California Assessment of Student Performance and Progress (CAASPP) - PowerPoint PPT Presentation

California Assessment of Student Performance and Progress (CAASPP) Accountability and Reporting Ekaterina P. Forrester Sara Shore

Final Scoring • For each student, the responses from the PT and CAT portions are merged for final scoring. • Resulting ability estimates are based on the specific test questions that a student answered, not the total number of items answered correctly. • Higher ability estimates are associated with test takers who correctly answer difficult and more discriminating items. • Lower ability estimates are associated with test takers who correctly answer easier and less discriminating items. • Two students will have the same ability estimate if they have the same set of test questions with the same responses. • It is possible for students to have the same ability estimate through different response patterns

Final Scoring: Contribution of CAT and PT Sections Number of Items defined by Test Blueprints ELA/Literacy Mathematics Grade CAT PT CAT PT 3 – 5 38 – 41 5 – 6 31 – 34 2 – 6 6 – 8 37 – 42 5 – 6 30 – 34 2 – 6 39 – 41 5 – 6 33 – 36 2 – 6 11

Final Scoring: Contribution of CAT and PT Sections (cont.) • Based on the test blueprint, the CAT section is emphasized because there are more CAT items/points than PT items/points. • Claims with more items/points are emphasized. • Mathematics: Concepts and Procedures  Problem Solving/Modeling and Data Analysis  Communicating Reasoning • ELA: Reading  Writing  Speaking/Listening  Research • Groups of items that are more difficult and discriminating will have a larger contribution on final scores. • Therefore there is no specific weight associated with either PT or CAT Sections CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Smarter Balanced Scale Score Ranges by Grade Level Grade Subject Min Max Subject Min Max 3 ELA 2114 2623 Mathematics 2189 2621 4 ELA 2131 2663 Mathematics 2204 2659 5 ELA 2201 2701 Mathematics 2219 2700 6 ELA 2210 2724 Mathematics 2235 2748 7 ELA 2258 2745 Mathematics 2250 2778 8 ELA 2288 2769 Mathematics 2265 2802 11 ELA 2299 2795 Mathematics 2280 2862 CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Achievement Levels • Achievement level classifications based on overall scores • Level 1 — Standard Not Met • Level 2 — Standard Nearly Met • Level 3 — Standard Met (College and Career Readiness) • Level 4 — Standard Exceeded CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Overall Scores – 2 Areas, 4 Levels English Language Arts and Mathematics Exceeded the Standard Met the Standard Nearly Met the Standard Has Not Met the Standard CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Achievement Levels by Grade CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Smarter Balanced Scale Score Ranges for ELA/Literacy Level 1 Level 2 Level 3 Level 4 Standard Standard Standard Standard Grade NOT Met Nearly Met Met Exceeded 2114 – 2366 2367 – 2431 2432 – 2489 2490 – 2623 3 2131 – 2415 2416 – 2472 2473 – 2532 2533 – 2663 4 2201 – 2441 2442 – 2501 2502 – 2581 2582 – 2701 5 2210 – 2456 2457 – 2530 2531 – 2617 2618 – 2724 6 2258 – 2478 2479 – 2551 2552 – 2648 2649 – 2745 7 2288 – 2486 2487 – 2566 2567 – 2667 2668 – 2769 8 2299 – 2492 2493 – 2582 2583 – 2681 2682 – 2795 11 CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Achievement Levels by Grade CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Smarter Balanced Scale Score Ranges for Mathematics Level 1 Level 2 Level 3 Level 4 Standard Standard Standard Standard Grade NOT Met Nearly Met Met Exceeded 2189 – 2380 2381 – 2435 2436 – 2500 2501 – 2621 3 2204 – 2410 2411 – 2484 2485 – 2548 2549 – 2659 4 2219 – 2454 2455 – 2527 2528 – 2578 2579 – 2700 5 2235 – 2472 2473 – 2551 2552 – 2609 2610 – 2748 6 2250 – 2483 2484 – 2566 2567 – 2634 2635 – 2778 7 2265 – 2503 2504 – 2585 2586 – 2652 2653 – 2802 8 2280 – 2542 2543 – 2627 2628 – 2717 2718 – 2862 11 CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Measurement Precision: Error Bands • For each scale score estimated for a student, there is measurement error associated with each score. • An error band is a useful tool that describes the measurement error associated with a reported scale score. • The error bands used to construct interval estimates were based on one standard error of measurement. • If the same test is given to student multiple times, about 68 percent of the time, the student will score within this band. CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Elements of the Student Score Report Back Page Front Page 5 1 2 3 6 7 4 8

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Achievement Levels for Claims • Achievement Levels for claims are very similar to subscores. They provide supplemental information regarding a student’s strengths or weaknesses. • No achievement level setting occurred for claims. • Only three achievement levels for claims were developed since there are fewer items within each claim. • Achievement levels for claims are based on the distance a student’s performance on the claim is from the Level 3 proficiency cut. • A student must complete all items within a claim to receive an estimate of his or performance on a claim. CDE/ETS 2015 Post-Test Workshop: Reporting Summative Assessment Results

Additional Scores – 3 levels • English Language Arts Above Standard 1.Reading Above Standard 2.Writing 3.Speaking & Listening 4.Research/Inquiry At/Near Standard At/Near Standard • Mathematics 1.Concepts & Procedures 2.Problem Solving & 4. Modeling & Data Below Standard Analysis Below Standard 3.Communicating Reasoning

Elements of the Student Score Report Back Page 5

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Elements of the Student Score Report Back Page 7

Elements of the Student Score Report: Science Grades 5, 8, & 10 only Back Page 8

Elements of the Student Score Report: Early Assessment Program Grade 11 only Back Page 8

ELA Percent of Students in Each Achivement Level SBAC 2015, CST 2003, 2013 100 4 6 8 7 9 11 12 12 13 18 90 22 19 30 17 17 19 80 19 25 20 26 25 70 33 31 32 60 34 42 28 30 27 40 22 30 50 35 40 33 30 34 26 45 42 42 20 41 40 36 36 34 27 10 16 15 13 0 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 Grade 3 Grade 4 Grade 5 Grade 6 Below Basic Basic Proficient Advanced 23

ELA Percent of Students in Each Achivement Level SBAC 2015, CST 2003, 2013 100 3 4 5 6 8 13 12 18 90 16 23 18 20 28 80 30 29 30 70 34 36 60 35 33 29 50 34 25 30 34 40 31 30 33 45 45 43 20 37 33 28 25 10 17 11 0 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 Grade 7 Grade 8 Grade 11 Below Basic Basic Proficient Advanced 24

Mathematics Percent of Students in Each Achivement Level SBAC 2015, CST 2003, 2013 100 5 6 8 8 10 11 12 14 20 90 19 28 31 20 19 15 38 13 80 23 24 25 70 30 27 25 60 32 33 31 28 29 39 50 30 26 30 40 29 20 30 23 50 50 20 43 41 20 40 35 35 34 22 10 21 18 13 0 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 Grade 3 Grade 4 Grade 5 Grade 6 Below Basic Basic Proficient Advanced 25

Mathematics Percent of Students in Each Achivement Level SBAC 2015, CST 2003, 2013 100 1 1 3 3 3 10 9 8 8 12 17 90 17 17 14 26 16 80 27 31 29 70 27 35 34 29 60 30 33 50 30 40 28 64 30 58 53 48 46 45 20 38 30 10 20 0 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 SBAC 2015 CST 2003 CST 2013 Grade 7 Grade 8 Grade 11 Below Basic Basic Proficient Advanced 26

SBAC Claims and Sample Items New Ways of Assessing Learning 27

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KDS’ SBAC Claims, Targets, Standards Alignment http://www.keydatasys.com/ 29

Finding Claim, Target, DOK, Standards Tables Google: Claims Targets Standards Riverside or go to KeyDataSys.com under Educational Resources

Assessment Claims for ELA • Overall ELA Claim (Grades 3-8) • “Students can demonstrate progress toward college and career readiness in English language arts and literacy.” • Overall ELA Claim (High School) • “Students can demonstrate college and career readiness in English language arts and literacy.” http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/Smarter-Balanced-ELA-Literacy- Claims.pdf 31