January 2012 presentation explaining planned changes in testing in Connecticut and how these changes will impact decision-making over the next few years.

2. Introduction
Changes in Testing on the
Horizon
Impact

3. This year’s kindergarteners will never take the CMT!
SBCAT (?) will soon be as well known to you as CMT

4. In June 2010, 31 states, including
Connecticut, joined to form the
SMARTER Balanced Assessment
Consortium (SBAC)
Submitted application in the
‘Race to the Top’ Assessment
Competition

6. • One to SBAC
The USDE • Other to the
awarded two Partnership
‘Comprehensive for
Assessment Assessment
Systems’ grants of Readiness
in September for College
2010 and Careers
(PARCC)

7. » Through-course Assessments #1 and #2
 ELA and Math; 1 – 3 tasks in a class period
» Through-course Assessment #3
 ELA and Math; taken over several sessions or classes
» Through-course Assessment #4
 ELA Speaking and Listening; each student presents;
teacher scores
» End-of-Year Assessment
 On Computer
 45 – 60 questions
» Field testing 2012 – 2014 – Operational 2014

8. » CT is a GOVERNING state in SBAC

9. • Get it right, it
moves you up
An Adaptive Test is a • Get it wrong,
test that dynamically it moves you
adjusts to the trait level
of each examinee as the down
test is being • Makes
administered. continuous
adjustments
as you work

10. Developed in France around 1905, Alfred
Binet’s IQ Test
Is still used in schools today
Is the standard against which IQ
tests are compared
Incorporates all the elements of an
adaptive test.

11. A different starting point It uses an adaptive item-
can be used for each child selection procedure.
Based on a
43,000 calibrated
item bank
Scoring method allows a
Length can vary by child
common score to be
with the use of a variable
obtained from different
termination rule.
subsets of items.

12. A procedure for scoring
A starting rule for
item responses and
selecting the first item
estimating trait level
Pre-calibrated
43,000 item bank
A method of selecting the
A rule for ending the test
next item

13. Mike is using cubes that measure ¼
inch on each side to fill a box that has
a height of 5 ¼ inches, width of 3
inches, and length of 2 ½ inches. How
many ¼ inch cubes will Mike need to
fill the box?
Mike is using cubes that
Mike is using cubes that
measure ½ inch on each side
measure ½ inch on each side to
to fill a box that has a height
fill a box that has a height of 5
of 5 ½ inches, width of 3
¼ inches, width of 3 inches,
inches, and length of 2 ½
and length of 2 ½ inches. How
inches. How many ½ inch
many ½ inch cubes will Mike
cubes will Mike need to fill
need to fill the box?
the box?

14. CAT equalizes the psychological
environment of the test across all ability
levels.
• High-ability students will get about 50% of the
questions correct.
• Low-ability students will get about 50% of the
questions correct.

15. Efficiency: CATs are more efficient than
conventional tests—they generally
reduce test length by 50% or more.
Precision: A properly designed CAT can
measure all examinees with the same
degree of precision.
Reporting: More accurate placement of
students who previously scored
‘advanced’ and ‘below basic.’

16. Reporting: Results can be made available
more quickly (computer-based)
Test Security/Item Exposure: Students
are presented with different test items
More Flexibility for Computer Capacity:
Students do not need to be assessed on
the same schedule

18. Students cannot change an answer to
an item once they have submitted it.
Test prep will need to include this.
Because CAT is dynamic, it can
recover from an occasional student
error in answering an item.
Literature shows little or no gain
from answer changing.

19. Animations, simulations, on-line access
to information, video or audio
stimulus, moveable models
Test prep will need to include this.
Elicit a response from the student
(e.g., selecting one or more points on a
graphic, dragging and dropping a
graphic from one location to
another, manipulating a graph)

21. All constructed response items in the
CAT will be AI scored
Items not scored with AI delivered outside
of the CAT ‘engine’ (e.g., some elements of
performance tasks)
SBAC will require 10 - 20% read behind
to ensure accuracy
AI scoring is nearly 100% reliable

22. Selected
response,
short
constructed
Summative Testing
Mandatory response,
Assessment window within
comprehensive extended
(CAT) the last 12
assessment in constructed
weeks of the
grades 3–8 and response,
instructional
11 technology
year
enhanced,
and
performance
tasks

23. Selected
response, sho
Interim rt constructed
response, ext
Assessment Optional ended
Available
(CA) content- Learning constructed
throughout response, tec
cluster progressions
the year hnology
assessment
enhanced, an
d
performance
tasks

24. The teacher shares the
learning goals with
students and provides
opportunities for
students to monitor
their ongoing progress.

25. Importance of focusing
time, energy and
resources on
implementing the CCSS
beginning this coming
school year: Teachers
must read the standards

26. FOCUS, FOCUS, FOCUS – Deeper
understanding of fewer concepts
COHERENCE – One year builds to next
FLUENCY – Standards expect speed and
accuracy
DEEP UNDERSTANDING – fewer
standards allow for this
APPLICATION – ability to apply what
they know

27. Spring 2011 – 2012 – Smarter Balanced will
pilot SBCAT with some schools’ -- email to
Superintendents asking about participation **
Spring 2012 – 2013 – Larger SBCAT pilot
Spring 2013 – 2014 – Every district will be
required to pilot a portion of the SBCAT test
CT has applied for a CMT/CAPT moratorium for
2013-2014

28. 12 week window for testing – to meet
1-to-1 computer requirements
End-of-year window – to allow for interim
assessments
Less time required; more precise
43,000 test item bank

29. Innovative test items to match ‘real
world’ applications
• You wouldn’t really use a protractor on a
computer, rotate it, etc.
• You really would click on a word to get its
definition or hear it pronounced

30. Students encounter
appropriately complex texts at
each grade level to develop
Includes short tests that skills and the conceptual
require close reading; knowledge they need for
Text Selection
50% literary, success in school and life.
50% informational (K – 6)
50% literary non-fiction (7-12) Text Complexity
Range and Quality of Texts
High-Quality Text-Dependent Questions and Tasks
Students’ Ability To Read Complex Texts 90% of all questions
80 –
Independently
should be text dependent
Academic Vocabulary
questions which require
Words that readers will
close reading, vs.
find in all types of
skimming.
complex texts from
different disciplines.

31. • Join the limited pilot in 2012, if possible
Now • Examine existing CAT’s
• Study and align to the CCSS
Now • Develop new instructional strategies
• Plan for a 1-to-1 solution by 2015
Now • Define a new set of test-taking strategies