| 1 |
Reflections on Tools and Strategies Used in the Hawai`i Progress Maps Project
This paper describes lessons learned from one state’s multi-year process to develop learning progressions in reading and mathematics for grades K-8. Development tools and strategies are included.
|
Karin Hess |
2009 |
Paper
(287KB)
|
 |
| 2 |
Establishing a state consortium for assessment: A discussion of factors to consider
This paper provides a framework of four major areas to consider in the development of a state assessment consortium. Regardless of the motivation for establishing the consortium or its specific purposes, common factors that will impact its operation include the a) role of the consortium members, b) governance of the consortium, c) management of the consortium, and d) structural and legal organization of the consortium.
|
Charles DePascale |
2009 |
Paper
(52KB)
|
|
| 3 |
NECAP: Notes on the Collaboration Among Four New England States
This paper provides an overview of the collaboration of Maine, New Hampshire, Rhode Island, and Vermont in the New England Common Assessment Program (NECAP). It includes a discussion of the history of the consortium, as well as its organization, management, and the layers of supports needed to sustain it.
|
Charles DePascale |
2009 |
Paper
(48KB)
|
|
| 4 |
Formative Reform
This paper sets a context for discussions to be held during the 2009 RILS conference: Next Generation Education, Assessment, and Accountability Systems. In the paper we provide background and historical information as well as pose some questions about each of the three focus areas for the conference: public education, assessment, and accountability systems.
|
Charles DePascale |
2009 |
Paper
(101KB)
|
|
| 5 |
Comparing Different Accountability Measures: Status, Improvement, Index, Growth
This paper examines the differences in the philosophies behind four different school accountability metrics: status, safe harbor (improvement), index, and growth. Using Pennsylvania as an example, the differences in numbers of schools making AYP under the various metrics (and combinations of metrics) are discussed.
|
Marianne Perie, John Weiss |
2009 |
Paper
(128KB)
|
|
| 6 |
Growth, Standards and Accountability
Over the last decade, large scale annual testing has provided states with unprecedented access to longitudinal student data. Current use of this data focuses primarily upon analyses of growth most often directed toward accountability decisions. This paper introduces analysis techniques and results showing how student growth percentiles, a normative growth analysis technique, can be used to examine the illuminate the relationship between standards based accountability systems and the performance standards on which they are based.
|
Damian Betebenner |
2009 |
Paper
(1043KB)
|
|
| 7 |
What Do We Know About the Technical Quality of Interim Assessments?
This paper reports the on-going work to develop an instrument with detailed criteria that educators could use to analyze the quality and usefulness of interim assessment instruments.
|
Ying Li, Scott Marion, Marianne Perie, Brian Gong |
2009 |
Paper
(156KB)
Slides
(363KB)
|
|
| 8 |
Performance level descriptors
This presentation was given in a CAS SCASS session and focuses on how the definition of Proficient varies across states. It illustrates how the definitions can lead to variances in cut scores and percent proficient and describes best practices for writing PLDs.
|
Marianne Perie |
2009 |
Slides
(106KB)
|
|
| 9 |
Cross SCASS presentation on the AA-MAS
This presentation focuses on understanding how to design and develop an alternate assessment based on modified achievement standards (AA-MAS). Different sections focus on identifying the target population, determining how the AA-MAS fits into a state’s entire assessment and accountability program, and writing modified achievement level descriptions.
|
Marianne Perie |
2009 |
Slides
(208KB)
|
|
| 10 |
Exploring Cognitive Complexity & Depth of Knowledge (DOK)
Norman Webb’s work has been applied to different content areas and used in test item development, as well as in alignment studies to determine the degree of alignment (match) between states’ standards and the tests used by states for accountability purposes. Webb’s Depth-of-Knowledge (DOK) Levels are also being used more and more by local schools and districts to develop curriculum materials and performance assessments to demonstrate learning.
|
Karin Hess |
2008 |
Paper
(38KB)
(38KB)
Paper
(41KB)
|
|
