MAC Common Assessment Training Modules

MAC Common Assessment Training Modules

Session F3Michigan School Testing Conference

February 23, 2012

What is the Michigan Assessment Consortium (MAC)?

Why a common assessment module series?

How might this series be used? How have districts used the assessment

development series? What questions might you have?

Session Topics

I’m not going to buy my kids an encyclopedia. Let them walk to school like I did.”

You should always go to other people’s funerals, otherwise, they won’t come to yours.”

What were you thinking as you chose this session?

World According to Yogi Berra

Promote assessment knowledge and practice

Provide professional developmentProduce and share assessment

tools and products

MAC Purpose

Overview of technically sound but understandable methods for creating common assessments

Flexible PD presentationStep-by-step processReliable and valid measures

What is the Common Assessment

Module Series?

State and national assessment requirements Need to build educator assessment literacy Pursuit of a balanced assessment system Power of focused educator conversations

about assessment results to improve student achievement

Why a Module Series?

Definition of common assessment and when to use them

Criteria to select learning targets & match with appropriate assessment methods

Development, editing, field testing, review and revision of assessments

Use and reporting of assessment results Using assessment as a tool to improve

student achievement

Topics in this series include…

24 modules Video presentation, script, power point,

companion documents, and user guide Intended to be flexible to meet local

needs Free! www.michiganassessmentconsortium.o

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Resources

Using this series

Not just a PD exercise Defines the steps in the process Defines the flow of the process Provides tools to support steps in the

process Provides PD resources to learn how to do

each step

Educators who are not knowledgeable and skillful in the development of assessments need to learn.

The learning will take time and effort, but will be most meaningful in the context of an actual common assessment development project.

Educators that are knowledgeable and skillful, can move through the development process much more quickly while paying appropriate attention to the details of each step and ensuring quality work.

Learning vs. Doing

Dual Purpose – Guide the Work & Identify Quality Structure – Trait Analytic Guiding the Work – A trait for each module,

arranged in the general order of the work flow Identifying Quality – Identifies three levels of

implementation quality Creating evidence for valid use of results by

documenting the details of each step as you go

A Rubric To Guide/Check The Work

Suzanne Finney Mecosta Osceola ISD Data and Curriculum

Coach

Story from the Field

Help Students

Helping Schools

Mecosta-Osceola ISDCommon Assessment

Development

Suzanne FinneyData-Curriculum Coach

Help Students

Helping Schools

Mecosta-Osceola ISD

– Located in Big Rapids – 50 miles north of Grand Rapids

– 6 Districts

– Serve 8,900 students

– Pearson Inform (Data Warehouse)

– Limelight (Assessment Creation & Delivery) first year

Help Students

Helping Schools

Our Task

Fall 2010

Superintendents requested that General Education revise end of grade Math and ELA assessments and provide them to each district ISD-wide to be given at the end of the year.

Help Students

Helping Schools

Professionals Involved

• Grade Level Teams representing the 6 districts came to the ISD.

ELA = 3 days

Math = 2 days• Limelight was new so ISD staff took on

the task of item creation.

Help Students

Helping Schools

Purpose of the Assessments

These selected response assessments will be used

1. to determine what grade level content students have mastered.

2. to generate MOISD-wide data3. to provide each teacher access to their

own students’ data4. (potentially) as one component of

teacher evaluation

Help Students

Helping Schools

Process of Our Work

1. Review the 09-10 Test Blueprint

2. Double Code to Common Core

3. Understand Depth of Knowledge Alignment

4. Change to 3 Items per assessed Concept

5. Determine which Concepts to Assess

Help Students

Helping Schools

Process of Our Work

6. Create New Test Blueprint7. Review Item Analysis Data – Math 8. Select Items

• Check for Bias & Distortion9. Assemble the Assessment10. Cut Scores established by QDAT (Curriculum Advisory Group)

Help Students

Helping Schools

Products of Our Work

Piloted the tests in Spring 10-11 Edited tests using feedback from pilot1 district is giving assessments 3 times this year Fall, Winter, Spring to generate student growth data for teacher evaluation.

Help Students

Helping Schools

Products of Our Work

All districts are scheduled to give the tests in Spring 11-12

Following the administration we will generate MOISD-wide data at the standards level.

Results will be used to help determine professional learning offerings.

Requests are coming in to revisit the tests based on the data generated.

What Questions Might You Have?

Show me….

Kathy Dewsbury-White, Ingham ISD Bruce Fay, Wayne RESA Jim Gullen, Oakland Schools Julie McDaniel, Oakland Schools Edward Roeber, Michigan State University Ellen Vorenkamp, Wayne RESA Kimberly Young, MDE/BAA

Development Team

Bruce FayWayne [email protected]

Jim GullenOakland [email protected]

Kimberly YoungMDE/[email protected] FinneyMecosta Osceola [email protected] Masters

Lenawee [email protected]