A Quality Education for Every Child

1
A Quality Educationfor Every Child
Wisconsin Department of Public Instruction Elizabe
th Burmaster, State Superintendent
Changes in Statewide Assessment Overview of the
WKCE-CRT in Reading
New Wisconsin Promise Conference Madison,
Wisconsin January 12, 2005
2
Why is Wisconsin changing its state assessment
system?
3
NCLB Requirements
Single Statewide Accountability System
Testing
Adequate Yearly Progress
Highly Qualified Teachers
More Data Collection Reporting
4
Adequate Yearly Progress
Determining Adequate Yearly Progress

• Test Participation (95 )
• Other Indicator
• Attendance rate for elementary
• and middle school
• Graduation rate for high school
• Reading
• Math

5
Adequate Yearly Progress
6
Adequate Yearly Progress
Determining Adequate Yearly Progress
Determine if each subgroup meeting the minimal
cell size has met the objective in reading and
math.
100
67.5
61
47.5
37
(Percent Proficiency)
7
NCLB AccountabilityMeans More Testing
Reading at 3rd Grade (WRCT)
Testing grades 3, 4, 5, 6, 7, 8, and high school
(10th grade) in Reading and Mathematics by 2005-06
Reading, Language Arts (Writing), Math, Science,
and Social Studies at 4, 8, and 10 (WKCE
Enhanced)
Continued testing grades 4, 8, and 10 in Language
Arts, Science, and Social Studies (State Law)
NAEP was optional prior to 02-03
NAEP participation required starting 2002-03
8
Wisconsin Knowledge and Concepts
ExaminationsCriterion-Referenced Tests
9
Beginning in Fall 2005

• Grades 3, 4, 5, 6,7,8 and 10
• Customized Tests Reading
• Mathematics
• Grades 4, 8, and 10
• Enhanced Shelf Tests Language Arts
• Science
• Social Studies
• All Tested Grades Alternate Assessments
• English Language Proficiency Tests

10
WKCECRT Reading Mathematics

• Customized for Wisconsin
• Built by Wisconsin educators
• Based on the Wisconsin Model Academic Standards
  in Reading and Mathematics
• Custom descriptors for each tested grade
• WKCE-CRT begins Fall 2005
• Piloted in Wisconsin classrooms

11
Educator Development Item Review Panels

• Developed and edited
• blueprint
• frameworks
• objectives and sub-skills
• descriptors for tested grades
• Reviewed
• accepted, rejected, and edited items

12
WKCE-CRT Implementation Timeline

• May 2004 Pilot Testing
• December 2004 Field Testing
• May 2005 WKCE-CRT Educators Guide
• November 2005 WKCE-CRT 1st Administration
• Grades 3, 4, 5, 6, 7, 8, and 10
• Reading Mathematics
• February 2006 WKCE-CRT Public Release
  Reading and Math Items

13
Assessment frameworks and changes in reporting
14
Assessment Frameworks Format

• Objectives
• General statements of knowledge and skills
• Subskills
• Categories within each objective
• Descriptors
• Grade-level specific knowledge and skills within
  each category

15
Assessment Frameworks Descriptors

• Specify what will be assessed at each grade for
  each sub-skill
• Reflect fall of school year

16
Relating the Framework to Curriculum
17
Remember

• Fall test reflects previous grade

7th Grade Teacher
Collaborates with
Collaborates with
5th Grade Teacher
6th Grade Teacher
Develops Curriculum
Develops Curriculum
Administers
Administers
Administers
WKCE-CRT Fall 7th Grade Test
WKCE-CRT Fall 5th Grade Test
WKCE-CRT Fall 6th Grade Test
18
Changes in Reporting

• Paper
• Individual student results for parents/guardians
• Electronic
• All other reports
• Online
• Printable pdf
• Data Cleanup
• Online
• Speeds up reporting

19
(No Transcript)
20
(No Transcript)
21
Reading Assessment
22
Model Academic StandardsA. Reading and Literature

• Students will
• Use effective reading strategies to achieve their
  purposes in reading.
• Read, interpret, and critically analyze
  literature.
• Read and discuss literary and nonliterary texts
  in order to understand human experience.
• Read to acquire information.

23
Reading Reporting Categories

• OBJECTIVES
• Determines Meaning of Words and Phrases in
  Context
• Understands Text
• Analyzes Text
• Evaluates and Extends Text

24
Reading Objectives/Sub-skills

• Meaning of Words and Phrases in Context
• Context clues
• Word structures
• Word reference materials
• Understands Text
• Literal meaning in literary text
• Literal meaning in informational text
• Explicitly stated sequence of events

25
Reading Objectives/Sub-skills

• Analyzes Text
• Literary text
• Informational text
• Authors use of language
• Evaluates and Extends
• Literary text
• Informational text
• Authors use of language

26
Reading Blueprint
Determines Meaning of Words/ Phrases in Context
Understands Text
Analyzes Text
Evaluates/ Extends Text
27
Reading Test Format

• Discrete passages/paired passages
• Multiple genre per session
• Selected response (multiple-choice) 80
• Constructed response 20
• Four sessions per form
• Estimated administrative time 180 minutes

28
Reading Passage Characteristics

• Examples of Paired Passages
• Literary Prose and Poem
• Informational and Everyday Text
• Literary Prose and Informational Text
• Distribution of Passages
• 37 Literary Prose 13 Poetry
• 37 Informational 13 Everyday Text

29
Reading Passage Characteristics

• Literary Text (Prose and Poetry)
• Short stories, folktales, excerpts, poems, drama,
  biography
• Informational Text
• Magazine and newspaper articles, reports,
  interviews, essays
• Everyday Text
• Charts, schedules, forms, applications,
  instructions

30
Reading Passage Characteristics
Length of short and long passages (in words)
31
Sample Reading Itemsfrom NAEP
32
Sample Items
2000 NAEP grade 4 reading test A Brick to
Cuddle Up To
33
Constructed Response Item
Some of the ways colonists kept warm during the
winter were different from the ways that people
keep warm today. Tell about two of these
differences.
34
Constructed Response Item

• OBJECTIVE Evaluate and Extend Text
• SUBSKILL Evaluate and extend informational text
• DESCRIPTOR Make connections to text. For
  example text to self, text to text, and text to
  world.

35
Scoring Guide
 
Evidence of full comprehension
 
Evidence of partial or surface comprehension
Evidence of little or no comprehension
 
 
36
Scoring Guide
Evidence of full comprehension
 
 
These responses explain at least two ways the
colonists kept warm that are different from two
methods used today. The explanations of both the
colonial and/or modern methods must be clear,
logical, and distinct. These responses
demonstrate an ability to link information from
the article with related knowledge about the way
things are done today.
 
 
37
Scoring Guide
Evidence of partial or surface comprehension
 
 
These responses include some information about
how people keep warm. However, they describe no
more than one difference between the ways
colonists kept warm and the ways people keep warm
today. Or, they talk only about the colonists
without linking information from the article with
knowledge about methods of keeping warm today.
 
 
38
Scoring Guide
Evidence of little or no comprehension
 
 
These responses contain inappropriate information
from the article and/or do not explain how
colonists kept warm in the winter. They may or
may not discuss how people keep warm today.
 
 
39
Full Comprehension
The response connects text descriptions to prior
knowledge by comparing two ways by which
colonists kept warm during winter to the ways by
which people keep warm today.
40
Partial Comprehension
The response provides only one difference between
colonial and contemporary ways of keeping warm.
41
Partial Comprehension
The response demonstrates understanding of how
colonists kept warm, but does not connect the
text description to a contemporary way of keeping
warm.
42
Little or No Comprehension
Both responses provide ways to keep warm today,
but neither demonstrates understanding of the
ways colonists kept warm as described in the
article.
43
Performance Results
44
Selected Response Item
You would probably read this article if you
wanted to know how the colonists

• cooked their food
• traveled in the winter
• washed their clothes
• kept warm in cold weather

45
Selected Response Item

• OBJECTIVE Analyze Text
• SUBSKILL Analyze informational text.
• DESCRIPTOR Identify a purpose for reading.

46
Performance Results
Percentage of Students Correct 85 Incorrect
15 Omitted Item 0
47
Sample Item
2003 NAEP grade 4 reading test The River
48
Selected Response Item
This story could best be described as a

• modern-day fairy tale
• mystery with a moral
• real-life adventure
• science-fiction piece

49
Selected Response Item

• OBJECTIVE Analyze Text
• SUBSKILL Analyze authors use of language in
  literary and informational text.
• DESCRIPTOR Recognize/distinguish between genres.
  For example poetry, fantasy, nonfiction,
  autobiography versus biography.

50
Performance Results
Percentage of Students Correct 85 Incorrect
15 Omitted Item 0
51
Next Steps Local Level

• Share Reading and Mathematics Frameworks with all
  educators
• Review district curriculum
• Plan for implementation of calculator use policy
• Discuss IEP accommodations at all levels
• Implement changes, if needed
• Institute professional development opportunities
  to review alignment
• Create communication plan to parents regarding
  WKCE-CRT
• Provide assessment update to school board

52
WKCE-CRT Information
http//www.dpi.state.wi.us/dpi/oea/wkce-crt.html
53
Other Helpful Websites

• WI Model Academic Standards
• www.dpi.state.wi.us/dpi/standards/index.html
• Office of Educational Accountability
• www.dpi.state.wi.us/dpi/oea/
• Alternate Assessments
• http//www.dpi.state.wi.us/dpi/oea/wsasalt.html
• National Assessment of Educational Progress
• www.dpi.state.wi.us/dpi/oea/naep.html

54
Questions and Comments
Phil Olsen
Jacque Karbon
[phone] jacqueline.karbon_at_dpi.state.wi.us
[phone] philip.olsen_at_dpi.state.wi.us