Presenter: Sasheen Phillips, Senior Executive Director, Office of Curriculum and Assessment, Ohio Department of Education
Summary: Should districts really begin implementing the New Learning Standards this year? Will PARCCC be ready in the 2014-2015 school year? Are practice tests available? When will Ohio have new graduation requirements? During this session, participants will receive updates on information on assessment development, standards implementation and learn what is being done to provide guidance and support to districts as they prepare to implement a new education system in the 2014-2015 school year.
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Presenter: Dawn Henry, Director of Teaching and Learning, Oregon City Schools
Summary: As one of the first 10 districts chosen to participate in Ohio’s Instructional Improvement System (IIS) pilot during the spring of 2013, Oregon City Schools selected 15 third-grade instructors as its pilot team and continues to participate in the current statewide Race to the Top rollout.
The pilot began with understanding assessment design – what makes a test item good and how does one recognize bad test items? In conjunction with Bowling Green State University Center for Evaluation:
- Teacher training on assessment design was provided;
- Trained teacher teams reviewed and edited Northwest Evaluation Association items to create 3-part End-of-Course exam administered in May 2013;
- Bowling Green State University Center for Evaluation scored the exam, providing guidance to teachers on developing sound assessment design and a “Twenty Golden Rule” reference list for future assessment development;
- Validated assessments were uploaded and made available for use in the online Instructional Improvement System where pilot teachers were able to customize and generate their own online tests;
- Data analysis and reporting within the Instructional Improvement System enabled teachers to determine assessments taken, review assessment results, examine early-warning indicators and “standards” report cards.
Presenter: Lauren Monowar-Jones, Ph.D., Performance Assessment, Ohio Department of Education
Summary: Performance assessments show what students can do, not only the information they know. When students do tasks to learn and demonstrate performance, they need feedback to improve to achieve mastery. This is the purpose of performance assessments. The Ohio Performance Assessment Pilot Project has examples of learning tasks that teachers can now see in ilearnohio.net.
To see a demonstration of learning tasks:
Go to ilearnohio.net
Enter: School – ilo; User name – OPAPP; Password – demo13
Then under classroom tab > find OPAPP
You will see two folders – student tasks and teacher guidance
For More Information: visit ODE’s Next Generation Assessments page.
Presenters: Race to the Top (RttT) student growth specialists including Apryl Ealy, northeast Ohio; Liz Wolfe-Eberly, Montgomery County Educational Service Center (ESC); and Katrina Wagoner, Hamilton County ESC.
Summary: Presenters explained a step-by-step process for developing a draft student learning objective, or SLO. Steps include gathering available baseline and trend data, writing the objective, and selecting and writing test instruments to help them with formative assessments. The student learning objective’s content will include the big ideas being taught during the interval of instruction. They should be broad enough to represent the most essential learning or skills, but narrow enough to be measured. The assessment to measure the objective should allow high- and low-achieving students to show growth. It should include questions of varying difficulty and complexity. To be valid and reliable, the items should be clear, concise and include appropriate vocabulary. Remember that growth targets should be ambitious yet attainable, and that a one-size-fits-all approach does not work in student learning objectives.
Speakers recommend doing Module 5A or 5B on the Student Learning Objectives Web page at education.ohio.gov, where you also will see varied templates for writing the objectives. They also suggest that district and building teams select a one-day Assessment Literacy training from the nearly 100 sessions that that are offered regionally throughout this school year. Those who participate in the one-day assessment literacy training are eligible for professional development and technical assistance from an assessment literacy specialist assigned to their region.