Georgia Assessment Conference

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Georgia Assessment Conference

• An Overview of the Georgia High School Graduation
  Tests
• August 2005

Kathy Cox State Superintendent of Schools
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Georgia High School Graduation Tests (GHSGT)

• State law requires that curriculum-based
  assessments be administered in Grade 11 for
  graduation purposes.
• Results are used to identify students who may
  need additional instruction in content area
  objectives considered essential to earn a high
  school diploma in Georgia.
• Assessments cover a sample of the knowledge and
  skills that constitute a comprehensive high
  school education.

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GHSGT-CONTENT AREAS

• English/Language Arts
• QCC GPS/QCC (2006)
• Reading/Literature Reading Comprehension
• Critical Thinking Literary Analysis
• Writing, Usage, Grammar Conventions and Writing
• Mathematics
• Number and Computation
• Data Analysis
• Measurement
• Algebra
• Geometry

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GHSGT-CONTENT AREAS

• Science
• QCC
• Process/Research/Safety skills
• Physical Science
• Biology

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GHSGT-CONTENT AREAS

• Science
• GPS/QCC (2006)
• Cells and Heredity
• Ecology
• Structure and Property of Matter
• Energy Transformation
• Forces, Waves, and Electricity
• Characteristics of Science

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GHSGT-CONTENT AREAS

• Social Studies
• World Studies
• U. S. History to 1865 and Since 1865
• Citizenship/Government
• Map Interpretation Skills
• Information Processing Skills

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GHSGT-PRIOR TO SPRING 2004

• ELA consisted of 50 items and Math consisted of
  60 items.
• The Spring administration also included 10 field
  test items bringing the total number of items to
  60 and 70, respectively.

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GHSGT-NEW FORMAT-Spring 2004

• Pass and Pass Plus standards are used for student
  accountability.
• Proficient and Advanced standards are used for
  school level AYP determinations.

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GHSGT-NEW FORMAT-Spring 2004

• Are students held to the same standard?
• YES! Even though the tests are enhanced, the
  performance standard has not changed. In fact,
  the documents are scored twice - once for the
  enhanced set of items and once for the base set.
  A student who scores 500 or better on either set
  will pass.

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2004 Performance Levels

• Pass (All content areas) 500
• Pass Plus
• ELA 538
• Math 535
• Proficient
• ELA 511
• Math 516
• Advanced
• ELA 538
• Math 525

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GPS Alignment Schedule

• Test alignment will follow the GPS implementation
  schedule as students are taught the GPS in each
  content area and grade, the tests will be
  aligned.
• 2005 2006 School Year GPS Roll Out
• Reading/ELA Grades 1 - 12
• Math Grade 6
• Science Grades 6 7 and 9 - 12

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Three Phases of GPS Alignment

• Item alignment
• Form alignment
• Performance (expectation) alignment

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How is alignment judged?

• Georgia educators are critical participants in
  the alignment process.
• Every proposed item is reviewed and approved by a
  committee of Georgia educators
• Items are either accepted, edited, or rejected.
• Individual comments are collected.

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How is alignment judged?

• Items are field tested with representative groups
  of Georgia students.
• In spring 2005, field test items were embedded in
  GHSGT ELA and Science operational tests
• Field test items did not contribute to a
  students score
• Item performance statistics will be reviewed by
  GDOE testing specialists and Georgia educators
• The content of the item is reviewed in concert
  with how the item performed (i.e., item
  statistics)
• Items can be rejected at this point
• Any item that is revised MUST be re-field tested

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How is alignment judged?

• Accepted field test items are banked.
• Test forms are developed by selecting items
  according to the test blueprint to provide,
• a range of content coverage
• an opportunity for all students to demonstrate
  their level of achievement/understanding

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How is alignment judged?

• Performance expectations are reviewed to reflect
  content and achievement expectations inherent in
  the curriculum.
• Performance Level Descriptions developed to
  reflect the content and student performance.
• Cut-scores are determined based on performance
  expectations of Georgia educators.

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Which tests will be aligned to the GPS?

• All state criterion-referenced tests will be
  reviewed for alignment.
• CRCT
• EOCT
• GHSGT
• Writing Assessments
• GAA

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When will the new tests be administered?

• Winter 2005
• EOCT
• Spring 2006
• CRCT
• EOCT
• GHSGT

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GHSGT ELA and Science

• Spring 2006 and 2007
• Tests will be based on transitional blueprint,
  reflecting both QCC and GPS.
• Opportunity to learn
• QCC re-testers will continue to take QCC version.
• Transitional test re-testers will take
  transitional version.
• Spring 2008
• Full GPS test
• First group of 11th graders to have full GPS
  instruction
• Clear opportunity to marry the pass and
  proficient standards

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When will the new tests be administered?

• Review of the alignment of the Writing
  Assessments is in process.
• Redevelopment of the GAA is being planned.

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How will information be communicated?

• Test Content Descriptions in ELA and Science will
  be revised and posted on DOE website Summer 2005
• Sample items for ELA and Science will be posted
  Fall 2005
• On-line Assessment System (OAS) item bank will be
  aligned in ELA and Science and rolled out in Fall
  2005

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Content Descriptions

• Content Standard
• What you want them to know and do?
• Performance Standard
• How well you want them to be able to do it?

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How will the aligned tests be different?

• The tests will have the same general look and
  feel to them.
• The tests will reflect the expectations inherent
  in the curriculum.
• Students will demonstrate a deeper, richer
  understanding

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Example Deeper Understanding

• Which word below acts as an adjective?
• Could you please hand me that box of computer
  paper?
• please
• hand
• box
• computer

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Can Multiple Choice Items Really Assess the
Performance Standards?

• Yes, multiple choice questions can assess
  performance standards if they are aligned to the
  content and achievement expectations inherent in
  the curriculum.
• The group of items that comprises a test form
  should be reflective of performance
  expectationsit all has to do with alignment.

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Selected-response items can assess higher-order
thinking skills.
Can Multiple Choice Items Really Assess the
Performance Standards?

• Constructed-response items do not always measure
  higher-order thinking skills.

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Performance measures access narrower content
coverage with greater depth. They tend to provide
more diagnostic and formative information.
Can Multiple Choice Items Really Assess the
Performance Standards?

• Traditional measures access greater content
  coverage with less depth. They tend to provide
  more placement and summative information.

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Selected-Response Items

• Reasons Against
• too often measure only trivial learning
• inappropriate for some targets
• more susceptible to guessing

• Reasons for
• better content sampling
• higher reliability
• greater efficiency
• objectivity
• measurability
• ease in scoring

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Constructed-Response Items

• Reasons for
• greater depth
• more diagnostic
• integrate content
• lead to student self-assessment
• easier to assess complex skills and concepts

• Reasons against
• less content sampled
• scoring requires human judgment
• require more time for all

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How Do Classroom Assessments Differ from Mandated
Assessments?

• State assessments are intended for accountability
  purposes.
• They are designed to indicate how well students
  in schools are learning state standards.
• Only snapshots of student performances
• in a content domain are necessary for this
  summative purpose.

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How Do Classroom Assessments Differ from Mandated
Assessments?

• Classroom assessments serve many purposes,
  including diagnosing learning gaps and guiding
  instructional decisions.
• Teachers typically need several performance
  samples for each student for classroom decisions.

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What are you testing?

• Product
• the end result (summative)
• Process
• steps along the way (formative)

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Learning Targets
Process
Content
Application/Analysis/Synthesis/Evaluation
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GHSGT-ADMINISTRATION

• Who should test? When?
• First-time test-takers Spring of 11th grade
  year
• Students can have 5 opportunities to test prior
  to graduation
• Administrations September, November, March
  (Main), and July

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Administration 2005 - 2006

• Fall administration
• September 12 16, 2005
• Winter administration
• November 07 11, 2005
• Spring administration
• March 20 31, 2006

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Administration
GHSGT updates are sent to system test
coordinators and archived online.
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Administration

• All schools in a single system must administer
  the same content area on the same day.
• Please inventory all materials immediately upon
  receipt. You may open shrink wrapped packages to
  get accurate counts and prepare appropriate
  quantities for distribution.
• Request additional materials on the SchoolHouse
  web site.

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Nonstandard Administration

• Nonstandard Administration
• Students are not eligible for a Georgia diploma
  if the test is administered with nonstandard
  accommodations.
• Only students with an IEP, IAP, or ELL TPC Plan
  are eligible for nonstandard administrations.

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Coding

• If the Accommodations box is marked on page one
  of the answer document, an SRC code must be
  bubbled.
• SRC categories have been expanded to 19 but you
  should use 01-12 and 14 to designate primary
  disabilities.
• Additional codes
• 13 LEP/ELL
• 16 and 17 Title 1 Targeted Assistance
  Reading/Math, respectively
• 18 certified migrant
• 19 ELL Monitored

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Coding

• PTNA
• Student is present but does not attempt the test.
• Only examiners or testing coordinators should
  code PTNA. Students should never code PTNA.

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Testing Irregularities

• Security must be maintained at all levels.
• Administration procedures must be followed
  exactly.
• Testing environments must be monitored.
• Students should be monitored during and after
  testing.
• Certain irregularities will result in an
  invalidation of student scores.
• Administration irregularities may result in PSC
  referral.

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Testing Irregularities

• SYSTEM TEST COORDINATOR REPORT FORM
• TESTING IRREGULARITIES DOCUMENTATION FORM
• If you become aware of a testing irregularity at
  any time during the testing window, immediately
  contact the Program Manager for the specific
  testing program at the Division of the DOE.
  Explain the details of the irregularity to the
  DOE representative. The GDOE may ask you to
  provide written documentation using this form.
  If necessary, complete this form and return to
  the GDOE via fax at [phone]. The
  irregularity must also be documented on the 0385
  Form. This form must be completed in its
  entirety.
• System Name _____________________________
  3-Digit System Code ___ ___ ___
• School Name ______________________________
  4-Digit School Code ___ ___ ___ ___
• Grade _____________________________ Subject
  ____________________________
• System Test Coordinator Name ____________________
  _________________________________________
• School Test Coordinator Name ___________________
  __________________________________________
• Student Name _____________________________
  9-Digit Code _________________________
• Student Name _____________________________
  9-Digit Code _________________________
• Student Name _____________________________
  9-Digit Code _________________________
• (If an entire class is being considered for an
  Irregularity/Invalidation, attach a class roster
  with names and FTE numbers.)

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Testing Irregularities

• SYSTEM TEST COORDINATOR REPORT FORM
• TESTING IRREGULARITIES DOCUMENTATION FORM
• Irregularities in Security Procedures
• Irregularity due to content being disclosed,
  coached, or distributed.
• Irregularity due to cheating.
• Irregularity due to Test Administrator altering
  responses during or after testing.
• Irregularity due to lost test materials.
• Irregularities in Test Administration
• Irregularity due to materials being distributed
  inappropriately.
• Irregularity due to directions not being
  followed.
• Irregularity due to testing interruption.
• Irregularity due to environmental teaching aids
  being exposed.
• Other
• Explain Attach documentation and use the back
  of this page to provide a written explanation of
  the incident.

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Rescoring Requests

• School systems may request a rescoring of student
  answer documents.
• Parents or students asking for a rescore should
  be informed that no scoring errors have been
  found in the programs history.

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Results Student Content Summary

• Provides
• Scale Score
• Percentile Rank
• Number Correct in each strand
• Overall performance level

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Testing Irregularities

• CRCT- SYSTEM TEST COORDINATOR REPORT FORM
• TESTING IRREGULARITIES DOCUMENTATION FORM
• If you become aware of a testing irregularity at
  any time during the testing window, immediately
  contact the Program Manager for the specific
  testing program at the Division of the DOE.
  Explain the details of the irregularity to the
  DOE representative. The GDOE may ask you to
  provide written documentation using this form.
  If necessary, complete this form and return to
  the GDOE via fax at [phone]. The
  irregularity must also be documented on the 0385
  Form. This form must be completed in its
  entirety.
• System Name _____________________________
  3-Digit System Code ___ ___ ___
• School Name ______________________________
  4-Digit School Code ___ ___ ___ ___
• Grade _______________________
  Subject _____________________________
• System Test Coordinator Name ____________________
  ___________________________________
• School Test Coordinator Name ____________________
  _____________________________
• Student Name _________________________
  9-Digit Code ___ ___ ___ ___ ___ ___ ___ ___
  ___
• Student Name _____________________________
  9-Digit Code ___ ___ ___ ___ ___ ___ ___ ___
  ___
• Student Name ____________________________
  9-Digit Code ___ ___ ___ ___ ___ ___ ___ ___
  ___
• (If an entire class is being considered for an
  Irregularity/Invalidation, attach a class roster
  with names and FTE numbers.)
• Irregularities in Security Procedures
• Irregularity due to content being disclosed,
  coached, or distributed.
• Irregularity due to cheating.
• Irregularity due to Test Administrator altering
  responses during or after testing.
• Irregularity due to lost test materials.
• Irregularities in Test Administration

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Results Student Achievement Roster
Lists all students by school and provides scale
score and performance level. Final page of
roster provides school achievement summary.
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Results Remediation/Retest Roster
Provided for each content area test. Lists all
students who did not pass along with scale score
and strand performance.
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Results Content Summary
Includes summary data for the school, system,
RESA, and state. Data are based on 11th grade,
regular program students who are first time
examinees
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Results Classification Report
Provided at the school and system
level. Includes performance data for regular
program, special education, and LEP students.
Also provides summary results for students
attempting 2 or more times.
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More information

• Contact
• Kay Ellen Rutledge 404-463-5047
• krutledg_at_doe.k12.ga.us
• Resources online at http//www.doe.k12.ga.us/curr
  iculum/testing/ghsgt.asp
• Student Guides
• Test Content Descriptions