CDE14 WHITE PAPER Laserfiche - Dr. Alice Christie's

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A WHITE PAPER FROM

Next-Generation Assessments for K-12

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A guide to selecting a system of assessments that informs instruction and improves learning outcomes

Next-Generation Assessments for K-12 The Brave New World of Next-Generation Assessment

How Technology Helps to Enhance Assessments

he shift to more rigorous next-generation academic standards, such as the Common Core State Standards, brings with it the need for innovative instructional strategies and new means of assessing student mastery of complex, 21st-century skills and concepts. As district educators and administrators become familiar with next-generation academic standards and learning materials, they also are discovering new options for student assessment, including the testing methods and data that best fit their instructional needs. Many districts plan to transition from paper-based to online testing, and in a recent Center for Digital Education (CDE) survey, 81 percent of K-12 leaders indicated they view standards-based online assessment as a district priority.1 A wave of new assessment offerings intends to help educators and administrators measure student growth through formative item banks, benchmark assessments and end-of-year tests. Often, providers in this space specialize in one aspect of assessment, such as formative or summative. Few, though, provide a comprehensive solution. This CDE white paper details what districts should look for when seeking a comprehensive assessment solution.

Until now, electronic testing meant simply replicating a static paper-based, multiple-choice test online through a type of ‘page-turning’ technology. In this approach, a test displays a question and the accompanying answer choices, a student clicks on one answer, and then the next page and question loads. Although typically easy for teachers to administer and for students to understand, this “read-and-click” approach fails to take advantage of the testing capabilities available through interactivity with a computer or a tablet. New assessments, though, leverage technology to improve the student testing experience. For example, rather than asking students to describe a static set of plotted points on a coordinate grid, technology enables students to actually plot those points. This dynamic interaction of English Language Arts and Mathematics standards with technology-based assessment provides better insight into a student’s grasp of content, context and skill. Adaptive testing provides the latest — and possibly, best — means of technology-enhanced assessment. Ideally suited for benchmark assessments, adaptive testing automatically adjusts the difficulty of test items based on a student’s performance during the test. For example, if a student correctly answers an item of average or on-level difficulty, he or she next will receive an item of increased difficulty. Similarly, if a student incorrectly answers an item of average difficulty, he or she next will receive an easier item. On it goes through the adaptive assessment as students receive items that most closely mirror their true ability levels on the continuum of learning achievement. Most year-end summative assessments (the adaptive Smarter Balanced is one exception) are delivered as fixed forms, meaning each student receives identical questions throughout the test. This provides a clear, consistent measure of student learning to fulfill state accountability requirements, track performance of all students within a grade level and determine student readiness for promotion.

T

81%

of K-12 leaders view standards-based online assessment as a district priority.

2 Next-Generation Assessments for K-12

Technology-enhanced assessments enable questions that involve multiple correct answers (multiple response) or multi-part answers, written answers (constructed and extended response), or an online demonstration of a learned skill. Students who are accustomed to filling in a single bubble on a paper test will need instruction about how to recognize and work with these more complex item types. English language learners and students with low levels of computer literacy also may need training on basic skills for using computers and tablets.

Applying Next-Generation Test Data to Improve Teaching and Learning Just as important as advanced testing capabilities is the analysis and reporting of next-generation test results. Paper tests historically involve weeks of processing of results and reports; in some cases, teachers don’t receive results until after an academic year has concluded. With online testing, a teacher receives reports quickly — often with 24 hours. This rapid turnaround enables educators to inform their instruction by applying insights gleaned from interpretation of test results. Although most testing providers specialize in one aspect of next-generation testing, a few provide a comprehensive system of formative, benchmark and summative assessments. These assessments either may be purchased collectively or individually. In some cases, publishers provide modular and customization options. In an assessment system, a benchmark test can provide educators with a gauge of each student’s learning level while also helping identify learning progress and needs. For example, results of a benchmark assessment may reveal a student’s overall strength in Mathematics but a deficiency in the domain of Geometry. An educator may use that information to inform and target instructional efforts to a particular student. Such efforts may include a formative item bank for use in constructing a series of Geometry-specific quizzes that will help students improve on the next benchmark assessment. In turn, the latest benchmark assessment helps a teacher see the impact of classroom instruction. This benchmark test also helps educators refine student learning needs for the next wave of instruction.

What to Look For in a Next-Generation Assessment System ✓ Accurate, valid, rigorous test items designed specifically for next-generation assessment ✓ Integrated formative, benchmark and summative assessments from a single, trusted provider of K-12 assessment solutions ✓ Results reported along the same vertical scale, providing a consistent growth measure across administrations as well as grade levels ✓ A flexible ecosystem of assessments that includes formative test items and links to instructional resources ✓ Benchmark assessments that measure student growth throughout a school year ✓ Online assessments that support rigorous multiple-choice, technology-enhanced, constructed-response and extendedresponse items, as well as performance tasks that measure student understanding of project-based learning ✓ Modularity and flexibility of assessments with options for purchase, administration and customization according to district or school needs ✓ A full array of accessibility features and accommodations

For formative and benchmark assessments to improve instruction, teachers will need training on how to: • Use the assessment system for tasks such as student registration and test assignment • Construct appropriate formative tests from available items • Interpret test results and apply them to classroom instruction • Educate students about the demands of technology-enhanced, open-ended and performance task items

Measuring the Right Things, Measuring Over Time Of course, the primary focus for any test involves measuring what’s important for a student’s academic progress and a school’s academic quality. A range of Depth of Knowledge (DOK) levels are a key factor to consider when evaluating test items measured through their respective level of academic rigor.

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Table 1. What Different Stakeholders Seek in a Next-Generation Assessment System District Superintendent

• Consistent design and delivery of assessments for analysis of student growth and performance across buildings and grades • Flexible purchase options for certain assessments, grade levels or subject areas that help match district budgets and testing strategies

Assessment Program Manager

• Consistent scales within assessments and across grades to measure student learning growth • Capability to administer tests on computers or tablets to accommodate school technology infrastructures

IT Director Professional Development Administrator

• Teacher training on technology use (e.g., student registration and test assignment), data interpretation, and test assembly and delivery • Online, technology-enhanced testing that reduces administration time and delivers results quickly

Teacher

• Reporting at test and domain levels that informs instruction and intervention possibilities • Next-generation testing methods that prepare students for high-stakes tests

The four DOK levels developed by Norman Webb of the University of Wisconsin address a student’s ability to demonstrate recall and reproduction (Level 1), skills and concepts (Level 2), short-term strategic thinking (Level 3) and extended thinking (Level 4).2 To gain the most value from student testing, districts need formative and summative assessments that address DOK Levels 1, 2 and 3, as well as formative assessments that address those levels plus DOK Level 4 demonstrations of project-based learning. Some educators worry that multiple-choice questions lack sufficient academic rigor for assessing the various DOK levels. However, multiple-choice items can be more than sufficient if written with a focus on DOK levels and associated rigor. A common measurement scale also can help schools and districts demonstrate achievement over time. The presence of a vertical scale across administrations and grades provides educators with a consistent, defensible measure of learning growth throughout one year and across academic years. Table 1 above highlights advantages of assessment systems from the viewpoint of stakeholders in test assembly, delivery and administration.

Real-World Strategies for Next-Generation Assessment Administrators in two districts shared their strategies for implementing online testing required by the Common Core State Standards.

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West Feliciana Parish Public Schools (Louisiana) District size is no impediment to high-quality instruction or online assessment, as proven by West Feliciana Parish Public Schools. Although the district counts an enrollment of only 2,200 students across four schools, it ranks among the top five districts for academic performance in Louisiana. This success has come in part from a potent mix of community support, teacher development and classroom technology. “We focus on hiring high-quality teachers and giving them the resources, including technology, to help them be successful,” says Superintendent Hollis Milton.3 As the district gains experience with assessments for the Common Core State Standards, Milton notes, “We expect that technology-enhanced testing will help our teachers better assess a student’s mastery of a concept. We also look forward to getting the prescriptive data that will help teachers personalize learning for individual students.” The district has a 1:1 laptop program for middle school students (grades 6 through 9) and makes laptop and tablet computers available to students in other grades. West Feliciana educators discovered that teaching technology skills is particularly effective in grade 3, where students can learn the skills necessary both for online learning activities and taking the online tests. As part of teacher development efforts, the district participates in a program with Louisiana State University to prepare student teachers for use of

computer-based student assessments. “Our teachers are feeling better and better about what information the assessment tests will give them,” says Milton. “As the assessments continue to improve, they will deliver a richer picture of a student’s learning for both teachers and parents.”

Warren Consolidated Schools (Michigan) A large district located in suburban Detroit, Warren Consolidated Schools has worked the past few years to strengthen its balanced assessment system by adding a K-12 nationally normed summative assessment to its established set of classroom formative and state summative assessments. This has allowed the district to systematically monitor student testing activity and results beyond the traditionally state-tested grades 3 through 8 and grade 11. For the 2014-15 academic year, the district will begin its third year of assessing all students in kindergarten through grade 12 in the fall and spring. Grades 3 through 10 currently complete the test online, and the district intends to add more grades as technology resources become available. Students’ responses to online assessments have been positive; overall, they prefer it to traditional paper-and-pencil tests. Teachers and administrators are gaining confidence about the online testing process, including ways of handling technology issues as they arise. Demonstrating the learning growth of all students is a top priority for the district. Growth targets are identified for individual students, their grade level and their school. This focus is paying off: In the 2013-14 academic year, 87 percent of Warren Consolidated Schools’ students met or exceeded their growth targets. “We were thrilled to see the results. Our staff is working hard to provide quality instruction in order to ensure student success. Our students are taking a greater interest in monitoring their growth as well. We continue to explore ways to motivate and engage our students in the monitoring of their learning,” says Dr. Marianne Ochalek, executive director of school improvement.4

For teachers, the quick turnaround time in receiving online test results helps them to identify student learning gaps within days. With traditional paper-andpencil tests, it can take several weeks to a couple of months to receive results. “We see the power of the online results at the intervention level. By analyzing the results, teachers can make timely adjustments to their lessons, which ultimately helps students experience greater success,” says Ochalek. “We also provide our parents information on how to interpret their child’s test results. They are very interested in understanding the growth their child has made during the year and in comparison to students across the nation.” The technology skills required for online testing are a concern for district staff. Ochalek notes, “In general, our students, though proficient in the use of texting and surfing the Internet on their cell phones, are less adept at keyboarding skills and typing speed, especially when constructed written responses are required.” As online testing becomes more common, districts such as Warren Consolidated Schools will continue to seek support from their community and state to help with technology needs.

A Continuing Evolution Meeting next-generation academic standards will demand a continual evolution in classroom instruction and student assessment. Nextgeneration assessment systems will help schools and districts evolve more easily by taking full advantage of technology to measure student achievement and progress. These assessments also will deliver the fast results essential to help teachers more immediately improve classroom instruction and support student learning.

Endnotes 1. 2.

3. 4.

Center for Digital Education Measuring Learning Success Research Survey, 2013 DOK Levels originally defined by Norman Webb, Senior Research Scientist Emeritus at the University of Wisconsin Center for Digital Education interview with Hollis Milton, July 23, 2014 Center for Digital Education interview with Dr. Marianne Ochalek, August 4, 2014

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The Center for Digital Education is a national research and advisory institute specializing in K-12 and higher education technology trends, policy and funding. The Center provides education and industry leaders with decision support and actionable insight to help effectively incorporate new technologies in the 21st century. www.centerdigitaled.com

Underwritten by:

Houghton Mifflin Harcourt is a global learning company with the mission of changing people’s lives by fostering passionate, curious learners. Among the world’s largest providers of pre-K–12 education solutions and one of its longest-established publishing houses, HMH combines cutting-edge research, editorial excellence and technological innovation to improve teaching and learning environments and solve complex literacy and education challenges. HMH provides reliable and research-based assessment solutions for a variety of purposes such as benchmarking, screening, diagnosis, formative, special needs, and more. Visit http://www.hmhco.com/assessment-professionals today to find out the latest enhancements to our products including those that support next generation testing.

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