1 Continuing the Trek Toward College And Career Ready!
2 Introduction Wendy Zdeb-Roper, Ed S. Executive Director Michigan Association of Secondary School Principals Connect with me on Linked in on Twitter #masspchat, 8-9pm on Mondays!
3 ACT Aspire Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Early High School Grade 11 Grade 12 ACT Aspire Summative Assessments (Grades 3-10) The ACT ACT Aspire Classroom / Interim Assessment (Grades 3-12) Vertically articulated, standards-based system of assessments to monitor progress in the context of college and career readiness Summative assessments on a 3-digit vertical scale that spans grades 3 10 and links to ACT s College Readiness score scale (1 36) Five Subject areas: English, math, reading, science, and writing Linear, computer-based, multiple question types with paper-andpencil option 3
4 Multiple Item Types Selected Response Items can accurately distinguish students who grasp a basic concept from those who do not. Selected response items can help measure a large amount of content in a brief time. Constructed Response Require learners to use creativity, organizational skills, logic, and content knowledge to demonstrate understanding. Technology Enhanced Any question that takes advantage of computer capability to present material to the student, engage the student in an activity, simulate the creation of information, or otherwise allow interaction not possible in paper mode testing. 4
5 Reporting: Guiding Principles Tell a Story Reflect each child s possibilities, not his or her deficits Self-Service Customers determine how deeply to engage with the data Focus on the Journey Progression toward readiness matters, not individual scores Easy-to- Understand Language For all audiences 5
6 Customer Input Experience with assessing, scoring, collec3ng and repor3ng data in a useful format should never be based on the assump3on that such a skill set will simply arise. Reports are designed for both a quick glance overview and detailed data to inform and guide next- step ac=ons. 6
7 Foundation based on Validated Measures from ACT s Research ACT College Readiness Standards ACT College Readiness Benchmarks ACT Readiness Benchmarks all Grades/Subjects Mul=ple levels of Proficiency all Rela3ve to ACT Readiness Benchmarks Scaled Subject Scores English, reading, wri3ng, science, and wri3ng Reports are designed for both a quick glance overview and detailed data to inform and guide next- step ac=ons. 7
8 Focused on Student Growth Student Longitudinal Growth charts showing personalized progress Based on ACT s decades of research from Explore, Plan and ACT users Predicted ACT Scores for Each Subject beginning in Early High School (Grades 9/10) Na3onal Median Scores to provide Grade Level Context Composite Scores for Early High School (Grades 9/10) Two year student predicted path towards college and career readiness 8
9 Standards performance based on ACT s College Readiness Standards and aligned to Common Core Reporting Student Skills ACT Readiness Range typical performance of Students who have met the ACT Readiness Benchmark for that subject Paths to Improvement - simple interven3ons 9
10 Turn and Talk What information are student s likely to find useful on this side of the report? What information will parents be drawn to on this side of the report? How can these individual student results inform teacher practice? 10
11 Additional Measures of Readiness Na3onal Norms ELA Combined Score (English, Reading & Wri3ng) Reading Text Complexity Scores STEM Combined Score (Science & Math) Work Readiness Measure (Early High School Grades 9/10) 11
12 Table Talk What new data is included on this side of the report? What academic vocabulary might need to be explained for students/parents to make sense of this side of the report? How can this information be utilized by teachers? 12
13 Stakeholder Engagement How will you share these results with students and parents? How will you share these results with students and with parents? What do you anticipate requiring additional explanation? What will you emphasize? 13
14 Aggregate Reporting that Enables Educators Experience with assessing, scoring, collec3ng and repor3ng data in a useful format should never be based on the assump3on that such a skill set will simply arise. Easy to Use and Interpret Flexible Student Grouping Quick iden3fica3on of Benchmark A[ainment, Growth and Standards Performance 14
15 Turn and Talk What do you like about this report? How will this information inform classroom practice? What is missing or would you also like to see/ know? 15
16 Aggregate Reporting that Enables Educators Iden3fies poten3al curriculum gaps Iden3fies Students in need of Interven3on Iden3fies opportuni3es for Professional Development 16
17 Turn and Talk What diagnostic information is contained on this side of the report? What additional information will staff need to know to be able to remediate individual students? How can this report inform teacher practice? 17
18 Rich data and insights Accessible via computer or tablet Downloadable PDFs of prebuilt reports Student and Educator Reports printable by schools Reports for Schools, Districts, and States Aggregate data files available for download to SIS Reporting Snapshot
19 ACT College-Readiness Benchmarks ACT Readiness Benchmarks for Credit-Earning College Courses College EXPLORE (8 th /9 th ) PLAN (10 th ) ACT (11 th /12 th ) Credit-Earning College Readiness College Readiness College Readiness Course Benchmarks Benchmarks Benchmarks 8th English Comp. English English 15 English Algebra Math Math 19 Math 9th Social Science Reading Reading 17 Reading Biology Science Science 21 Science % chance C or better Are these students on track? 50% chance of B or better
20 How do Aspire Scores relate to the ACT College Readiness Benchmarks? 20
21 Explore and Plan Concordance 21
22 Understanding The Demands On Your Time Assessment should always assist and guide instruc=on not overwhelm it. Thus ACT Aspire requires a tes3ng commitment averaging only 4 hours total tes3ng for all five subjects with an average single test dura3on as low as 30 minutes and not greater than 65 minutes per test. Grades 3,4,5: 3 hours, 50 minutes Grades 6,7: 3 hours, 55 minutes Grade 8: 4 hours, 5 minutes Early HS: 4 hours, 10 minutes 22
23 ACT Aspire Reading Reporting Categories: Key Ideas and Details- The items in this category require students to read texts closely; to determine central ideas and themes, and summarize information and ideas accurately; and to understand sequential, comparative, and cause-effect relationships. Craft and Structure- The items in this category require students to determine work and phrase meanings and to analyze an author s word choice rhetorically as well as influences on the English language; to analyze text structure; and to understand purpose and point of view. Integration of Knowledge and Ideas- The items in this category require students to understand how arguments are constructed, and to make connections to prior knowledge between and among texts. 23
24 ACT Aspire Reading Types of Passages: Literary Narrative- Prose fiction, memoirs and personal essays. Informational Text- Social Science Natural Science 24
28 ACT Aspire Readiness Levels National Percentage Based Reading 28
29 ACT Aspire English Reporting Categories: Production of Writing Knowledge of Language Conventions of Standard English 29
30 ACT Aspire English Assessments Measure Student Knowledge and Abilities in the Following Areas: Conventions of Standard English- The items in this category require students to apply an understanding of the conventions of standard English grammar, usage, and mechanics to revise and edit text. Punctuation and Usage Conventions- These items require students to edit text to conform to standard English punctuation and usage. Sentence Structure and Formation- Items in this category test understanding of relationships between and among clauses, placement of modifiers, and shifts in construction. 30
31 ACT Aspire English Assessments Measure Student Knowledge and Abilities in the Following Areas: Production of Writing- The items in this category require students to apply their understanding of the rhetorical purpose and focus of a piece of writing to develop a topic effectively and rhetorical purpose and focus of a piece of writing to develop a topic effectively and to use various strategies to achieve logical organization, topical unity, and general cohesion. Topic Development- These items require students to demonstrate an understanding of, and control over, the rhetorical aspects of texts by identifying the purposes of parts of tests, determining whether a text has met its intended goal, and evaluating the relevance of material in terms of text s focus. 31
32 ACT Aspire English Assessments Measure Student Knowledge and Abilities in the Following Areas: Organization, Unity, and Cohesion- These items require students to use various strategies to ensure that a text is logically organized, flows smoothly, and has an effective introduction and conclusion. Knowledge of Language- The items in this category require students to demonstrate effective language use through ensuring precision and concision in word choice and maintaining consistency in style and tone. 32
36 ACT Aspire Readiness Levels National Percentage Based English 36
37 ACT Aspire Science Reporting Categories: Data Representation- A passage format in which a brief description is given for one or more graphs, tables, and/or diagrams. Items focus on obtaining and analyzing data and drawing conclusions from the data. Technology enhancements include videos, animations, and data manipulations. Research Summaries- A passage format involving a detailed experimental procedure along with one or more graphs, tables, and/or diagrams for experimental setups and results. Items focus on aspects of experimental design, accompanying procedures, obtaining and analyzing data, and drawing conclusions from the data. 37
38 ACT Aspire Science Reporting Categories: Conflicting Viewpoints- A passage format in which two or more differing scientific explanations/arguments on the same topic are given, sometimes with one or more graphs, tables, and/or diagrams. Items focus on understanding the explicit and implicit points of each explanation, comparing and contrasting the explanations, drawing conclusions from the arguments, and evaluating the validity of the arguments. 38
42 ACT Aspire Readiness Levels National Percentage Based Science 42
43 ACT Aspire Math Reporting Categories: Depending on Grade Level Number and Operations in Base 10; Number and Operations- Fractions; The Number System; Number and Quantity; Operations & Algebraic Thinking; Expressions and Equations; Ratios and Proportional Relationships; Algebra; Functions; Measurement and Data; Geometry; Statistics and Probability. 43
44 ACT Aspire Math Reporting Categories: Justification and Explanation- Capturing evidence about a student s ability to support and explain their math reasoning, which will come from constructed-response tasks. Modeling- Which is derived using all items with a strong modeling component to show how students can apply math in modeling situations. Grade Level Progress- Indicates how students are progressing specifically on topics from grade-level standards in order to be on target for success in future grades as well as their readiness for college and career. Foundation- Requires students to apply and integrate mathematics topics based on content from previous grade levels. 44
48 ACT Aspire Readiness Levels National Percentage Based Math 48
50 ACT Aspire Writing Reporting Categories: Development Organization Language Reflective Narrative, Analysis or Argument 50
54 Why are the scores so consistent? The Writing test has four domains, (Ideas and Analysis, Development and Support, Organization, and Language Use and Conventions), scored on a 1-5/6 (5 in lower grades, 6 in upper grades). The rubrics get more difficult as grade increases, and a 4 indicates expected level at each grade in each domain rubric. The total Writing score ranges from 4-20 for grades 3-5 and from 4-24 for grades 6-EHS. For the writing base forms, the scale score is calculated as 400+2*total Writing score. (Note: the *2 is to match up with two raters on the ACT, when ACT adopts the new writing format. The +400 is to allow easier computation of the ELA scores). As we evaluate the comparability on writing forms with different modes and prompts, equating may be conducted to make the scale scores from different forms comparable to those from the base form. In that case, the above transformation from total Writing score to scale score does NOT hold for forms other than the base forms. The benchmark was set as the scale score corresponding to two fours and two threes on the four domains. This decision was made by Development, based on their knowledge and experience, and will be validated along with the cuts for the other subjects as longitudinal data becomes available. The ACT won t get the new essay until at least fall 2015
55 ACT Aspire Readiness Levels National Percentage Based Writing 55
59 Digging Into the Data for Remediation 59
60 Digging Into the Data for Remediation 60
61 Stay Connected Sign up for updates Learn More Test features FAQs Technical requirements News Research 61
62 ACT Aspire Resources Advocet: A number of print resources including Exemplars and Improvement Ideas. ACT Aspire Video Modules: Including report interpretation. 62
63 Available Spring 2014 Summative Assessments Available School Year Classroom-Based Assessments Interim Assessments English, writing, math, reading and science assessments available for grades 3-8 and early high school (grades 9-10). Paper & Pencil in addition to CBT Accommodated versions of these assessments will also be available. Spanish translations available for grades 3-6. Longitudinal Reporting/Simple Interventions English, math, reading, and science assessments will be available for grades 3 8 Interim Assessments will be available for grades 3 10 in English, math, reading, and science 63
64 What s Next for the ACT 64
68 Stay Informed: act.org/actnext 68
69 ACT and ACT Aspire Steve Theobald Continuum Programs Jim Morris ACT Aspire 69
70 Questions? Wendy Zdeb-Roper, Ed S. Executive Director Michigan Association of Secondary School Principals Connect with me on Linked in on Twitter #masspchat, 8-9pm on Mondays!
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