Georgia

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Georgias Changing Assessment Landscape Melissa
Fincher Associate Superintendent for Assessment
and Accountability Georgia Department for
Education GACIS Fall Conference September 2013
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Whats Next Given PARCC Withdrawal?
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Federal Requirements for High Quality Assessments

• College Career Ready standards and expectations
• Assessments in grades 3 8 and high school
• capable of measuring student growth over the
  course of the academic year
• accessible for all students, including SWD and EL
• ELP standards that correspond to CCR standards
• Administer no later than 2014 2015
• Annually report college-going and college-credit
  accumulation rates for all students and student
  subgroups at district and high school levels

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Georgias Plan

• New design not a redesign
• Comprehensive single program
• Coherent consistent signals about student
  achievement both within system and with external
  measures (e.g., NAEP PSAT SAT ACT)
• Rigorous position Georgia students to compete
  nationally
• Accessible allow all students to show what they
  know and can do
• Balanced both formative summative
• Inform effectiveness measures

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Georgias Plan

• To accomplish this, Georgia must
• continue strong partnership between K 12 and
  post-secondary (USG and TCSG)
• include a variety of item types more than just
  multiple choice
• increase expectations for student learning and
  achievement and
• continue to and accelerate transition to
  online administration

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Georgias New Assessments

• As we begin to build new assessments, they
• will be aligned to the language arts and
  mathematics CCGPS
• will be of high-quality and rigorous
• will be developed for students in grades 3
  through 8 and high school
• will be reviewed by Georgia teachers
• will be offered in both computer- and paper-based
  formats and
• will include a variety of item types, such as
  performance-based and multiple-choice items.

As a state, we have to prepare for a significant
increase in rigor.
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CRCT Readiness Indicators
A Step Towards Positioning Georgias Students
for Success
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CRCT Readiness IndicatorsReading, ELA,
Mathematics

• Indicators are designed to send a signal to
  stakeholders about where students are relative to
  the expectations in the standards
• Indicators provide feedback about our
  preparedness for the increase in rigor and
  expectation for student achievement that is on
  the horizon
• Feedback consists of the percent of students who
  achieved each readiness level state , district,
  and school levels for instructional planning
  purposes

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CRCT Readiness IndicatorsReading, ELA,
Mathematics

• For instructional planning and decision making
• Needs Additional Support The student has
  demonstrated that his or her command of the
  knowledge and skills described in the CCGPS
  warrants additional instructional supports.
• On Track The student has demonstrated that his
  or her command of the knowledge and skills
  described in the CCGPS is sufficient the student
  is on track for success at the next level.
• Commendable The student has demonstrated that
  his or her command of the knowledge and skills
  described in the CCGPS is exemplary.

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CRCT Readiness IndicatorsReading, ELA,
Mathematics

• For accountability purposes - at the student
  (promotion/retention), school, district, and
  state levels (CCRPI) - we will continue to use
  800 and 850. 
• It is strongly advised, however, that schools use
  the scale scores associated with the Readiness
  Indicators as targets - we need to be working
  actively to get students to these levels because
  we know the new tests will be more in line with
  those expectations than the 800 / 850.
• The readiness indicators will be provided during
  the interim as additional feedback to districts
  and schools so they have "better" information
  about where students are in relation to where
  they need to be in 2014-2015 (with the increased
  rigor). 
• Bottom line shooting for 800 isn't going to be
  sufficient in future years. 

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Formative Assessment InitiativesBringing a
Balanced Assessment Focus to the Classroom
Formative Instructional Practices (FIP)
Online Assessment System (OAS)
NAEP Item Tool Released items rubrics
exemplars Georgia data
February 2014 Fall 2014
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FIP Learning Modules

1. Introduction to Formative Instructional Practices
2. Clear Learning Targets
3. Collecting and Documenting Evidence of Student
   Learning
4. Analyzing Evidence and Providing Effective
   Feedback
5. Student Ownership of Learning Peer Feedback,
   Self-Assessment, and More
6. Leading Formative Instructional Practices (for
   district and/or school leaders)
7. Coaching Formative Instructional Practices (for
   instructional coaches and/or teacher leaders)

Direct support for Student Learning
Objectives (SLOs)
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Questions?