system technical specifications to LEA reported configurations to what is actually used • Strong support for issue resolution • Separate policy issues from system training and technical troubleshooting issues • Well defined tier 1, 2 and 3 support • Local configuration vs. system-wide problems • How to respond to administration anomalies

  10. Benefits of Summative CBT • Long-term vision for assessments • More options for validly assessing students • Students more engaged • Student results in teacher hands faster • Technology resources available to support instruction • CBT shines light on many issues • Test administration processes and ethics • Appropriate accommodations • SIS system and course scheduling • Better picture of technology infrastructure

  11. Benefits of Formative CBT • More time to spend on what to do because of the data instead of generating the data • Automatic scoring & use of artificial intelligence • Increases assessment literacy • What do good questions look like? • How can we make our questions better? • Easier to tailor assessments to instruction and student needs • Encourages conscious alignment of individual assessments to curriculum, K-12 • Why am I asking this question?

  12. Contact Information Julie Quinn Computer-Based Assessments Specialist Utah State Office of Education julie.quinn@schools.utah.gov http://schools.utah.gov/assessment

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