New Hampshire Leadership Training GradeLevel Expectations

1
New HampshireLeadership Training Grade-Level
Expectations

• Meeting the Needs of All Students in Statewide
  Accountability
• Especially English Language Learners and Students
  with Disabilities

2
Meeting the Needs of All Students in Statewide
Accountability through State Assessment
Especially English Language Learners and Students
with Disabilities
How does the philosophy of Universal Design
connect to the GLEs? How do the GLEs provide
access for English language learners (ELL)? How
do the GLEs provide access for learners with
educational disabilities?
3
Agenda

• No Child Left Behind
• New England Compact
• What are Grade-Level Expectations?
• Different Types of GLEs
• Criteria for Developing NECAP GLEs
• Reading the GLEs
• Scavenger Hunt
• GLEs and Curriculum

4
No Child Left Behind

• Signed into law on 8 January 2002
• Each state is responsible for developing
  expectations for student achievement in
  mathematics and reading/language arts in each of
  grades 3-8
• Each state must assess students every year in
  each of grades 3-8 and once in high school,
  beginning in the 2005-2006 academic year
• To meet this challenge

5
New England Compact
The New England Compact, formally instituted in
2002 by the Commissioners of Education of Maine,
New Hampshire, Rhode Island, and Vermont, has
focused on the development of a common set of
Grade-Level Expectations (GLEs) at each of grades
2-8.
6
What are Grade-Level Expectations?

• A GLE is a stated objective aligned with NH, RI,
  and VT standards, by grade
• A GLE differentiates performance on concepts,
  skills, or content knowledge between adjacent
  grade levels
• As a set, GLEs lead to focused, coherent, and
  developmentally appropriate instruction without
  narrowing the curriculum.

7
Grade-Level Expectations Include

• Test Specification for the large-scale assessment

• Specification for local curriculum and assessment

Test Specification for large-scale
8
Whats the Difference?

• The large-scale assessment GLEs were developed by
  NH, RI, and VT
• Known as the New England Common Assessment
  (NECAP) GLEs
• Provide the basis for developing test blueprints
  for a common assessment to be administered in NH,
  RI, and VT, beginning in the 2005-2006 academic
  year
• Local GLEs are being developed in conjunction
  with RI.

9
Whats the Difference?

• Local Curriculum and Assessment
• Can include concepts and skills not easily
  assessable in an on-demand setting
• Can include foundational skills as they develop
  across grades.

• Test Specification
• (NECAP GLEs)
• Must be assessable in an on-demand large-scale
  setting
• Should be a prioritized set.

10
How were GLEs classified as NECAP or Local GLEs?

• Is the concept or skill part of a big idea in the
  discipline?
• Is success on the concept or skill in a given
  grade essential for success in subsequent grades?
• Should the concept or skill be assessed at an
  earlier grade because success at that earlier
  grade is important for success at the given
  grade?
• Is the concept or skill assessed adequately at an
  earlier grade?

11
How were GLEs classified as NECAP or Local GLEs?

• Should the concept or skill be assessed at a
  later grade for state assessment purposes?
• Is the concept or skill subsumed in other GLEs at
  that grade level?
• Are concepts or skills important for success in
  other disciplines in given grades or subsequent
  grades?
• Is the concept or skill better assessed in the
  classroom (e.g., Mentally adds and subtracts)?

12
What were the Criteria for developing the NECAP
GLEs?

• GLEs should explicitly indicate cognitive demand
  (interaction of content and process)
• There should be a mix of cognitive demands at all
  grade levels
• GLEs should be specific and clear enough to know
  how they will be assessed.

13
Examples

• Not Assessable
• Develops understanding of plot.
• Applies the concepts of congruency.
• Assessable
• Demonstrates understanding of plot by
  identifying and describing characters, setting,
  problem/solution, and plot.
• Applies the concepts of congruency by solving
  problems on a coordinate plane involving
  reflections, translations, or rotations.

14
The GLEs are constructed as a continuum of
learningso what?

• Success in one grade should be a good predictor
  of success in the following year.
• Success across multiple years should be a good
  predictor of success at the benchmark years
  (i.e., NAEP).

15
How to Read a GLE

• Each GLE contains three parts
• A bolded statement called the stem communicates
  the curricular and instructional focus of the GLE
  across the grades
• Unbolded text indicates how the GLE is specified
  at a given grade level
• Underlined text indicates differences between
  adjacent grades.

16
Mathematics
Stem (bolded)
Field
Strand
Grade
stem
Differences between adjacent grades (underlined)
Specifics for grade (unbolded)
17
Reading
Stem (bolded)
Stem
grade
Field
bullet
NEGLE-R2.1.3 Uses strategies (e.g., knowledge of
word structure, including prefixes/suffixes and
base words such as un-covered context clues
other resources, such as dictionaries,
glossaries or prior knowledge) to help identify
the meaning of unfamiliar vocabulary
Specifics for grade (unbolded)
Differences between adjacent grades (underlined)
18
Scavenger Hunt Activity
19
Mathematics Reading/WritingScavenger Hunt
Scavenger Hunt

• What are the four mathematics strands?
• What do the ands and ors mean, including
  orsc?
• How many stems are there in the Data, Statistics,
  and Probability strand?
• How will students analyze data at grade 3?

• What are the five writing content clusters?
• What are the six reading content clusters?
• What are the three writing genres that will be
  assessed at grades 5 and 8?
• Which GLE is only assessed at the end of grades
  2, 3, and 4?

20
How do the NECAP GLEs Fit into Curriculum
Development?

• New Hampshire Proficiency Standards played a
  central role in the development of the GLEs.
• NECAP GLEs will be serving as an assessment
  framework not a curriculum framework.

21
How do the NECAP GLEs Fit into Curriculum
Development?

• Keep in mind that the NECAP GLEs are not rich
  enough in content to serve as a curriculum
  framework
• Local GLEs are still being developed
• It is best if your district uses the GLEs
  together with the state frameworks when
  developing your curriculum.

22
How do the NECAP GLEs Fit into Curriculum
Development?

• The GLEs will allow you to clearly see
  expectations for all students at the end of each
  of grades K - 8.
• The NECAP GLEs will provide the basis for
  developing test blueprints for the 2005 - 2006
  state assessment.

23
GLEs and Curriculum
State Frameworks
District Curriculum
24
Contact Information

• Rich Andrusiak
• Mathematics Consultant
• 603.271.3844
• randrusiak_at_ed.state.nh.us
• Linda Stimson
• ELA Consultant
• 603.271.2035
• lstimson_at_ed.state.nh.us

25
Developing a Deeper Understanding of the GLEs

• Look at M(FA)-5-3, M(FA)-6-3, and M(FA)-7-3
  and determine at which grade this question is
  assessible
• Joelyn has decided to save 12 a week to buy a
  stereo system costing 125. Which expression
  shows how much she will still have to save after
  n weeks?
• A. 125 12n
• B. 125 12n
• C. (125 12)n
• D. (125 12)n MCAS, Released Items, 1998

26
At Which Grade is this Question Assessable?
27
New HampshireLeadership Training Grade-Level
Expectations

• An In-depth Look at the NECAP Mathematics GLEs

28
An In-depth Look at the NECAP Mathematics GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• The interaction between the Depth of Knowledge
  and content
• Conserving the Mathematical Construct.

29
An In-depth Look at the NECAP Mathematics GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• The interaction between the Depth of Knowledge
  and content
• Conserving the Mathematical Construct.

30
NECAP GLEs
31
An In-depth Look at the NECAP Mathematics GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• The interaction between the Depth of Knowledge
  and content
• Conserving the Mathematical Construct.

32
Depth of Knowledge Levels of Complexity

• Levels that are focused on the complexity of the
  item, not on how different students interact with
  the item.
• Descriptors to guide development and
  classification.
• Levels to help define upper limits and range of
  the complexity of items that are fair game for
  an assessment for a given GLE.

33
Depth of Knowledge (Webb)Mathematics
Level 1 involves recall, or the use of a
procedure, solving an equation, or applying an
algorithm or formula. Level 2 involves more
than one step, demonstrating conceptual
understanding through models and explanations,
classifying information, and interpreting data
from a simple graph. Level 3 involves reasoning,
planning, or using evidence. Level 4 requires
complex reasoning, planning, and thinking over
extended periods of time. Level 4 Depth of
Knowledge will not be assessed on the state grade
level assessments.
34
Level 1 Solves linear equations.
GLE M(FA)-6-4
35
Level 2 Retrieves information from a graph to
solve a problem.
GLE M(DSP)-5-1
36
Level 3 Develops a logical argument for a
concept.
GLE M(NO)-7-1
A headline in a local newspaper read
Here is the data provided in the article.
Study shows more students walk to school in
Westport than walk to school in Danville
Explain how it is possible that a greater number
of students walk to school in Danville, even
though a greater percentage of students walk to
school in Westport. Provide specific examples
that support your explanation.
37
Which level is this problem?

• Joelyn has decided to save 12 a week to buy a
  stereo system costing 125. Which expression
  shows how much she will still have to save after
  n weeks?
• B. 125 12n MCAS, Released Items, 1998

Level 2 involves more than one step,
demonstrating conceptual understanding through
models and explanations, classifying information,
and interpreting data from a simple graph. Level
3 involves reasoning, planning, or using
evidence.
38
Combined Webb Depth of Knowledge Levels, NAEP
Mathematics Levels of Complexity, and Other
Descriptors Related to Vermont GLEs
39
Which level is this problem?

• Joelyn has decided to save 12 a week to buy a
  stereo system costing 125. Which expression
  shows how much she will still have to save after
  n weeks?
• B. 125 12n
• MCAS, Released Items, 1998
• Answer
• Level 3

40
At Which Grade is this Question Assessable?

• Joelyn has decided to save 12 a week to buy a
  stereo system costing 125. Which expression
  shows how much she will still have to save after
  n weeks?
• B. 125 12n
• MCAS, Released Items, 1998

41
At Which Grade is this Question Assessable?
42
Identifying ceilings and range for
assessmentWhy important?

• If GLEs are only assessed at the ceiling, then
• The assessment as a whole might be too difficult
• Important information might be lost about gains
  in student learning.

43
Identifying ceilings and range for assessment
44
Preliminary Ceilings and Potential Levels for
Assessment
45
At which grade is this question assessable?

• Joelyn has decided to save 12 a week to buy a
  stereo system costing 125. Which expression
  shows how much she will still have to save after
  n weeks?
• B. 125 12n
• MCAS, Released Items, 1998
• Answer
• Grade 7

46
An In-depth Look at the NECAP Mathematics GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• The interaction between the Depth of Knowledge
  and content
• Conserving the Mathematical Construct.

47
Interaction of Content and Process
B
DoK
Mathematics
48
Interaction of Content and Process
Determine the area and perimeter of Figure I and
Figure II. Each colored tile measures 1 unit by 1
unit. (See PSSM, pg. 173)
49
Interaction of Content and Process
Use the colored tiles to form two figures with
the same area but different perimeters. Use all
four tiles in each figure. Each colored tile
measures 1 unit by 1 unit. (See PSSM, pg. 173)
50
Interaction of Content and Process
Determine the number of students that walk to
school at Westport and Danville. Westport has 500
students and Danville has 800 students.
--Petit
51
An In-depth Look at the NECAP Mathematics GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• The interaction between the Depth of Knowledge
  and content
• Conserving the Mathematical Construct.

52
Conserving the Mathematical Construct (Petit and
Lager 2003)

• Explicitly aligning items with mathematical
  construct being assessed content and process
  demands in GLE
• Make intentional decisions of when and how to use
  context to assess the mathematics construct
• Streamlining language (Lager, 2003) to provide
  access without compromising mathematical
  construct being assessed
• Appropriately using graphics, pictures, graphs,
  tables, diagrams, and models.

53
Purpose of attending to context, language, and
mathematics simultaneously

• is to provide the greatest number of students
  the opportunity to demonstrate their knowledge
  and skills in relationship to the mathematical
  construct being assessed.

54
Explicitly aligning items with mathematical
construct being assessed content and process
demands in GLE
M(FA)61 Identifies and extends to specific
cases a variety of patterns and writes an
expression orsc equation using words orsc symbols
to express the generalization of a linear
relationship (e.g., twice the term number plus 1
orsc 2n 1).
Texas 2002 8th grade
Why off target?
55
Explicitly aligning items with mathematical
construct being assessed content and process
demands in GLE
Write a rule using words or symbols for the nth
term in the following arithmetic sequence.
Justify your rule.
M(FA)61 Identifies and extends to specific
cases a variety of patterns and writes an
expression orsc equation using words orsc symbols
to express the generalization of a linear
relationship (e.g., twice the term number plus 1
orsc 2n 1).
Why on target?
56
Make intentional decisions of when and how to use
context (DeLange, 1984)

• Allows students a natural motivating access to
  mathematics
• Gives students a firm hold for learning formal
  operations and procedures
• Serves as a support for student thinking
• Shows reality as a source and domain of
  application.

57
Things to avoid when making decisions for when
and how to use context

• Overuse of context
• Inappropriate context for the mathematics
• Ambiguous context (Trying to get at one
  construct, but others could be inferred)
• Use of context with a cultural bias.

58
Make intentional decisions of when and how to use
context to assess the mathematics construct
Shade 25 of the grid.
M(NO)51 Demonstrates conceptual understanding
of rational numbers benchmark percents (10,
25, 50, 75 or 100) as a part to whole
relationship in area, set, or linear models using
models, explanations, or other representations.
Explain why you shaded that part of the grid.
Why no context?
59
Make intentional decisions of when and how to use
context to assess the mathematics construct
A headline in a local newspaper read
Here is the data provided in the article.
Study shows more students walk to school in
Westport than walk to school in Danville
Explain how it is possible that a greater number
of students walk to school in Danville, even
though a greater percentage of students walk to
school in Westport. Provide specific examples
that support your explanation.
60
Additional Considerations of the NECAP
Mathematics Assessment

• The distribution of emphasis across the content
  strands
• Item Types and their Distributions
• Administration guidelines.

61
Additional Considerations of the NECAP
Mathematics Assessment

• The distribution of emphasis across the content
  strands
• Item Types and their Distributions
• Administration guidelines.

62
Distribution of Emphasis PSSM 2000 Curriculum
Emphasis
63
Distribution of Emphasis in NECAP Mathematics
Test Specification is influenced by

• National literature
• Number of GLEs, but not driven by the number
• Specifics within GLEs and
• Sampling protocols (ands, ors).

64
Draft NECAP Test Specification Mathematics
Distribution of Emphasis (September, 2003)
2(3) indicates end of grade 2 beginning of grade 3
65
Recommended emphasis Yellow high Gray no
GLE Purple low Unshaded equal emphasis
between other unshaded, but less emphasis than
yellow and more than purple
66
Additional Considerations of the NECAP
Mathematics Assessment

• The distribution of emphasis across the content
  strands
• Item Types and their Distributions
• Administration guidelines.

67
Why a balance of Item Types

• To adequately assess GLEs within a given time
  period
• To appropriately assess the content and cognitive
  demand in GLEs and
• To appropriately reflect instructional and
  assessment practices consistent with GLEs.

68
Mathematics Item Types

• Grades 3-4
• Multiple Choice (1 point each)
• Short Answer (1 and 2 point questions)
• Grades 5-8
• Multiple Choice (1 point each)
• Short Answer (1 and 2 point questions)
• Constructed Response (4 points)

69
Additional Considerations of the NECAP
Mathematics Assessment

• The distribution of emphasis across the content
  strands
• Item Types and their Distributions
• Administration guidelines.

70
Administration Guidelines Include

• Testing Time
• Accommodations NECAP supports the use of
  accommodations that do not threaten the validity
  of the assessment.
• Calculator Use

71
Contact Information

• Rich Andrusiak
• Mathematics Consultant
• 603.271.3844
• randrusiak_at_ed.state.nh.us
• Linda Stimson
• ELA Consultant
• 603.271.2035
• lstimson_at_ed.state.nh.us

72
References
References The following sources were used in
the development of the TSNE GLEs and these test
Specifications.   Achieve, Inc., Mathematics
Achievement Partnership (MAP). Foundations for
Success Mathematics Expectations for Middle
Grades. KSA-Plus Communications, Inc.,
2001.   Abedi, J., Hofstetter, C., Baker, E., and
Lord, C. (2001a). NAEP math performance and test
accommodations Interactions with student
language background. CSE Technical Report 536.
National Center for Research on Evaluation,
Standards, and Student Testing.   Abedi, J. and
Lord, C. (2001b). The language factor in
mathematics tests. Applied Measurement in
Education, 14(3), 219-234.   DeLange, J.,
Mathematics Insights and Meaning, University of
Utrecht, Netherlands, 1987.   Fuson, K..
Developing Mathematical Power in While Number
Operations. A Research Companion to Principles
and Standards for School Mathematics,
2002.   Hanson, M.R., Hayes, J.R., Schriver, K.,
LeMahieu, and Brown, P.J. (1998). A Plain
language approach to the revision of test items.
AERA. San Diego, CA.   Kopriva, R. (2000).
Ensuring accuracy in testing for English language
learners A Practical guide for assessment.
Council of Chief State School Officers, SCASS-LEP
Consortium. Washington, DC.   K 12 Mathematics
Framework, New Hampshire Department of
Education.   Lager, C., Petit, M., Conserving the
Mathematical Construct, 2003, Unpublished.   Mid-c
ontinental Educational Laboratory (McREL), K 12
Mathematics Standards, Mid-continent Research for
Education and Learning, 2000.   National
Assessment of Educational Progress (NAEP), 2004
Mathematics NAEP Framework , CCSSO, 2001.
73
References
National Council of the Teachers of Mathematics,
Inc., Principles and Standards for School
Mathematics, National Council of the Teacher of
Mathematics, 2000.   National Research Council,
Adding it Up Helping Children Learn Mathematics,
National Academy Press, 2001.   New England
Compact Draft Grade Level Expectations, Joint
project between ME, RI and NH, June 2003.   New
Standards Project . Performance Standards Volume
1 Elementary School. National Center on
Education and the Economy and the University of
Pittsburgh, reprinted 1998.   New Standards
Project. Performance Standards Volume 2 Middle
School. National Center on Education and the
Economy and the University of Pittsburgh,
1997.   Petit, M., Forced Choices, Center for
Assessment for the New England Compact,
2003.   Rhode Island Mathematics Framework, Rhode
Island Department of Education.
(199X).   Vermonts Framework of Standards and
Learning Opportunities, 2000, Vermont Department
of Education.   Vermont Draft Grade Level
Expectations, June 2003, Vermont Department of
Education   Vermont Revised Draft Mathematics
Test Specification, June 2003, Vermont Department
of Education.   Webb, Norman. Depth of Knowledge
Levels for Four Content Areas, March
2002.   Webb, Norman, Research Monograph Number
6, Criteria for Alignment of Expectations and
Assessments on Mathematics and Science Education.
CCSSO, 1997.
74
New HampshireLeadership Training Grade-Level
Expectations

• An In-depth Look at the NECAP Reading/Writing GLEs

75
An In-depth Look at the NECAP Reading/Writing GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• The interaction between the Depth of Knowledge
  and content
• Administration Guidelines

76
An In-depth Look at the NECAP Reading/Writing GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• Item types and their distributions
• Administrative Guidelines

77
NECAP GLEs
78
An In-depth Look at the NECAP Reading/Writing GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• Item types and their distributions
• Administrative Guidelines

79
Depth of Knowledge Levels of Complexity

• Levels that are focused on the complexity of the
  item, not on how different students interact with
  the item.
• Descriptors to guide development and
  classification.
• Levels to help define upper limits and range of
  the complexity of items that are fair game for
  an assessment for a given GLE.

80
Depth of Knowledge (Webb, Wixson)Reading
Level 1 requires students to use simple skills or
abilities to recall or locate facts from the
text. The focus is on basic initial
comprehension, not on analysis or interpretation.
Items require only a shallow/literal
understanding of text presented and often consist
of verbatim recall from text, or simple
understanding of a single word or phrase. Level
2 requires both initial comprehension and
subsequent processing of text or portions of
text. Important concepts are covered, but not in
a complex way. GLEs/items at this level may
include words such as paraphrase, summarize,
interpret, infer, classify, organize, collect,
display, compare, and determine whether fact or
opinion. Literal main ideas are stressed. Items
may require students to apply skills and concepts
that are covered in Level 1.
81
Depth of Knowledge (Webb, Wixson)Reading

• Level 3 requires deep knowledge. Students
  are encouraged to go beyond the text and are
  asked to explain, generalize, or connect ideas.
  Students must be able to support their thinking,
  citing references from the text or other sources.
  Items may involve abstract theme identification,
  inferences between or across passages, students
  application of prior knowledge, or text support
  for an analytical judgment made about a text.
• Level 4 requires complex reasoning,
  planning, developing, and thinking most likely
  over an extended period of time, such as
  comparing multiple works by the same author or
  from the same time period. The extended time
  period is not a distinguishing factor if the
  required work is only repetitive and doesnt
  require applying a significant conceptual
  understanding and higher-order thinking. Level 4
  assessments will be done only at the local level.

82
Depth of Knowledge (Webb, Wixson)Writing
Level 1 requires the student to write or recite
simple facts. This writing or recitation does
not include complex synthesis or analysis, but
basic ideas. Level 2 requires some mental
processing, such as beginning to connect ideas
using a simple organizational structure. At this
level students are engaged in first draft writing
for a limited number of purposes and audiences.
Level 3 requires some higher level mental
processing. Students are developing
multi-paragraph compositions that may include
complex sentence structures or demonstrate some
synthesis and analysis. Level 4 Higher-level
thinking is central to this level.
Multi-paragraph compositions demonstrate
synthesis and analysis of complex ideas or themes
and evidence of a deep awareness of purpose and
audience.
83
Which level is the problem?
What inner conflict was Jeb facing as the family
made the long journey from Louisiana to Kansas?

• Level 2 requires both initial comprehension and
  subsequent processing of text or portions of
  text. Important concepts are covered, but not in
  a complex way. GLEs/items at this level may
  include words such as paraphrase, summarize,
  interpret, infer, classify, organize, collect,
  display, compare, and determine whether fact or
  opinion. Literal main ideas are stressed. Items
  may require students to apply skills and concepts
  that are covered in Level 1.
• Level 3 requires deep knowledge. Students are
  encouraged to go beyond the text and are asked to
  explain, generalize, or connect ideas. Students
  must be able to support their thinking, citing
  references from the text or other sources. Items
  may involve abstract theme identification,
  inferences between or across passages, students
  application of prior knowledge, or text support
  for an analytical judgment made about a text.

84
Sample Depth of Knowledge Level Descriptors for
Reading (draft K. Hess, Center for
Assessment/NCIEA, 2003)
85
Detailed Descriptions of Depth of Knowledge
Levels for Writing (Adapted by K. Hess, Center
for Assessment/NCIEA, 2003, Based on Webb)
86
Which level is this problem?

• What inner conflict was Jeb facing as the
  family made the long journey from Louisiana to
  Kansas?
• Answer
• Level 3

87
At which grade is this question assessable?
The ride to Ellis, Kansas, on the Kansas
Pacific Railroad thrilled Jeb. But the last leg
of their journey required long days of walking
many miles across Kansas, and Uncle Noah needed
to rest often. One night, they camped along a
creek. Jeb woke up coughing and listened for
Uncle Noahs hoarse breathing. Instead, he heard
Aunt Beulah sobbing. Uncle Noah had died. Jeb
helped his father dig Uncle Noahs shallow grave.
They had barely finished covering it with rocks
when it began to rain. It would be better to turn
back than to continue on this miserable journey,
Jeb thought. What inner conflict was Jeb
facing as the family made the long journey from
Louisiana to Kansas?
An excerpt from Journey to Freedom by Jim
Shively NH Grade 6 Released Items 2001-2002
88
At which grade is the question assessable?
89
At which grade is this question assessable?

• What inner conflict was Jeb facing as the family
  made the long journey from Louisiana to Kansas?

90
At which grade is this question assessable?

• What inner conflict was Jeb facing as the family
  made the long journey from Louisiana to Kansas?
• Answer
• Grade 5

91
At which grade is this question assessable?

• Give three differences between the table of
  contents and the order form (refer to released
  items).  Explain the reason for these
  differences.
•  

92
At which grade is this question assessable?

• Give three differences between the table of
  contents and the order form (refer to released
  items).  Explain the reason for these
  differences.
•  

93
At which grade is this question assessable?

• Give three differences between the table of
  contents and the order form (refer to released
  items).  Explain the reason for these
  differences.
• Answer
• Grade 5

94
Identifying ceilings and range for
assessmentWhy important?

• If GLEs are only assessed at the ceiling, then
• The assessment as a whole might be too difficult
• Important information might be lost about gains
  in student learning.

95
Identifying ceilings and range for assessment
96
Reading DOK Ceilings
97
Writing DOK Ceilings
98
An In-depth Look at the NECAP Reading/Writing GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• Item types and their distributions
• Administrative Guidelines

99
Draft NECAP Test Specification Reading
Distribution of Emphasis (September, 2003)
100
Distribution of Emphasis in NECAP Reading/Writing
Test Specification is influenced by

• National literature
• Number of GLEs, but not driven by the number
• Specifics within GLEs and
• Sampling protocols (ands, ors).

101
Why a balance of Item Types

• To adequately assess GLEs within a given time
  period
• To appropriately assess the content and cognitive
  demand in GLEs and
• To appropriately reflect instructional and
  assessment practices consistent with GLEs.

Large scale assessments should be substantially
consistent with high quality classroom
assessments though procedurally separate.
Shepard 2000
102
Reading Item Types and Their Distributions
103
Reading Proposed Distribution of Item Types
104
Reading Proposed Distribution of Item Types
105
Writing Item Types and Their Distributions
106
Writing Proposed Distribution of Item Types
107
An In-depth Look at the NECAP Reading/Writing GLEs

• The specific concepts and skills to be assessed
  NECAP GLEs
• Depth of Knowledge (Webb) and Levels of
  Complexity (NAEP)
• Item types and their distributions
• Administration Guidelines.

108
Administration Guidelines for TSNE Reading
Assessment
Testing time The reading assessment will be
designed as a power test rather than as a timed
test. Students will be permitted to continue
working as long as they are productively engaged,
as determined by the test monitor. There will be
three testing sessions of approximately 40
minutes each in grades 3-5 and 50 minutes each in
grades 6-8. Accommodations The states of New
Hampshire, Rhode Island, and Vermont will provide
a set of protocols for Accommodations for
statewide testing. Use of classroom materials
The TSNE partner states are currently working to
establish a policy for use of classroom materials
such as dictionaries during administration of
the TSNE reading assessment. These protocols will
be included in the final test specifications. Oth
er Except as explicitly stated or prohibited in
these test specifications, or elsewhere in
state policies, regulations, or laws, schools may
follow local policies, procedures, and protocols.
109
Administration Guidelines for TSNE Reading
Assessment
Testing time The writing assessment will be
designed as a power test rather than as a timed
test. Students will be permitted to continue
working as long as they are productively engaged,
as determined by the test monitor. There will be
two testing sessions of approximately 45-minutes
each. A short break may be allowed between parts
of each testing session, but is not considered
part of the overall testing time for the testing
session. Accommodations The states of New
Hampshire, Rhode Island, and Vermont will provide
a set of protocols for Accommodations for
statewide testing. Oral reading of passages
Any passages or parts of passages which are
provided as part of the prompt for an extended
writing in response to literary or informational
text (NE GLEs 2W, 3W) may be read orally by test
administrators. However, no interpretations or
explanations of text are allowed. Use of
prewriting strategies - Students may use
prewriting strategies, such as note taking or
webbing, prior to composing an extended writing
piece however, the prewriting will NOT be
assessed with the extended writing. Use of
classroom materials The TSNE partner states are
currently working to establish a policy for use
of classroom materials such as dictionaries,
individual writing folders, etc. during
administration of the TSNE reading assessment.
These protocols will be included in the final
test specifications. Other Except as
explicitly stated or prohibited in these test
specifications, or elsewhere in state policies,
regulations, or laws, schools may follow local
policies, procedures, and protocols.
110
References
Draft Test Specifications, Vermont Department of
Education, 2003. NAEP, Reading Framework for the
1999-2000 National Assessment of Educational
Progress, 2000. NAEP, Writing Framework and
Specifications for the 1998 National Assessment
of Educational Progress, 1999. Mid-continental
Educational Laboratory (McREL), K 12 English
Language Arts Standards, Mid-continent Research
for Education and Learning, 2000. Mid-continental
Educational Laboratory (McREL), Early Literacy
Standards PreK-K, Mid-continent Research for
Education and Learning, 2000. National Council
of Teachers of English/International Reading
Association, Standards for English Language Arts,
1996. New Hampshire K-12 ELA Curriculum
Framework, New Hampshire Department of
Education. New Standards Project. Performance
Standards Volume 1 Elementary School. National
Center on Education and the Economy and the
University of Pittsburgh, reprinted 1998. New
Standards Project. Performance Standards Volume
2 Middle School. National Center on Education
and the Economy and the University of Pittsburgh,
1997. New Standards Project. Reading and Writing
Grade by Grade Primary Literacy Standards K-3,
National Center on Education and the Economy and
the University of Pittsburgh, 1999. Reading
Developmental Continuum, (researched by the
Education Department of Western Australia),
published by Heinemann for Education Department
of Western Australia, 1994. "Literacy for ALL
Students" The Rhode Island English Language Arts
Framework. 1996 The Rhode island Department of
Elementary and Secondary Education US
Department of Education, Reading Knowing What
Works, K-3, National Institute for Literacy,
2000 Vermonts Framework of Standards and
Learning Opportunities, 2000, Vermont Department
of Education. Webb, Norman. Depth of Knowledge
Levels for Four Content Areas, March
2002. Webb, Norman, Research Monograph Number 6,
Criteria for Alignment of Expectations and
Assessments on Mathematics and Science Education.
CCSSO, 1997.
111
References
Draft Test Specifications, Vermont Department of
Education, 2003. NAEP, Reading Framework for the
1999-2000 National Assessment of Educational
Progress, 2000. NAEP, Writing Framework and
Specifications for the 1998 National Assessment
of Educational Progress, 1999. Mid-continental
Educational Laboratory (McREL), K 12 English
Language Arts Standards, Mid-continent Research
for Education and Learning, 2000. Mid-continental
Educational Laboratory (McREL), Early Literacy
Standards PreK-K, Mid-continent Research for
Education and Learning, 2000. National Council
of Teachers of English/International Reading
Association, Standards for English Language Arts,
1996. New Hampshire K-12 ELA Curriculum
Framework, New Hampshire Department of
Education. New Standards Project. Performance
Standards Volume 1 Elementary School. National
Center on Education and the Economy and the
University of Pittsburgh, reprinted 1998. New
Standards Project. Performance Standards Volume
2 Middle School. National Center on Education
and the Economy and the University of Pittsburgh,
1997. New Standards Project. Reading and Writing
Grade by Grade Primary Literacy Standards K-3,
National Center on Education and the Economy and
the University of Pittsburgh, 1999. Reading
Developmental Continuum, (researched by the
Education Department of Western Australia),
published by Heinemann for Education Department
of Western Austrialia, 1994. "Literacy for ALL
Students" The Rhode Island English Language Arts
Framework. 1996 The Rhode island Department of
Elementary and Secondary Education US
Department of Education, Reading Knowing What
Works, K-3, National Institute for Literacy,
2000 Vermonts Framework of Standards and
Learning Opportunities, 2000, Vermont Department
of Education. Webb, Norman. Depth of Knowledge
Levels for Four Content Areas, March
2002. Webb, Norman, Research Monograph Number 6,
Criteria for Alignment of Expectations and
Assessments on Mathematics and Science Education.
CCSSO, 1997.
112
Contact Information

• Rich Andrusiak
• Mathematics Consultant
• 603.271.3844
• randrusiak_at_ed.state.nh.us
• Linda Stimson
• ELA Consultant
• 603.271.2035
• lstimson_at_ed.state.nh.us

113
Specific GLE Considerations

• M(FA)72 Demonstrates conceptual understanding
  of linear relationships (y kx y mx b) as a
  constant rate of change by solving problems
  involving the relationship between slope and rate
  of change, by describing the meaning of slope in
  concrete situations, or informally determining
  the slope of a line from a table or graph and
  distinguishes between constant and varying rates
  of change in concrete situations represented in
  tables or graphs or describes how change in the
  value of one variable relates to change in the
  value of a second variable in problem situations
  with constant rates of change.

114
Specific GLE Considerations

• M(FA)72