Getting Ready for the 2016 State Assessments

Good afternoon and welcome to our afternoon
the Getting Ready for the Pennsylvania State Assessments. I have with me here today Diane Semaska who
is in charge of ELA and The Keystone Lit and some other things including accomodations
and ELs and a few other things she’ll share with you today. John Machella, who handles the PSSA. Charle Wayne is here with math and Craig Weller
will be here shortly and he will be sharing information about the science assessment. The powerpoint that we share with you today
will be posted on our website, we’re recoding the webinar and that will be posted on our
website as well. The powerpoint is an interactive powerpoint
and it has links that will take you directly to resources, that includes web pages and
documents so that if you’re showing it to somebody or you are looking at it individually
as long as you are running it as a powerpoint the links are active and you can actually
access documents that we want you to access and we want you to get familiar with our website. So that’s a big part of what we’re showing
you today is where you can find a lot of materials that are available to you that will answer
a lot of your questions and give you a lot of information that you need to get ready
for the Pennsylvania State Assessment. The powerpoint that you’ll see today is quite
similar to the one we’ve done in the past. If you’ve seen this last year, you may have
noticed some familiar slides. There aren’t a lot of changes in this powerpoint
this year but you will see some changes and for those of you who are new to this you will,
obviously this will be new to you and I’m sure you’ll appreciate all the information
that we have for you today. I’ve also posted a PDF document of the powerpoint
in the handouts that’s available to you and the links for that PDF do work as well so
when you open that PDF document it’s basically the powerpoint as a PDF and as you scroll
down through it you can use the links there, if you’re doing it online obviously that will
work to take you to the same places as the powerpoint take you. So lets go ahead and get started. First contact information is included, I won’t
go read down through all of these but if you have specific questions about any specific
items, these are the people to contact. And we’ve given you the email contact and
if you email them, they should be able to get back to you relatively fast. Today’s agenda is going to provide you with
some general information, we’ll give you an overview of the statewide assessments, resources
and tools and then we’ll look at the PSSA and the Keystone exams. Our chief is not here today, there were no
new updates to give you so we’ll skip that. A couple things as far as general information,
today’s powerpoint presentation will be dealing with PSSA and Keystone exams information. If you have questions and want to mark them
down or if you want to put those in the question box that’s fine. We ask that you kind of bear with us as we
go through these things, some of your questions will be answered by the presentation but certainly
if you have a question that needs to be answered right away, just put that in the question
box and we’ll get that to you as quickly as possible. If you have about the PA accountability system,
the school performance profile the PVASS system or educator effectiveness those questions
need to be directed to the folks on this slide, so you can click and email direct questions
about any of those things to those people. As far as statewide assessments go, the access
for ELLs there’s contact information there and that link will take you to more information
about that. Project based assessment is Jean Dyszel and
the PVA is on the SAT side and that link will take you to that. The NAEP, there’s a link to that and the contact
information and of course the PSSA system, John Machella is here with us today so I’m
going to actually have him come up here and he’s going to share now some information on the
PASA. Good afternoon, I wanted to give all of you
some updates about PASA, there have been some changes for this year and some things basically
stayed the same. I’ll start with the test windows, basically
the same format as has been in the past with the dates. The reading and math: February 15th-March
25, 2016 and then as you can see the Media due April 4th, 2016. I wanted to make a note though, with the reading/math,
what you’ll see in the future when we’re sending documentation out regarding PASA, it will be listed as reading/ELA and math as opposed to just reading/math, that was a change and
that’s new for this year. As far as the science test window, pretty
much the same the month of May 2nd-May 27, 2016 and the same procedure for writing there’s
no statewide test forms however the student writing sample are individually created by
your teachers. They are scored by the teacher and stored
in the IEPs or the student files for writing and at this point in time, we do not have
a statewide test for writing. The enrollment period for reading/ELA and
math has already opened and I’m sure lots of people are already utilizing that and that
window goes up until December 11th. I just want to make a note that if there’s
some circumstance where a student needs to be enrolled and its after the December 11th
date, you need to contact the PASA, and you’ll see the email later on in my presentation
where you contact them and they’ll walk you through the process if you have students who
need to be enrolled after the December 11th date. As far the enrollment period for science,
we did send an email blast out to our list serve just recently about the dates because
there are a lot of questions about the enrollement period, so for science the enrollment period
starts January 11, 2016 through February 5, 2016. Basic information and this is not changed,
who participates in the PASA? And its basically we’re talking about students
with significant cognitive disabilities in the assessment grades, remain the same grades
3-8 and 11 for reading/ELA math and science, same grades as before, grades 4, 8 and 11. As far as the participation guidelines, you
all should know this but the IEP teams make the assessment decisions and the termination
of eligibility for a student to take the PASA. Now what I’ve put here is and I’m going to
make sure this link works, the 6 eligibility criteria remain the same and I’m going to
just click on this and those are the criteria that are utilized for students for eligibility
for the PASA. There’s no split eligibility decisions, a
student is eligible for either the PSSA or the PASA they don’t have eligibility for the
PSSA and math and then the PASA for reading/ELA. It’s one or the other, based on these criteria
and the IEP teams make the decisions regarding the eligibility for students to take the PASA. Ok some of the things that we looked at this
year, it’s been a busy year regarding some changes that we’ve implemented following the
adoption of the PA core standards but the PASA test design is based upon alternate eligible
content utilized the same process that was utilized by PSSA looking at the assessment
anchors and the eligible content those stayed the same. Basically what we looked at and worked on
for the past 14-16 months was to develop alternate eligible content. We will not longer be utilizing alternate
standards, we’ll be utilizing alternate eligible content for the assessment design. There will be math and ELA scoring samplers,
I know that will be in more depth than the PSSA and Keystone but those are in process
right now. As far as the PASA scoring guidelines, all
test coordinators will get the rubric and those are basically the same as we’ve had
in the past. Again I just wanted to reiterate the fact
that the alternate eligible content was aligned with the PSSA assessment anchors and the eligible
content. That is a key piece of new information and
there’s additional information about alternate eligible content located on the PATON website
and also on the PASA website, the PASA digital website. You can get information about how the alternate
eligible content looks as far as what changes were made and there has been, over the past
year, training webinars to make sure staff are more informed about alternate eligible
content and those training seminars will continue throughout the course of this year. Again that information is available on the
PATON website to look at past webinars and dates for upcoming webinars regarding alternate
eligible content. Another piece of new information for this
year, we will be implementing revised policies and procedures to enhance test security for
the PASA. This will be, the actual test security documentation
will be part of the PASA test administration training that will occur, I think the window
begins December 4th and there will be a requirement that all staff that are implementing or administering
the PASA review the test administration webinar and also there will be an assurance space
that will be electronically signed by those people to ensure they understand test security
procedures. The other requirement that we had in the past
we encouraged people to review the webinars for PASA, this year because of the changes
that we have the participation in the test administration modules, which are located
on the PASA digital website, will be a requirement. Again, there will be a sign off that test
administrators have reviewed the test administration module, there’s a lot of new information in
there so again, it’s going to be a requirement, not just an option for test administrators
for this year. Another piece that is new this year and information
has already been sent out to school districts regarding the preferred option for digital
recording and uploading however please be advised, and there was information sent out
that we will no longer be accepting VHS tapes for recording student assessments. For more information on that, you can contact
PASA directly as far as the procedures if you wanted to become a digital district or
other options that are still available for this upcoming year regarding recording the
PASA test administration. Again, no longer will we be accepting VHS
recordings. Here’s the information regarding the required
training for the reading, ELA and math. The test administration modules, those will
be located on the PASA digital website and again the window December 4th-January 22nd
to participate in that training and complete the modules for the test administration. There will be other modules on the PASA digital
website that review the enrollment of students and the uploading of videos for digital districts,
again, those are not required but if you’re interested in or need information about those
two topics, enrollment of students or uploading videos, please review those modules on the PASA digital
website. As far as the contact information, Dr. Naomi
Zigmond is in charge of the and is the lead for the, reading/ELA and math again you have
an email address there you do not have phone numbers for any of the PASA contacts. Everything is done through email, so you have
two options regarding email, you can contact Naomi Zigmond for the reading and math, Dr.
Steve Lyon for the science. General PASA information again you could email
through PASA digital or also email information to me at any of those topics if you need information
about PASA the assessment, alternate eligible content you could send me and email or contact
me by phone and I’ll be sure to get you a response to your questions as soon as possible. Ok moving right along, as far as resources
and tools, these have not changed. eDIRECT most of you are familiar with, is
a good place for resources. The testing calendars for both the PSSA and
Keystone exams are posted on the website and those links will take you to those calendars. Performance level descriptors and cut-scores
for all grades and subjects, that link will take you to that page and most of these items
occur on the same page for PSSA and Keystone on our website so you’ll see a lot of these
on that page. The PSSA and Keystone technical report links,
accommodations, the standards aligned system, SAS system, most of you are familiar with
that and that link will take you to that and CDT that link takes you to the classroom diagnostic
tools. Did you want to show anybody anything with
this or you did last time I don’t know if you want to take some time. Our website has been updated for those of
you who haven’t been on the website recently, it does look a little different but the pages
themselves are pretty much the same. This will take you straight to the PSSA page,
but to access the website you would go to the Pennsylvania Department of Education,
K12 assessment and accountability, so it’s basically Pennsylvania Department of Education,
K12, assessment and accountability. And that page will break down the PSSA, the
Keystones, CDT, There’s about 6 or 7 links on that front page. This is the PSSA page, pretty much close to
the top of the page and for those of you again, this is where our getting ready PowerPoint
and webinar will be posted for 2016, that’s what we’re doing today but directly under
there you have performance level for descriptors and then cut-scores and so on. Everything pretty much that you need PSSA
is on this page. And we’ll come back to this page several times
during the presentation. Back to the PowerPoint, and we’re ready to
do math. Good afternoon everybody. Charlie Wayne, I’m the math lead for the PSSA
and the Keystone algebra exam. Kerry showed you some of the stuff on our
homepage or the PSSA, I’m not going to go over that, however I will start with the math
test design. Alright, as you can see, grades 3 through
8 the core, everybody takes the same 60 multiple choice questions that count for their score. Everybody takes the same three open-ended
questions that count for their score. They also take field test items, multiple
choice and open-ended and there are equating block items on there. That’s the psychometric use. So for equating, equating is just determining
how the difficulty of one test changed from year to year so that we equate them,
we put them on the same scale to account for any change in difficulty. That’s the psychometric use items. Every multiple choice question is worth 1
point, every open-ended question is worth 0-4 points. Total score of 72 for a students score. They take more items than that but it’s only
those that count for their student score. On the PSSA page there’s item and scoring
samplers There’s the test design, item and scoring samplers, PDF version, notice the
dates on those 2013/14 and 2014/15. They are the dates of initial publication,
that’s not the only items that are available. That doesn’t mean these items apply to the
2013/14 tests. That’s not true. They all apply to the current test, its just
the publication date is different on them. The original item and scoring samplers, have been augmented we’ve
added items to them for this year. So if you haven’t looked at them for a while check them out, there should be additional items in there. Scoring guidelines for each individual open-ended
item are included in the item and scoring sampler. There is no general rubric but there are general
scoring guidelines. The general scoring guidelines don’t really
help you understand how to score a particular open-ended question. They are very general. We don’t release the scoring guidelines because
that’s the same as releasing the question. We release the scoring guidelines in the item
sampler with the open-ended items that are there but we don’t release it for every open-ended
item. For the calculator policy, I’m not going to
go into detail about that, however, its a description of what is and is not allowed
for calculators. We don’t list specific calculators that you
can or can not use intentionally, it’s on purpose that we don’t do that, because the
calculators change so much that we can’t keep up with all the changes. So there are things in there like you can’t
use a calculator that has a built in algebra system. We want to students to do the algebra, not
the calculator. You can’t use a calculator that makes noise. If the calculator has a beaming capability
that has to be disabled. It can’t have a memory. If you can store stuff in there, that memory
has to be cleared before and after the assessment. We don’t want students going in with extra
information and we don’t want them taking stuff out. So there’s those kind of things that are in
the calculator policy. I do want to point out, however, that even
if a student is doing an electronic version of the test, if they’re taking the test online,
on a computer, they can still use a handheld calculator. They don’t have to use the calculator that
comes with the electronic version of the assessment. Assessment anchors and glossary isn’t changing
this year. Please download that and pay attention to
that, if there’s any kind of question about what a word means, if there’s two potential
meanings for a word, or there’s subtle differences assessment anchors and the glossary define
how that word is used in Pennsylvania. So there are times in math when a word can
go either way, for example, an isosceles triangle. Does an isosceles triangle have exactly two
sides that are congruent or can it have three, is an equilateral triangle also isosceles? Look that up in a glossary and it will tell
you. For math we have five reporting categories. The reporting categories come from these four
larger areas: numbers and operations, algebraic concepts, geometry, and data analysis and
probability. Notice that it changes by grade. So the lower grades, AT and AF are reporting
categories under numbers and operations. Grades 6-8 is AN. Grade 8 doesn’t use AR, just 6 and 7 uses
AR. So our reporting categories come from these
general categories here. We have embedded field test items. All of our field test items, all of our test
questions are based on the Pennsylvania core standards, more specifically, they’re based
on the assessment anchors that are aligned to the Pennsylvania core standards. We mention that all of the open-ended items
are scored under the same 0-4 scale. No general rubric but every item has its own
specific rubric with it, specific scoring guidelines. Students in grades 4-8 get formula sheets. They are available on our website we saw that
webpage earlier. Multiple choice items are based on the assessment
anchors, however, they no longer align to just one piece of eligible content. To be more correct, they don’t have to. Some items, some multiple choice items do
align with just one piece of eligible content, most of them don’t. Most of them either have multiple alignments
or they align to a descriptor or an anchor. Eligible content is now an assessment limit,
in other words, you can’t ask test questions that go beyond the eligible content but the
questions don’t have to specifically address what’s in the eligible content. All the items align to an anchor. It doesn’t matter if it measures just one
piece of eligible content or not, ultimate alignment for recording purposes is to an
anchor. When you’re instructing your students how
to take the test make sure you tell them to read what’s there very carefully. Read what’s being asked very carefully and
answer exactly what’s being asked. If a student answers less than what’s being
asked, they’re not going to get full credit. If they go beyond what is being asked and
their work is correct they’re not going to be penalized, however, it’s going to contribute
to test fatigue if they do more work than is necessary. If they answer more than what’s being asked
and its incorrect, they do something correct, they continue on and do something incorrect
that may or may not cause them to lose points. If its contradictory work, they’re probably
going to lose points. If it’s not related to what was asked, then
it doesn’t matter, but they can lose points if they do too much and its incorrect. So a little bit of a heads up on open-ended
items and how they might be worded. Very common for an open-ended item to say,
show or explain all your work. If we say, show all your work what we’re looking
for is numbers and symbols. If a kid gives us words instead of numbers
and symbols, they didn’t show their work, that’s why we include or explain all your
work. That way, if they give us words, they tell
us what they did instead of show us with mathematical numbers and symbols then they’re still going
to get full credit. Some items will still say show all your work,
explain why you did each step. That’s not as common- we don’t find those
nearly as often as we used to and we don’t find them nearly as often as show or explain
all your work. But this asks for 2 things, this asks for
work and explanation why. We’re looking for both. Sometimes it will say explain why and then
the content will come after that, for example, explain why not all rectangles are
squares. Describe how you know this is right, describe
a process. Describe is a frequent way to word things. have your students be prepared for that. So here’s an example of an open-ended question,
it’s a bad example in the sense that it is not a refined question, we’re not going to see this on the
test it’s just to give you an idea of layout and scoring. Roy’s running for class president. He polls 50 students 60% of them say they
will vote for him. So that’s the introduction. All our open-ended items appear on two pages. When your booklet is open, when your test
booklet is open both pages contain an open-ended item. You don’t have to flip back and forth. So this will be at the heading, it’ll be on
the very top. Then within the first box for part A, there
are 350 students in Roy’s class. based on his survey, how many students should
he expect to vote for him. Show and explain all your work. So we’re looking for an answer and work. On the next page, Roy will sell fruit drinks
to raise money for his campaign. A fruit drink costs 10 cents and he sells
it for 50 cents. How many fruit drinks does Roy need to sell
to earn $80. Show all your work, explain why you did each
step. We’re looking for an answer, work and explanation. So part B requires more than part A. Here’s
how it might be scored, might be, half point for correct answer. 1 point for complete and correct work. do everything right in part A you
get a point and a half. If you don’t do something right, somehow your
explanation or your work rather is incomplete but something is correct, you get partial
credit, you get 1/2 point for that. If you make a calculation error but all your
procedures are correct, you’ll lose credit for the answer, because the answer will be
incorrect but you’ll still get a full point for showing all your work because the procedure
you used was correct. Part B same thing, half point for a correct
answer, 1 point for work, 1 point for explanation, that wasn’t required in part A similarly if
one of those two is incomplete but correct, there is something there that’s right but
its not fully complete then you get partial credit, a half point. So what we could do, we don’t do this, but
what we could do is we could say the correct answer in part A is worth a point, the work
is worth 2 points. In part B the correct answer is worth a point,
the work is worth 2 points and the explanation is worth 2 points. For a total of 8 points all together for the
item. Then in order to get a 4 you have to get 8
points, however we still use half point within the item. 4 on the item corresponds to a 4 within the
item. So you earned 4 points you get a score of
4. If you earned 3-3 1/2 points you didn’t earn
a 4, you only get a 3. 2-2 1/2 you get a 2. If you only get a 1/2 point that means you
got something right so we’re giving you a full point for getting something right. If you get 0 points within the item, almost
always your score is 0, but there are exceptions. If we see that a students gets a score of
0 we can look at that paper and say that in the kids response there’s some evidence of
some kind of understanding about what’s going on. It varies by item what that might be but if
we see that evidence of some understanding we award the kid a 1 for minimal understanding. So even though they earned 0 points, that
student could get a 1.That doesn’t happen often but it does happen. So some more comments about open-ended items. One of the things that you need to remember
is guess and check is valid. It’s ok for students to use guess and check,
however, they need to show at least two incorrect guesses to get full credit for their work. If they don’t show two incorrect guesses,
we don’t know where their answer came from and the student isn’t showing to us that they
understand that the correct answer is correct for a reason. We need to see that they are showing us the
wrong work as well, we need to see that understanding on their part. Notice that not all open-ended questions require
a ‘why’. We like them to have a ‘why’ but not all of them
have that. At least half the score points have to come
from one anchor, that’s where the item is aligned to that anchor the rest can come from
anywhere else. If that’s not true, then that means there
are 4 different anchors involved and each one gets 1 point. I’ve never seen an item like that, I’ve never
seen and item that does anything like that. So even if this was relaxed, it’s still really
unlikely that that would happen. So generally two, at least two points, come
from one anchor. A 4 paper, doesn’t have to be perfect. It can’t have a misstatement or a blemish. A good example of a blemish is when you’re
doing calculations and you call a rectangle a square, its not a square all the time. That’s a blemish. It doesn’t effect your calculation but its
just a word you use that you shouldn’t have. You can still get a 4 with the blemish. Sometimes a missing $ may be a blemish or
it may not be, it depends on what is being asked and what grade level it is. If the unit that we’re looking for is very
important and we expect the student to provide that unit, a missing $ may cost points. In lower grades, grade 3 in particular, we
give them an answer box. Whatever the students put in that answer box
they are telling us that that’s their answer. And upper grades there’s no answer box, but
often a student will circle their answer or they will even draw and arrow and write, answer,
to what they provide. Whatever they tell us their answer is we count
as their answer. What happens is sometimes students do everything
correctly but then circle something that’s wrong. They’re telling us that that’s their answer
we have to score that as their answer. Similarly if they do something and come up
with the wrong answer but provide a correct answer and tell us that that’s their answer,
they get credit for it. So whatever they tell us is their answer that’s
what we count as their answer. If there’s an answer box, its whatever is
in the answer box. if a student makes a mistake, suppose they do an incorrect calculation in
part A but then they need the result of the calculation for part B. If they carry that incorrect answer over in
part B and they do everything correctly in part B they still get full credit for part
B, we don’t penalize them twice for making the mistake. In grade 3, students get rulers, they’re scaled
to the 8th inch and millimeter, they’re asked to measure to a 1/4 inch and a centimeter. In grade 4, students get protractors, no other
tools like that are given or needed. You must use the rulers and protractors that
are provided with the PSSA on the PSSA. When you’re done with them, you can keep them,
do what you want to with them. Keep them for next year for practice, whatever
you see fit, but then for next years test you have to use the rulers and protractors
that come with the PSSAs. Grade 3 can’t use calculators anywhere in
the test. Their test booklets are consumable, that means
there’s no answer booklet. All the answers are marked right in the test. Grade 4 and up has a test booklet and answer
booklet. Calculators are permitted on all those tests
except for the first several non-calculator items. There are 4-5 items in the beginning that
are non-calculator, so they have to do them first, seal them, and then use the calculator. That’s it for the math, now it’s up to Diane
for ELA. Thank you Charlie. Ok both Kerry and Charlie have gone over what
that assessment page looks like. I am going to click on the assessment page
in a bit here because there’s another item on there I’d like to share with you but lets
look at the ELA test design first. And I’ve just answered quite a few questions
about the test design as to whether or not it changed for this year. And despite the fact that is has 2015 on there
that doesn’t mean that there is new test design for 2016, the test design remains the same. So this is similar to the picture that Charlie
shared with you for mathematics and as you can see here, this chart here and as Charlie
explained to you does very clearly show you the breakdown for
each grade level as well as the core items and those are the items that count for the
students score for also this chart for English language arts does show you the number of
passages that appear on each form for each grade level. You’ll notice for English language arts, we’ve
got the passage based multiple choice questions. Those are the multiple choice questions that are associated with a reading passage. We also have what’s called the stand alone
multiple choice items, those items are items that measure the language portion of the assessment anchor eligible content, that is the capitalization, punctuation, and spelling and usage. Those items are not associated with the passage
in any way so therefore they are referred to as stand alone multiple choice items. We also in this chart show you to new item
type that was introduced for the Pennsylvania core standards, the EBSRs the evidence based
selected response. Those are your two-part multiple choice questions
and you’ll see that those do appear as a selected response which means the students bubble in
their answer to each part. The next column for item types shows constructed
response that’s where the student uses her pencil or she types her answers. The answers are coming from her own thoughts. You’ll see for grade 3 they have, grade 3
still has what they call short answers, those are actually what we use to refer to as the
open-ended. You’ll see that they only occur in grade 3,
grades 4-8 do not have short answer constructed response items, however, all grades 3-8 do
have a writing prompt that they must respond to in essay format. Those prompts can be any one of the 3 modes,
narrative, informational or opinion/argumentative and they do change every year and they are
changing across the grade. Also for our constructive response is a text
dependent analysis response. We know that this is a new item type that
we introduced with the Pennsylvania core standards notice that grade 3 does not have a TDA it is not included in the grade 3 standards,
however, grades 4-8 do have text dependent analysis in their standards and their assessment
anchors in eligible content. You’ll notice that every student has one TDA
that will count as part of their score and they have one other TDA that is embedded as
a sealed test. The last 3 columns do show the number of items
and the number of points associated with those items. You’ll notice that for English language arts
this last column over here includes weighted points. What that means is for grade 3-8 the writing
prompt response is weighted and that is due to the amount of knowledge and skills that
must be applied to respond to those items. Our students put a lot of time and thought
into responding to an item, a writing prompt so it is only correct and fair that we give them credit for that,
however, at grade 3 the writing prompt is only weighted by 2 whereas for grades 4-8
the writing prompt is weighted by 3. And you’ll notice that the TDA response which
only occurs in grades 4-8 is weighted by 4. When we move to the next part of the blue
print document, this actually very clearly identifies with each of those identifiers
A, B, C, D, E which each of those categories stands for you’ll notice that English language
arts, we’ve got our traditional literature and informational which you can think of as fiction
and non-fiction as the A and the B category. and we also have writing, which is C that’s
your writing prompt. D- language those are those multiple choice,
punctuation, capitalization and usage questions. And we also have category E which applies
solely to the text dependent analysis. You also see that we do associate other important information with the A and B categories and that is the key ideas and details. Eligible content which occurs for the reading
items, craft and structure and integration of knowledge and ideas which also occurs with
our either literature or informational type texts and the vocabulary acquisition. The next two pages in the blue print simply
give you a clearer picture of as to how each of those categories fall out. You’ll see that the English language arts
does include clusters and categories, the clusters are reading and writing, text dependent
analysis and within those the reading cluster, you’ll see the literature informational text
as well as those other detailed pieces of information such as key ideas, craft instructions
and vocabulary. This chart here simply shows you how each
of those pieces of assessment anchor eligible content is identified according to the cluster
and the category. This page just gives you detail for the writing
language and text dependent analysis AAECs and very clearly shows you the designation
for each other those pieces of eligible content. This page in the blue print, comes in quite
handy for understanding the makeup in the test because as you can see it does identify
the cluster with the ELA test, there’s your reading, writing, and TDA the reporting category
designation for each of those clusters but what it does is it gives you a percentage
of the overall test that represents each of those clusters and/or categories, The chart
right below it, actually takes that same type of percentage but spells it out for you with
the number of points associated with each of those clusters and/or reporting categories. So it gives you a nice overall viewpoint of
the ELA tests. This page and as I said, I’ll remind you once
again, 2014/15 is simply the year that this document was published, it remains the same
for this years test. We expect no changes for next years test. This chart here does give you a really nice
breakdown of what the actual test looks like. We’re looking at grade 3 here and we can see
that grade 3 has 20 core passage multiple choice items that are worth those 20 points. 18 stand alone, those are those capitalization,
punctuation, language items that we talked about. We’ve got two 2-point EBSR items and two 3-point
EBSR items. What that means is those are those 2-part
multiple choice questions and the two point items, students answer, choose one response
in part one and one response in part two. For the 3 points the students will choose
one response in part one but two pieces of evidence in part 2. Remember it doesn’t mean that there’s more
than one correct answer, what is means is that there are two pieces of evidence in there
that the student needs to choose. This table below the points and items designation
clearly shows the sections, this is very useful for you when you’re planning your testing
sessions and your testing days. Notice there are 4 sections in the ELA test,
this chart shows you what is included in each of those sections. Those sections will always appear in this
order from 1,2,3 and 4. Section 1 always includes the writing prompt
and those stand alone multiple choice items , language items. Followed by sections 2,3 and 4 which all 3
of those sections do contain reading passages and those reading passages do have multiple
choice items and EBSR items associated with them. You’ll notice that in section 2 or section
3 or section 4 that in addition to those EBSRs you’ll see that there are the constructed
responses items that are included in here and we’ve got writing prompts and short answer
delineated and I’m not seeing here the TDA in here. These two sections also have the TDA included
with section 3 and section 4 one each in those sections. This is the chart that will show that because
excuse me that was grade 3 and grade 3 does not have a TDA, now we turn the page to grade
4-8 and here you’ll see the TDA that is included one in section 3 and one in section 4, whereas
in grade 3 only has the short answer, not a TDA. So as I said those tables come in really handy
when you’re planning your testing sessions and they’ll always be 4 sections in there. Section 1 is more or less the writing section,
that is the writing prompt that is not dependent on any reading passage whereas sections 3
and 4 each have a TDA that are dependent on a reading passage. items scoring samplers, the question has come
across more than once, yes those items scoring samplers will be refreshed this year. I just checked again and right before this
presentation they should be posted within a couple weeks so keep checking back on the
website to see if they have been posted for the keystone exam which we’ll get to later
in this presentation. The Keystone refreshed or new samplers are
already posted on the Keystone page, the PSSA, ELA and mathematics items scoring samplers
will be posted in the next two weeks. When you see the ELA item and scoring samplers,
notice that the old ones and by old I don’t mean that they are unusable items, they are
still current items but what we’re going to do is combine the sampler that is already
up there with the refresher sampler, so you’ll only see one sampler up there and it will
include all of the items. It is important to remember that the items
samplers that are up there now are valid item samplers. That date that you see associated with them,
that 2014-2015 date is simply the date that those samplers were posted on the website
and that document was created. If you remember we needed to create samplers
prior to the first of the administration of the test so that posted date does not mesh
with the current year or testing date but all of those items are aligned. All of those items are valid. And the new refreshed items samplers
should be posted within the next two weeks or so. On that page are the scoring guidelines. The scoring guidelines, you’ll see for the
writing prompts, those are wholelistic scoring guidelines that has not changed . The scoring
guidelines for 3-8 do, they are all the same but remember that they are scoring according
to grade level. So despite the fact that those scoring guidelines
are the same which we got to use that in the scoring center so that we know that our replies
are students responses are being scored appropriately, remember that those replies, those responses
are scored by grade level. Assessment anchors and glossary, those documents
contain some very valuable information when you’re trying to share with your teachers,
particularly your new teachers, exactly which each of those item types are. There’s a really nice explanation in those
assessment anchors document that does describe each of the new item types. in addition, there’s a glossary that’s posted
on the website which has all of the terms that can be found across all of the assessments
and what that is is a really nice teaching resource tool. I also would like to take another look here
at our English language arts page. And I’m going to go into the PSSA page and
I’d like you to take a look at the right hand column again and scroll down past the testing
accommodations, down past other materials and you’ll see ELA training materials/webinars. These are modules, video modules, that are
posted on the PDE YouTube site that are very valuable professional development training
tools, regarding text dependent analysis. Now, I will say this is that these are not
the kinds of videos that you would just want to plug in and have teachers listen to them,
because they are very heavy, meaning there’s a lot of valuable information in there but
what you can do when you’re doing planning your professional development you can take
parts of these modules and use those for some training for your teachers on trying to gain a
deeper understanding of what text dependent analysis really means. And you can see that there are 5 modules up
here embedded in these modules we also have some of our Pennsylvania teachers who are
explaining some of their own techniques they use for teaching text dependent analysis. You’ll also see embedded in these modules
some really good training on close reading which we know is key for our student success
for text dependent analysis questions. So that’s a resource I think is valuable for
you to use, I just wanted to share that with you and next we’re going to move to the science
PSSA and I’m going to turn it over to Craig Weller. Thank you Diane, and hello everyone. I’m just going to go over a few short points
here today for the science, because science is not as radically changed as math and ELA
this year, because our standards remain the same. I just wanted to show you this page here on
the PowerPoint all the different links and URLs that you can check out by yourself and
I will touch on them just to show you what’s available to see. And of course, the one at the top that just
gets you back into the PSSA and that’s the same as for every content area so we don’t
need to click on that one but if you are looking at science and you want to go there just click on that. The science test design, if you click on this
one here to see what that looks like. So what we’re looking at here is the PSSA
science test design which is not PCS so at the top you see here it says Pennsylvania
core standard PSSA but it’s really not it’s just the same academic standards that we had
before so that question does come up, have we changed the standards, the answer is no. They are the same standards that we had for
quite some time. So we have for grade 4 we have 58 core questions
and we have 2 equating blocks and 8 embedded field test items and those are for the multiple
choice and then the open-ended or OE we have 5 core, we do not have any equating blocks
and we have 1 field test, we have 68 total core points with 58 multiple choice and 5
open-ended for grade 4. The difference between 4 and 8 is we have
scenario based items for grade 8 so you can see this has been reduced from 58 down to
54 plus the 4 scenario based where they have a little bit more reading to do, a little
bit more thinking to do at a higher level for grade 8. And then over here we have embedded field
tests, we have 6 plus 4 scenario based items as well and 2 equating blocks, that’s the
multiple choice section. Its the same for the open-ended questions
like grades 4 and 5. 5 for core, no equating block, 1 field test. So a total of 68 points for grade 8 PSSA. So the science items and scoring samplers,
we have right here, we have, you have to get back to the main PSSA page and scroll down
to the science portion and go to, we’ll take a look at grade 8 science item and scoring
samplers and you can see that the ones that are posted are the most recent ones, there
have been ones before this but they were still build on the same standards so they really
are not, not useable its just that we continually try to update as much as possible and so this
is our most current one that is posted on the website and we can see here that it does
say 2015-2016 grade 8 but if you found one from before that says 2014-15 I mean they’re
still good questions, its just this is the most recent one. And so when you look down through this you
can see the basic format of how the cards are set up here so you can see where the alignment
is, the answer key, depth of knowledge, the P-values which are the percentage of students
choosing certain selections B, C, or D to answer the question down here I’ll show you what, well this is
the general scoring guidelines for 2 points for science, 1 point and 0 points out of a
2 point scale for PSSA science for open-ended. Here’s an example of this one here we have
multiple choice questions with atmospheric pressure and altitude and then down here,
the question we’re asking the students to answer, the four answer choices, obviously
3 are a distractor or alternate choices and then one is the key or the correct response
and down here is that item card, now filled out for an actual test question that was given
to the students and you can see the alignment with the standard there, answer key is D is
the correct response, depth of knowledge for this one is a 2, so its higher than a 1, just straight recall and this one down here had a PDE value or the average or the percentages were 70% of the
students who answered D and that was the correct response out of those questions statewide
and we had 16 answer C and we had 10 answer A and 4 answer B. So it looks like that’s
pretty good percentage-wise. You wouldn’t want to have it too close where
it looks like either they’re guessing where a student just selects one of the 4 either 25% for all 4 or if its way way high for one, which would be way too easy you want to have
it somewhere in the middle. So go down through all of these multiple choice
and as you scroll down, let me get down here to the open-ended to show you what that looks
like and remember these really aren’t sample tests, these are just showing you various
parts of the standards and how they have been asked in the past. And here’s the first one, its the open-ended
so it shows you a Mars exploration rover landing system, it shows you a picture and it’s two
sections here, so it asks part A and part B and it asks you to describe one benefit
in the top part and then explain how the crash tests help engineers test air bag design. And so the student will put their response
here for A and for B and I did mention in the earlier presentation, I’m not sure if
somebody covered it before now in this presentation but if a student answers the first part correctly,
describe one benefit of using simulation and they also include something which answers
the second question or the second part here, part B then that student would be probably
be given credit for that by the scores as they reviewed it so if a student just kind
of misplaced where they put the answer then that’s not really going to hurt the student
or its not going to be held against them but if they don’t answer the other question, like
maybe they answered B and A if they don’t answer A and B then they’d still just get
one point instead of 2 so its common sense. And down here we have a description of a thorough
understanding, a partial understanding, an insufficient and if you have non-score able
is where they don’t have any, maybe no response written or a refusal to respond, a foreign
language off-task or unreadable , sometimes those are responses students are given a score
for essentially and remember as always, no deductions for misspelled words or grammatical
errors in the science section. And these are the possible answers that students
come up with, this is how they train the scorers that our contactor uses to score all the
student records and for 1 point, if a student answers it in this way, that would be one
that would be given a point or if its something that’s close or something that it seems like
it fits, based upon past experience from a scorers perspective then they may be given
the point for that and for part B as well. So then down here we have an example of what
it looks like for some student and this is a real student response here on how they show
a thorough understanding of how they, what the question basically answering so that would
be worth a 2 point and then down here would be one that shows you a partial understanding
or 1 point and then they give you the detail down here as to why they thought A or B was
good or not and down here we’ll show you an insufficient evidence so that would be a 0
with the reasons why and remember an important thing when you’re going through with your
students, is really not to have them write a book when they’re doing this but get to the
point, whatever the question is really asking, that’s all they need to do is answer it so,
they don’t need to even fill in all the lines that are there, so just because this only
has one sentence written doesn’t mean its wrong because it’s one sentence. It just means it didn’t answer the question
properly. This shows you, its vertical on here but this
shows you what it looks like for online assessments and it’s just the way its on here so its really
and the kids seem to like the format of online vs paper and pencil so it doesn’t seem to
be a problem. But when you look on the item scoring samplers
you can look at this and use this to help you. So that takes care of that and now lets go
back to here, the scoring guidelines, I already showed you the scoring guidelines but I think
this is right here, go back to right here, scoring guidelines for grades 4-8 and then
that’s where the students can have with them or hanging up while they’re actually taking
the assessment, so 2, 1, and 0 and you can print those right off of eMetric which is
the online system that our contractor has to print things off that are not secure, instead
of taking a test booklet or something and photocopying, you don’t want to do that for
test security purposes. Down at the bottom here we have assessment
anchors, ineligible content, and this is here, I mean you can see the date but it’s still
the same thing because they are based on the same standards so right
there is that document. Let’s move on to the next item here then,
so that takes care of science if you have any questions just please email me those questions,
oh and the glossary, one thing I wanted to point out with the glossary when you see the
glossary its just there are terms on there that are not all inclusive they were just
basic pre-terms which were derived in order to give individuals a certain insight as to
what kind of terms were asked so don’t think that if they student can just memorize all
those terms that they’re going to get a perfect score, its not that at all so don’t train
them to just know those items, that’s just a smattering of potential items that are out
there. Now moving onto the Keystone exams, the Keystone
exams replaced the PSSAs for grade 11 in 2011 and technically 2013 is when they really took
over, because the first year 2011 was really an optional what was kind of like a pilot
where certain districts were allowed to chose to use the Keystone exams, now student scores
from that period of time in 2011 did move forward but because schools didn’t have to
participate there was nothing really held against schools or students that didn’t take
it at that time but if a student scored proficient or advanced on there content area test at
that time they moved forward and had that posted to their transcript as proficient or
advanced. Even from 2011, 2012 we didn’t have it because
of budgetary reasons and then in 2013, 14, 15 we have had in full effect the Keystone
exam. Now we don’t have the graduation requirements
until 2017 for students to have to show, prior to their receiving a high school diploma in
Pennsylvania but I have heard some talk about maybe bumping that back by 2 years to 2019,
but as of right now the law is 2017 for students. If a student is gearing up for 2017 and they’re
a senior that year, I think there’s that alternate pathway of using the project based assessment in order to demonstrate proficiency instead of just on the assessment itself so there are various
avenues to demonstrate proficiency and not just with the Keystone exam. They Keystone exam have been comparable or even better
than the PSSAs for grade 11 used to be because grade 11 was really, you had to remember stuff
from grades 9, 10, 11 and now Keystone exams are end of course content specific and it
seems like everybody agrees that these are much better assessments for that grade 11
than the PSSAs from grade 11, prior to that. So assessment anchors eligible content are
using this URL, the item scoring samplers is the same for PSSAs scoring guidelines and
then standard aligned system SAS you can click on there and get a lot of information regarding
Keystone exams on there and I think that’s pretty good at this point. Yeah just a reminder a lot of the Keystone
exam material was on the SAS site, we migrated a great deal of that to the PDE website and
those links will take you to the test design that now exist on the Keystone exam site and
Craig’s showing you that now. The administration materials that we have,
all the materials that we have on our site now associated with the Keystone exams so
that’s a good page just to go to for resources and you’ll find everything pretty much on
that page. And here under the items scoring samplers
you can see for biology 2015, lets just take a look at that since we just looked at the
science PSSA and so it has the heading there for Keystone exams and anything related to
Keystone exams will have a different heading because it is a different testing program entirely and
so when you look down through here, it’ll tell you a lot about it, it shows you module
1 module 2 and it’ll give you more information than you’ve ever known and then here you go
level 1,2. 3. 4 for depth of knowledge, details that from web and
here it looks very similar to PSSA in the way they’re scored of course and here are
the scoring guidelines now we do have 3 points for biology whereas the 4 for science we had
just 2 points for PSSA and if I scroll down I get down the where the open-ended are you
can see if they’re a little bit different, now you can see these are much more in-depth
because obviously its a grade 11 assessment if a students takes biology in grade 9, they
would take the assessment at the end of their course so it doesn’t have to, you don’t have
to wait until grade 11, these are end of course the quicker the kids take the class the quicker
they would take it and the results would be moved forward for school performance profile
purposes and Federal accountability. So let me scroll down here to the open-ended
which are right in here so you can see where it says right here to answer questions on
page 12 and 13 given this question here and so its not open-ended its just a different
way where you read a little bit and then you answer the questions based upon the information
provided. Now in constructed response, I mean that looks
pretty tedious but remember that these graphics are there for student help, student assistance
to answer the question. If they’re not needed generally they’re just
not on the question itself. And then here we go part A has similarity
1 and similarity 2 and then part B so lets see what the responses here to demonstrate
thorough, partial, minimal and insufficient evidence. The first one down here, that of course is
an online response one that garners 3 points and then down here
here’s a part B and here’s one that garners a 2 point and the rational so its really set
up the same way it is for the PSSA its just more in-depth for biology specific information. Ok Craig, there’s a question here about the
winter wave, if you could address that just a question about what the winter wave actually
means for the winter wave and what other schools have an option for either winter wave. Ok that’s a good question so winter wave 1
and winter wave 2, the reason why we divide those up is because some of the districts
might have block scheduling where the students finish up in December and they want the kids
to be tested right away and not to wait over until January until, I mean they might forget
some of the material plus, if they attend the course as soon as it ends, that’s it. In the winter window is what we really call
it its just broken up into two parts, if you as a district would like to test out of algebra
one in wave one which is in December I think it’s 12-16 this year but you can’t test algebra
one in January as well, you can only do it one or the other, one in December or January
and you can do the same with the other two as well and biology and literature. You can have all 3 in December if you want,
you can have all 3 in January or you can have some kind of a mix between the two but you
cannot for test security purposes since it’s the same assessment have that where they are
in both testing windows, in the same year. Ok that’s one question and Diane did you have
another question, I think there was a second question regarding science. No actually it’s not regarding science, its
regarding the SAS website and because we just referenced all of the information that we
have on the PDE website for the assessment which we are keeping and have always kept
that information the most up to date information so we will always have that on the PDE assessment
pages, what we will do is to the SAS site is not going away and we will ensure that
they also have the latest samplers. The SAS site I know is being worked on and
there are some committees that are working on updating the SAS site but as far as the
assessment materials go it is always best to look at the PDE assessment pages for assessment
related information and material. And then for more information you can that’s
what Diane was talking about so this has been the 2015-2016 getting ready for state assessments
and I know you’re all excited to get ready with this coming up sooner than you think
and we’re ready to sign off if you have any additional questions, please send them in
and we can respond via email. Thank you very much and have a good afternoon.

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