An Annotated Guide to Innovative Item Types Prepare Now What s Coming Next.
Keeping Pace: Common Core State Standards and Next Generation Assessments Summative assessments created by Smarter Balanced Assessment Consortium and Partnership Assessment Readiness College and Careers (PARCC) test students on ir understanding concepts y have learned throughout school year. The Common Core State Standards (CCSS) call increased rigor that requires students to display critical thinking skills. Measured Progress s participation in developing item specifications alongside consortia led to our development Measured Progress COMMON CORE Assessments, resources that help inm classroom instruction and foster success. To address requirements new standards, Measured Progress product roadmap incorporates innovative item types that include technology-enhanced item interactions. These innovative item types provide an accurate assessment students understanding reading and mamatics standards as y become familiar with items y are likely to see in next-generation assessments. Why Innovative Items? Some innovative items have interactive elements that engage students with contemporary skills. While this makes m fun to complete, re are much more compelling reasons including se new item types in assessment practices. A prevailing thought among educators and assessment experts is that typical multiple-choice items, which are seen on many progress monitoring and accountability assessments, are not giving educators truest picture student ability and mastery standards. Because full depth student understanding is not being tested, educators may not be teaching to rigor standards. Innovative Items: Require students to write more ten and show evidence ir depth knowledge, ensuring a higher level rigor. Are comprised two or more parts that determine final score points students earn, providing a reliable gauge to indicate when students are guessing at answers. Inm teachers about learning misconceptions, which helps focus instruction. Teach students how to use critical thinking in classroom. Rely on easier, consistent scoring methods when using computer interactions. Ask students to show ir understanding and mastery standards; states with se types items on ir assessments tend to score well internationally. Types Innovative Items Composite Items Composite items are comprised two or more parts. The first part is ten more typical a selected-response item like a multiple-choice or true/false. The second part item may ask students to identify ir reasoning, pro, or evidence why y chose ir first answer. As se are scored, it is much easier educators to determine when students are guessing. For example, students may get first part a response correct, but ir reasoning may be faulty. If a student answers first part incorrectly, but answers second part correctly, he or she will not get credit response, as it is apparent that student is guessing. The composite item type is prevalent in consortia item specifications. Technology-Enhanced Item Interactions Technology-enhanced item interactions use aspects a test delivery platm to support student responses. In grades 6 through 12, a standard that calls technologyenhanced item interactions states, Make strategic use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding findings, reasoning, and evidence and to add interest. These items allow educators to assess standards consistently, in an auntic way. Teachers, schools, and districts can ask that students compare two types media ( example, written word versus a permance), and all students can read same text on screen, and n access same media file by clicking on a link that is built into item. 2 Web: measuredprogress.org Toll-free: 877.432.8294
The Changing Landscape Innovative item types have capacity to change assessment landscape and help expose misconceptions students have while learning standards, increasing teacher understanding gaps between instruction and assessment. Measured Progress is applying our 30 years assessment expertise to build items that support student learning. The item types shown here inm teachers and students about progressions learning within new, rigorous Common Core State Standards. Multiple-Correct Responses This type item requires students to pick more than one correct answer to a question. There can be two or three correct responses to a question. This question has two correct answers. Make sure to select both correct answers. Which options describe structure poem The Raven? A. inmal B. free verse C. complex word choice D. consistent rhyme scheme Asset #129413A - VP Development CCAP, Mamatics, Gr.7, SEQ #: 40 On Scale: N, Equating Eligible: N Asset #129413A - VP Development CCAP, Mamatics, Gr.7, SEQ #: 40 On Scale: N, Equating Eligible: N Asset Type: Multiple Choice 1 Point(s) / Key(s): A / Calculator: Neutral Asset Type: Multiple Choice 1 Point(s) / Key(s): A / Calculator: Neutral 07.SP.02.03 07.SP.02.03 (Common (Common Core Core State State Standards Standards - Mamatics): - Mamatics): Grade Grade 7: 7: Statistics Statistics and and Probability: Probability: Draw Draw inmal inmal comparative comparative inferences inferences about about two two populations: populations: Inmally Inmally assess assess degree degree visual visual overlap overlap two two numerical numerical data data distributions distributions with with similar similar variabilities, variabilities, measuring measuring difference difference between between centers centers by by expressing expressing it as it as a multiple a multiple a measure a measure variability. variability. For For example, example, mean mean height height players players on on basketball basketball team team is 10 is 10 cm cm greater greater than than mean mean height height players players on on soccer soccer team, team, about about twice twice variability variability (mean (mean absolute absolute deviation) deviation) on on eir eir team; team; on a on dot a 12 dot plot, plot, separation separation between between two two distributions distributions heights heights is is noticeable. noticeable. DOK3 DOK3 (DOK (DOK - Math) - Math) Batch Batch #: 5#: 5 Ms. Kent asked each student in two math classes to Which statements are correct? Choose two correct record time, Sample in Sample hours, Type Typethat y spent studying options. Released in one week. The In results In Development are shown in dot plots No No below. A. The mode 2 is twice mode 1. 40. 40. Ms. Ms. Kent Kent asked asked each each student student in in two two math math classes to to record time, in in hours, that y spent studying in in one week. week. The The results results are are shown shown in in dot dot plots plots below. B. The median 2 is 5 more than median 1 1. 0 01 12 23 34 45 56 67 78 89 91010 11 11 12 12 13 13 14 14 15 1516161717 1 2 2 0 01 12 23 34 45 56 67 78 89 91010 11 11 12 12 13 13 14 14 15 1516161717 Which Which statements statements are are correct? correct? Choose Choose two two correct correct options. options. A. A. The The mode mode 2 is 2 is twice twice mode mode 1. 1. B. B. The The median median 2 is 2 is 5 more 5 more than than median median 1. 1. C. C. 2 spends 2 spends more more time time studying, studying, on on average, average, than than does does 1. 1. D. D. The The ranges ranges both both classes classes are are equal. equal. The distractor analysis exposes students misconceptions and assumptions, inming C. 2 spends more time studying, on average, than does 1. D. The ranges both classes are equal. Distractor Analysis Distractor Analysis Distractor Analysis A. KEY: A. KEY: The instructional The mode 2 mode 2 is adjustments is 10, and mode 10, and mode teachers 1 is 5. 1 is 5. can make in B. Student mistakenly thought that median 2 was 10, while it is actually 10.5 (but knew median 1 was 5). B. Student mistakenly thought that median 2 was 10, while it is actually 10.5 (but knew median 1 was 5). C. KEY: The number classroom. hours on average 2 spends studying is greater than number hours on average 1 spends studying. C. KEY: The number hours on average 2 spends studying is greater than number hours on average 1 spends studying. D. Student assumed that range is range numbers on each number line, which is 17. Instead, range 1 is 12, and range D. Student assumed 2 is 14. that range is range numbers on each number line, which is 17. Instead, range 1 is 12, and range 2 is 14. Students build connections within content by recognizing more than one correct answer. This brings a higher level rigor to item by requiring students to show evidence understanding related concepts within article or passage. Providing items with more than one option reinces idea that not all math problems have a single correct answer. Thus, students begin to make conceptual connections between available answer choices. A. Key: The mode 2 is 10, and mode 1 is 5. B. Student mistakenly thought that median 2 was 10, while it was actually 10.5 (but knew median 1 was 5). C. Key: The number hours on average 2 spends studying is greater than number hours on average 1 spends studying. D. Student assumed that range is range numbers on each number line, which is 17. Instead, range 1 is 12, and range 2 is 14. The presentation this item and its images does not necessarily reflect administration mat. The presentation this item and its images does not necessarily reflect administration mat. 1/24/2014 SECURE MATERIALS, DO NOT REPRODUCE Page 62 80 1/24/2014 SECURE MATERIALS, DO NOT REPRODUCE Page 62 80 Web: measuredprogress.org Toll-free: 877.432.8294 3
Composite Items Composite items are comprised two or more parts within same item. Evidence-based selected-response items (EBSRs) are one type composite item. These items look like two multiple-choice items in consecutive order. 6 This question has two parts. Make sure to answer both parts question. How does narrator try to convince Otis that she can be trusted? A. by asking about Gertrude B. by suggesting a plan to make payments C. by explaining how she comes from an honest family D. by explaining how excited she is about leash and collar Which sentence supports answer above? E. I was thinking that maybe you could set me up on an installment plan. F. I could come in and sweep floors and dust shelves and take out trash. G. I m new in town, but daddy is a preacher. H. Is she owner? Students first choose ir answer to a reading comprehension question from a set distractors. Students must n choose evidence that supports ir answer from next set distractors. 4 Web: measuredprogress.org Toll-free: 877.432.8294
New Composite Items* One composite item type includes a true/false question with a multiple-correct response item following. 4 In this item, students are required to make a claim by choosing true or false. This question has two correct answers. Make sure to select both correct answers. Which statements support correct answer to question above? Picture 1 in Newton s Laws Motion demonstrates logic behind Isaac Newton s second law motion. A. True B. False A. Picture 1 shows how every action has an equal and opposite reaction. B. Picture 1 explains why small objects accelerate faster than large objects. C. Picture 1 explains how an object s mass affects its response to outside ces. D. Picture 1 shows how an object s speed changes when contacted by an outside ce. After choosing eir true or false, students have to justify ir claim with two pieces evidence from text. This composite item type combines a true/false question with an additional short-answer response. This item requires students to make a claim, and n back up ir claim with evidence or pro. In addition, every time you regroup ones, you have to regroup tens as well. Is this statement true or false? Explain why this is true or give an example to show that it is false. Rubrics are included in scoring module to give teachers immediate access to distractor rationales. Teachers are also provided with sample responses to aid in consistent scoring. Rubric Score Description 2 correct answer, false, with sufficient work or explanation to indicate correct strategy 1 correct answer with insufficient or no explanation or work shown 0 response is incorrect or contains some correct work that is irrelevant to skill or concept being measured Blank no response Sample Response *New composite item types will be added to COMMON CORE Item Bank fall 2014. False: When you add 128 + 233, you regroup ones, but you do not have to regroup tens. This is a typical response that would display a student s understanding concept being assessed. Web: measuredprogress.org Toll-free: 877.432.8294 5
Drag-and-Order Items For this type item, students are required to complete three steps placed in logical order to successfully answer question. Traditional multiple-choice items similar questions would supply suggested sequences, with one choices containing correct sequence. Using this item type, students must apply a higher level critical thinking when ordering steps without having pre-ordered options to choose from. Having students place steps in order requires that y demonstrate logical sequencing and proper connections among concepts. This item type also eliminates guessing strategies students sometimes use. Technology-Enhanced Item Interactions These items may rely on various technology-enhanced features to create a natural scaffolding content, and can help students and teachers recognize gaps in understanding within progression Common Core State Standards. Using hot spot technology in part one this item provides scaffolding second part problem. If, after finding and clicking on corresponding sides, student still is not able to answer part two, teacher can plan appropriately furr instruction. For part one this item, student has chosen side EG in larger triangle and now must click on corresponding side in or triangle. If a student clicks on incorrect triangle sides, this can confirm a common learning misconception, providing teacher deeper insight into concept being assessed, which will help refocus instruction. 6 Web: measuredprogress.org Toll-free: 877.432.8294
Media-Embedded Items Media-embedded items allow educators to assess standards that require a comparison between two types media. For example, CCSS.ELA-Literacy.RL.8.7 states: Analyze extent to which a filmed or live production a story or drama stays faithful to or departs from text or script, evaluating choices made by director or actors. Because audio or visual media requirement this standard, it has been difficult to assess on a larger scale with paper and pencil. Using technology-enhanced, media-embedded items in school- and district-wide assessments allows teachers to administer and score m more consistently. Read this passage from Shakespeare s Romeo and Juliet, n click on video same act and scene. In what ways did filmed production stay faithful or depart from script? Evaluate choices made by director or actors. Compose your answer in space provided. ROMEO If I prane with my unworthiest hand This holy shrine, gentle fine is this: My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss. JULIET Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this; For saints have hands that pilgrims hands do touch, And palm to palm is holy palmers kiss. ROMEO Have not saints lips, and holy palmers too? JULIET Ay, pilgrim, lips that y must use in prayer. ROMEO O, n, dear saint, let lips do what hands do; They pray, grant thou, lest faith turn to despair. JULIET Saints do not move, though grant prayers sake. Exit www.youtube.com/watch?v=-nknyd_ku_8&list=plfaf09e3a 8181E52D&index=2 Students read a section from a scene in Romeo and Juliet, n click on a link built into item to view a video scene. This standard requirement prepares students real-world experience; learning how to gar and compare inmation and evidence from various media will help support presentations and discussions. Navigating between original written works and video permance counterparts also gives student exposure to and maintains integrity original work, while allowing students to compare how different points view may be presented. Mixed-media evaluations can fer insights about historical perspectives and timeless mes. As next-generation assessments draw closer, Measured Progress provides mative assessment resources now. Innovative item types provide valuable insights into learning progressions students and inm teachers about instructional focus. They allow more auntic assessment and demonstration competencies and engage students in real-world ways. Innovative items combine well with or item types included in Measured Progress COMMON CORE Assessments. Prepare now what s coming next. Web: measuredprogress.org Toll-free: 877.432.8294 7
About Measured Progress Measured Progress is a Dover, New Hampshire-based, not--prit organization dedicated to student learning and improving instruction in standards-based classroom. Since 1983, Measured Progress has successfully partnered with more than 30 states and hundreds districts across nation in support assessment programs that have affected millions students. Measured Progress develops state- and district-level assessments and is nation s leading provider alternate assessment students with cognitive disabilities. Measured Progress also fers assessment services and solutions to assist educators in creating and using assessments that measure student achievement and improve instruction. A leader in Common Core movement, Measured Progress was recently awarded contracts by Smarter Balanced Assessment Consortium to create specifications new and innovative items; design assessment technology architecture; and develop policies and training materials related to item writing, item review, and testing accommodations and accessibility. Measured Progress is also serving Partnership Assessment Readiness College and Careers (PARCC) through its development interoperability standards, which will facilitate effective and accurate storage and transfer data across systems. In addition, company is assisting with PARCC item development. The National Center and State Collaborative chose Measured Progress to develop architecture a platm to deliver next-generation alternate assessments students with disabilities. As a not--prit organization, Measured Progress is deeply committed to its mission helping educators improve student learning by connecting assessment, data, and instruction. Visit measuredprogress.org/commoncore to learn more! It s all about student learning. Period. Office: 100 Education Way, Dover NH, 03820 Web: measuredprogress.org Toll-free: 877.432.8294 2014 Measured Progress. All rights reserved. Measured Progress is a registered trademark and Measured Progress COMMON CORE and its logo are trademarks Measured Progress, Inc. P0359