Governors Blue Ribbon Panel on Assessment

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Governors Blue Ribbon Panel on Assessment

• Tentative Recommendations for U-PASS Reform
• Summer 2008

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Purpose

• Examine current assessment system
• Develop a system that informs instruction
• Teachers
• Parents
• Students
• Assess basic skills
• Provide seamless assessment system K-16
• Encourage postsecondary education

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Vision

• Upon high school graduation, every student
  will have demonstrated the skills and knowledge
  necessary to successfully pursue postsecondary
  education and training.

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Assessment Key Improve Teaching Learning

• Measurement at student level
• Based on growth
• Diagnostic/Instructional
• Disaggregated
• Uses technology
• Immediate results
• Multiple measures
• Seamless transition
• Comparative information
• Accountability

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Tentative Proposal

• Eliminate Three Types of Tests
• Criterion-Referenced Tests (CRTs)
• Utah Basic Skills Competency Test (UBSCT)
• Iowa Test of Basic Skills (ITBS)

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Tentative Proposal

• The Panel proposes to focus assessment on the
  student in the classroom through a variety of
  state-required assessments.

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Computer-Adaptive Testing

• Reading, Language Arts, Math and Science
• Three times per year
• Identifies abilities of each student
• Gives national comparisons
• Features
• Growth scores
• Diagnostic information
• Individual targets
• Grade-level comparisons
• Immediate results
• Prescriptive intervention

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Online Writing Assessment

• Grades 4-12
• Three times per year
• Increases writing frequency with immediate
  feedback
• Features
• Growth scores
• Diagnostic information
• Individual targets
• Grade-level comparisons
• Personalizes tutoring

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English Language Learners

• Annual testing to determine growth in English
  acquisition
• Provides diagnostic information to personalize
  learning solutions

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Ongoing Reading Assessment

• K-3
• Locally selected, formative
• Computer-adaptive test
• 4-12
• If proficient, use computer-adaptive test

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Kindergarten

• Locally developed assessments
• Pre- and post-test to measure growth
• Helps parents know how to help their child in
  their first year of school

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Transitional Assessments for All Students

• EXPLORE in 8th Grade
• PLAN in 10th Grade
• ACT in 11th Grade
• Accuplacer prior to 12 Grade course selection
• Features
• Measures academic preparedness
• Helps to plan classes and careers
• Begins postsecondary admissions process

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Assessment Summary
CAT Computer-adapted testing in Math, Language
Arts, Reading and Science 3x / year WA ONLINE
Writing Assessment 3x / year ELL English
Language Learners will take annual test ORA
Locally selected ongoing reading assessments KG
Locally selected pre-post kindergarten
assessment EXPLORE In 8th grade PLAN In 10th
grade ACT In 11th grade Accuplacer Prior to
12th grade course selection Interim/Formative
At the discretion of the local district
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Tentative Proposal

• The Panel proposes to increase expectations and
  provide multiple means for qualifying for a high
  school diploma

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Basic Diploma

• Issued only upon demonstrated proficiency on one
  of the following
• Accuplacer
• ACT
• PLAN
• Computer-adaptive assessment

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Exceptional Diplomas

• An IEP will guide graduation/diploma decisions
  for students with disabilities
• Value-added diplomas will be awarded to students
  with high performance on proficiency measures

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Tentative Proposal

• The Panel proposes continuation of
  federally-mandated testing in randomly-selected
  sites in grades 4 and 8
• National Assessment of Educational Progress
  (NAEP)

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Tentative Proposal

• The Panel proposes continuation of formative
  assessments as determined by local boards of
  education
• Interim and formative assessment in kindergarten
  through 12th grade in any subject
• Use of Utah Test Item Pool System (UTIPS)

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Tentative Proposal

• The Panel expects education and government
  leaders to work together in behalf of every child

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Key Expectations

• Universal use of Accuplacer
• Sufficient technology to drive efficient U-PASS
  assessment
• Increased resources for computer-assisted
  learning
• Immediate results that are transparent and
  meaningful
• Intense interventions/options
• Struggling and advanced students
• Funding
• Expanded concurrent/online college learning
  options that are rigorous
• Timely advisement for high school and higher
  education students

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Comments? Questions?