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HEART Online Large-Scale Assessment Data Management System

HEART Online Large-Scale Assessment Data Management System. District-Wide Multiple Assessments. HEART District-Wide Multiple Assessments. What Other District-Wide Assessments ? Import Other Student Information Import Other Test Information Import Other Student Achievement Data.

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HEART Online Large-Scale Assessment Data Management System

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  1. HEART OnlineLarge-Scale Assessment Data Management System District-Wide Multiple Assessments

  2. HEART District-Wide Multiple Assessments What Other District-Wide Assessments? Import Other Student Information Import Other Test Information Import Other Student Achievement Data

  3. HEART District-Wide Multiple Assessments • Identify by name and content area other district-wide assessments planned for import into HEART. • How many years of data exist for each? • Is the data on a data disk, a computer file, or a paper record? • Are descriptive materials available for the assessments?

  4. HEART District-Wide Multiple Assessments Three New Practices to be Prepared to Use Other District-Wide Multiple Assessments in HEART 1. Import Other Student Information 2. Import Other Test Information (Planned Assessment File) 3. Import Other Student Achievement Data (Student Information File)

  5. 1. Import Other Student Information Current Practice A district’s ITBS/ITED bar code file is imported. A district’s data is imported from the ITBS/ITED data disk. The bar code file does not have information about students in grades not taking the ITBS/ITED.

  6. 1. Import Other Student Information • If multiple assessment data to be imported is for students already in your district’s ITBS/ITED bar code file, no change is necessary. • Continue to annually send a copy of your district’s bar code file to Lisa Sines to be imported.

  7. 1. Import Other Student Information New/Best Option: • Provide for import a K12 file instead of the ITBS/ITED bar code file. • This is an extract from your district’s student information system that includes allstudents, not just those taking the ITBS/ITED. Who does this extract?

  8. 1. Import Other Student Information Another Option: • Create and provide an Other students file (grades not in the bar code file) • Information about the file layout and an Excel template are downloadable from the Iowa Testing Programs website (see next slide)

  9. http://www.education.uiowa.edu/itp/index.htm A description of the bar code file layout and an Excel template to create a bar code file can be downloaded from the Iowa Testing Program website.

  10. 1. Import Other Student Information Implications of a K12 File: • An additional file may need to be created beyond the one sent to Iowa Testing Programs that generates ITBS/ITED bar code labels. • More student information needs to be provided, and protected. • More student information will need to be checked/cleaned in the HEART Data Cleanup section. • Others?

  11. 2. Import OtherTest Information Planned Assessment File What district-wide multiple assessments do you intend to import? HEART needs details about the assessments.

  12. Planned Assessment File Examples of test names currently used in HEART and how they appear.

  13. Planned Assessment File To encourage standardization, Great Prairie AEA will support common multiple assessment naming practices. Examples of likely supported names: ASVAB BRI (Basic Reading Inventory) Explore Reading (ACT) ICAM Comprehending Literature ITP Constructed Response Math Plan Reading (ACT) SCASS Weather Maps Star Reading TIMSS Works Keys (ACT)

  14. Planned Assessment File What other content areas will have multiple assessments? Again, standardization of naming will be encouraged (Example: Social Studies)

  15. Planned Assessment File

  16. TYPES of District-wide Multiple Assessment Scores that can be Imported into HEART (Source: Using Data to Improve Student Achievement, Deborah Wahlstrom)

  17. TYPES of District-wide Multiple Assessment Scores that can be Imported into HEART (Source: Using Data to Improve Student Achievement, Deborah Wahlstrom)

  18. Planned Assessment File Cut scores ARE NOT a guess, an arbitrary decision, a dart throw, a roll of the dice, or one person’s opinion.

  19. 2. Import OtherTest Information Iowa Tests of Basic Skills Interpretive Guidance: PROFICIENCY For purposes of NCLB, the achievement of Iowa students is described in NPR score ranges as Low, Intermediate, and High. Students with NPRs of 1 to 40 are in the Low level, those with NPRs from 41 to 89 are in the Intermediate level, and those with values from 90 to 99 are in the High level. Each state is required to decide which levels of achievement are considered proficient and less-than-proficient. In Iowa, the Low level as defined above is “Less-than-Proficient” and the Intermediate and High levels together are regarded as “Proficient”. Define proficiency

  20. 2. Import OtherTest Information EXAMPLE: ITBS 4th Grade Reading Comprehension Achievement Level Descriptors Low:Seldom understands factual information or new words in context. Sometimes is able to make inferences and interpret either non-literal language or information in new contexts. Rarely can determine a selection’s main ideas or analyze its style and structure. Intermediate:Usually understands factual information and new words in context. Often is able to make inferences and interpret either non-literal language or information in new contexts. Usually can determine a selection’s main ideas and analyze its style and structure. High:Understands factual information and new words in context, is able to make inferences, can interpret either non-literal language or information in new contexts, and can determine a selection’s main ideas and analyze its style and structure. Describe proficiency

  21. 2. Import OtherTest Information EXAMPLE: ITBS 4th Grade Mathematics (Math Total) Achievement Level Descriptors Low:Sometimes can understand math concepts. Seldom is able to solve word problems, use estimation methods, or interpret data from graphs and tables. Intermediate:Usually can understand math concepts, solve word problems, and interpret data from graphs and tables. Sometimes is able to use estimation methods. High:Understands math concepts, solves word problems, and interprets data from graphs and tables. Usually is able to use estimation methods. Describe proficiency

  22. 2. Import OtherTest Information MODULES Reading Comprehending Literature (4, 8, and 11) Comprehending Academic Texts Comprehending Functional Texts Literary Elements & Techniques Mathematics Problem-Solving Process & Strategies Number Concepts & Operations (4 and 8) Measurement Geometry Data Analysis, Statistics, & Probability Patterns, Functions and Algebra (11) Solving Work-Related Math Problems ICAM example

  23. 2. Import OtherTest Information

  24. 2. Import OtherTest Information Descriptions about what students know and can do in relationship to the content standards. The selection of cut points is a judgmental decision that should be made only after content experts have reviewed the actual items on the test.

  25. 3. Import Other Student Achievement Data Student Data File: Demographic and Achievement Data Template

  26. This is the current draft of the template. Programming changes to implement it aren't ready yet. This template may also change before it goes into use. 3. Import Other Student Achievement Data

  27. 3. Import Other Student Achievement Data Refer to these Data Field Definitions when completing the Student Data File

  28. 3. Import Other Student Achievement Data

  29. 3. Import Other Student Achievement Data All student information must be exactlythe same as the Student Information imported previously. If not: DATA CLEAN-UP!

  30. 3. Import Other Student Achievement Data The Test Name must be exactlythe same as the Planned Assessment File Name imported previously. If not: BAD IMPORT!

  31. 3. Import Other Student Achievement Data All student scores must be enteredas the same type as the Planned Assessment imported previously. If not: BAD IMPORT!

  32. 3. Import Other Student Achievement Data Templates for your data are available from Evan, Julie, Lisa or the GPAEA website

  33. 3. Import Other Student Achievement Data • Good News for ICAM and NWEA Users! • This HEART file does NOT need to be created if you can provide your original data disks or data files. They will import directly. • A Student Information File still needs to be imported if there is achievement data for students other than those in the ITBS/ITED bar code file. • A Planned Assessment File still needs to be imported first.

  34. HEART District-Wide Multiple Assessments Three New Practices to be Prepared to Use Other District-Wide Multiple Assessments in HEART 1. Import Other Student Information 2. Import Other Test Information 3. Import Other Student Achievement Data

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