Simula'onBasedAssessments UtahsPerspec've InterestinEAGpar'cipa'on - - PowerPoint PPT Presentation

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Simula'onBasedAssessments UtahsPerspec've InterestinEAGpar'cipa'on - - PowerPoint PPT Presentation

Simula'onBasedAssessments UtahsPerspec've InterestinEAGpar'cipa'on ToContribute ToLearn ToExtendourownwork ToExtendeducatorprac'ce RelatedAc'vi'es


slide-1
SLIDE 1

Simula'on
Based
Assessments


Utah’s
Perspec've


slide-2
SLIDE 2

Interest
in
EAG
par'cipa'on


  • To
Contribute

  • To
Learn

  • To
Extend
our
own
work

  • To
Extend
educator
prac'ce

slide-3
SLIDE 3

Related
Ac'vi'es


  • Computer
Based
Tes'ng
is
the
model
in
Utah

  • Computer
Innova've
/
Technology
Enhanced


Item
Development


  • Forma've
Assessment
literacy
work

  • Forma've
Assessment
tools
(UTIPS)

slide-4
SLIDE 4

Related
Ac'vi'es


Computer
Based
Summa've
Tes'ng
in
Utah


  • ALL
Summa've
Assessments
are
available
via


computer
(except
for
ELP)


  • 80%
of
administra'ons
were
delivered
via
CBT


in
2010
(up
from
8%
in
2006)


slide-5
SLIDE 5

Related
Ac'vi'es


Forma've
Assessment
Support


  • Forma've
Assessment
Prac'ces
Professional


Development


  • Forma've
Assessment
Tools
(UTIPS)


– Statewide
Online
system
that
provides
Utah
DoE
 endorsed
(and
aligned)
Items
for
teacher
use


  • MC,
CR,
Performance
Task,
etc.


– Provides
repor'ng
and
data
manipula'on
 capabili'es


slide-6
SLIDE 6

Related
Ac'vi'es


CII/TE
Item
Work


  • Purpose


– To
achieve
greater
validity
and
engagement
as
 compared
to
mul'ple
choice
items


  • Characteris'cs


– Computer‐delivered
item
 – Student
interac'vity
 – Cannot
be
easily
translated
to
paper
 – New
item
formats
beyond
mul'ple‐choice


slide-7
SLIDE 7
slide-8
SLIDE 8
slide-9
SLIDE 9

~Major
func'onal
parts
of
items


  • Hot
spot

  • Click
and
drag

  • Mul'ple
selec'ons

  • Item
adjustment
dependent
on
part
of


response


slide-10
SLIDE 10

~Background of CII: Searching the Literature

  • Applies
universal
design
(Mul'ple
means
of


representa'on,
expression,
engagement)


  • Assesses
learning
not
measurable
using


tradi'onal
formats


  • Measures
broader
range
of
KSA

  • Simulates
real‐life
situa'ons

  • Requires
higher
cogni've
demand

  • Reduces
effects
of
successful
guessing

  • Prompts
memory
by
providing
visual
support

  • Engages
the
student
on
a
more
personal
level

  • Reduces
reading
load

slide-11
SLIDE 11

~Tenta8ve 8meline of CII in Utah:

  • 2008:
Began
Development

  • 3
–
8/09:
Development
of
Graphics,
Storyboards,


Technical
requirements


  • 1/10:
Teacher
Review

  • 3/10:
Cogni've
lab
with
four
items

  • 5
–
6/10:
Item
tryout
with
200‐300
students
of
20
items

  • Summer
2010:
Expansion
of
CII
to
ELA/Math


development


  • Spring
2011:
State‐wide
pilot
of
CII
items

  • 2012:
Some
Science
CII
become
opera'onal

  • and
beyond
.
.
.


  • Fold
into
Consor'um
development

slide-12
SLIDE 12

~As
part
of
a
comprehensive
 assessment
system


  • Items
are
currently
being
developed
through
a


summa've
perspec've


  • Intended
to
support
classroom
focus
on
the


curriculum


  • Intended
to
support
classroom
assessment


efforts


  • Models
will
be
available
for
classroom
use
as
well


as
summa've
assessment


  • Items
will
curb
the
tendency
to
solely
focus
on


recall
mul'ple
choice
instruc'on


slide-13
SLIDE 13

Thoughts
on
Parts
of
the
Project


  • Planning
and
involvement
of
state
partners


– Prepara'on
and
review
of
materials


  • Teacher
Training

  • Classroom
Implementa'on

  • ~Cogni've
Lab
work

slide-14
SLIDE 14

Role
of
Project
in
the
Future


  • Comprehensive
Assessment
System
Vision


– Statewide
 – Consor'um


  • Close
rela'onship
between
statewide
summa've


tes'ng
and
classroom
instruc'on


  • Posi've
influence
on
classroom
instruc'on


– Related
to
statewide
summa've
tes'ng
 – Related
to
forma've
assessment
prac'ces


  • Science
is
where
it
begins,
but
not
where
it
ends.