A National Assessment Literacy Campaign: But Not for Educators - - PowerPoint PPT Presentation

A National Assessment Literacy Campaign: But Not for Educators

National Conference on Student Assessment June 22, 2015

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Welcome

Terry Mazany

President and CEO

The Chicago Community Trust Chair, National Assessment Governing Board

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Assessment Literacy

• W. James Popham

Emeritus Professor

University of California, Los Angeles

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Vision for Assessment Literacy Initiative

• Why assessment literacy?
• What are the essential components?

– Initiative should include the National Assessment for Educational Progress (NAEP) but be intentionally broader than NAEP – Initiative should be at collaborative effort between National Assessment Governing Board (NAGB) and National Center for Education Statistics (NCES)

• Why NAGB?

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Target Audiences

• Primary audiences for the assessment literacy

initiative:

– Begin with parents – Expand to policymakers and students

• “Understandings”

– Small number per audience – Less—so much, much more

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Perspectives from the National Center for Education Statistics (NCES)

Peggy Carr

Acting Commissioner National Center for Education Statistics

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NCES Family of Assessments

• Span early childhood to

adulthood

• Varies in design

methodologies –National and international –Cross-sectional and longitudinal –Group assessment designs

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Ongoing Challenges for Assessments

• Perception of “too much testing”
• Stakeholders demand test relevancy
• Solution begins with assessment literacy

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Development Process for “Understandings” and Communication Strategies

Sharyn Rosenberg

Assistant Director for Psychometrics National Assessment Governing Board

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Development of “Understandings”

• Assessment Literacy Work Group
• Staff/Contractors
• External Feedback

– Expert interviews – Focus groups – Laurie Wise

Assessment Literacy Contributors

Lou Fabrizio Jim Popham Rebecca Gagnon Andrew Ho Lucille Davy Tonya Miles

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NAGB Summit for Parent Leaders

• Key takeaways

– Parents want to know how to interpret their child’s test results – Parents want to know how testing relates to learning – Parents are confused about different tests and their purposes

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National Conference on Student Assessment

• Key takeaways

– Communication about achievement levels is important – Talk about the assessment quality and precision – Word understandings more positively – Communicate the differences between a group and an individual assessment

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Expert Interviews: Feedback

• Formative assessment

– Feedback improves performance – Explain why students may be doing well in the classroom but not on assessments

• Quality variation

– Parents should not have burden of judging quality

• Evidence for interpretation and uses

– Purpose of assessments and why they are needed – Address parent misconceptions

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Focus Groups: Lessons Learned

“Understandings” Findings Evidence for interpretations and uses Parents want more information about the specific purpose of each assessment and how the results will be used Accuracy of test scores Parents support having multiple measures to assess student performance Fairness & Accuracy Parents are apprehensive about the fairness and accuracy of “high stakes” assessments Variations in test quality Parents rely on educators to determine if a test is high quality Assessments to improve teaching and learning Parents are not familiar with the term, but they value the concept of formative assessments

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Next Steps and Open Discussion

Lou Fabrizio

Data, Research, and Federal Policy Director North Carolina Department of Public Instruction

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Next Steps

• Pending Governing Board approval, campaign will be

executed through a coordinated multiyear rollout

• Timeline

– The plan was presented to the full Governing Board in May – Board expected to take action on plan in August

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Open Discussion

1) What actions should we take? 2) What actions should we avoid?