Title: A Quality Education for Every Child
1A 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
2Why is Wisconsin changing its state assessment
system?
3NCLB Requirements
Single Statewide Accountability System
Testing
Adequate Yearly Progress
Highly Qualified Teachers
More Data Collection Reporting
4Adequate 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
5Adequate Yearly Progress
6Adequate 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)
7NCLB 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
8Wisconsin Knowledge and Concepts
ExaminationsCriterion-Referenced Tests
9Beginning 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
10WKCECRT 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
11Educator Development Item Review Panels
- Developed and edited
- blueprint
- frameworks
- objectives and sub-skills
- descriptors for tested grades
- Reviewed
- accepted, rejected, and edited items
12WKCE-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
13Assessment frameworks and changes in reporting
14Assessment Frameworks Format
- Objectives
- General statements of knowledge and skills
- Subskills
- Categories within each objective
- Descriptors
- Grade-level specific knowledge and skills within
each category
15Assessment Frameworks Descriptors
- Specify what will be assessed at each grade for
each sub-skill - Reflect fall of school year
16Relating the Framework to Curriculum
17Remember
- 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
18Changes 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)
21Reading Assessment
22Model 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.
23Reading Reporting Categories
- OBJECTIVES
- Determines Meaning of Words and Phrases in
Context - Understands Text
- Analyzes Text
- Evaluates and Extends Text
24Reading 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
25Reading Objectives/Sub-skills
- Analyzes Text
- Literary text
- Informational text
- Authors use of language
- Evaluates and Extends
- Literary text
- Informational text
- Authors use of language
26Reading Blueprint
Determines Meaning of Words/ Phrases in Context
Understands Text
Analyzes Text
Evaluates/ Extends Text
27Reading 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
28Reading 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
29Reading 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
30Reading Passage Characteristics
Length of short and long passages (in words)
31Sample Reading Itemsfrom NAEP
32Sample Items
2000 NAEP grade 4 reading test A Brick to
Cuddle Up To
33Constructed 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.
34Constructed 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.
35Scoring Guide
Evidence of full comprehension
Evidence of partial or surface comprehension
Evidence of little or no comprehension
36Scoring 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.
37Scoring 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.
38Scoring 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.
39Full 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.
40Partial Comprehension
The response provides only one difference between
colonial and contemporary ways of keeping warm.
41Partial Comprehension
The response demonstrates understanding of how
colonists kept warm, but does not connect the
text description to a contemporary way of keeping
warm.
42Little 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.
43Performance Results
44Selected 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
45Selected Response Item
- OBJECTIVE Analyze Text
- SUBSKILL Analyze informational text.
- DESCRIPTOR Identify a purpose for reading.
46Performance Results
Percentage of Students Correct 85 Incorrect
15 Omitted Item 0
47Sample Item
2003 NAEP grade 4 reading test The River
48Selected Response Item
This story could best be described as a
- modern-day fairy tale
- mystery with a moral
- real-life adventure
- science-fiction piece
49Selected 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.
50Performance Results
Percentage of Students Correct 85 Incorrect
15 Omitted Item 0
51Next 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
52WKCE-CRT Information
http//www.dpi.state.wi.us/dpi/oea/wkce-crt.html
53Other 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
54Questions and Comments
Phil Olsen
Jacque Karbon
(608) 267-9268 jacqueline.karbon_at_dpi.state.wi.us
(608) 266-8779 philip.olsen_at_dpi.state.wi.us