Spotlight on Assessment
March 2012
WHAT DO PARENTS NEED TO KNOW?
How has testing changed in Kentucky over the past year?
In response to Senate Bill 1 (SB1), the Kentucky Board of Education (KBE) began working on a new state assessment and accountability system for Kentucky schools. This was no easy task, and continues to be a work in progress in many areas. However, the foundational work has been laid for Kentucky schools to begin using the new system, now referred to as Unbridled Learning, starting with the 2011-2012 school year. Results from the various assessments, given over the course of the school year, will be reported to parents and community members in the fall of 2012. Along with changes in “how” we will assess what our students know, educators across the state have also had to face many changes in regards to “what” our students must know and be able to do. The rigorous changes in curriculum for English/Language Arts and Mathematics have created a challenge for both students and staff.
Not only has Kentucky testing received a new name, but it has also received a face lift when it comes to what the test will look like. If you have had a student of testing age over the past 10 years, the terms multiple choice and open response aren’t new to you. These two types of test items were the basic format used to assess our students under the CATS Model. With the new system, students will answer questions in various formats, including: multiple choice, short answer and extended responses. Both short answer questions and extended response questions require the student to construct their own answer to a question, while of course multiple choice questions allow them to choose the best or correct answer from a list of possible answer choices.
Despite the controversy that sometimes surrounds “high-stakes testing”, these assessments can provide good information about the quality of instruction our students are receiving in the Oldham County School System. The new assessment system allows for two types of test items that provide very different information to students, parents and staff - 1) criterion-referenced / standards based items and 2) norm-referenced items. The first of these two items, often referred to as CRT items, assesses the content and skills required by a particular set of standards. In other words, a student’s knowledge is measured by how well he/she demonstrates knowledge of a particular skill or understanding they are being taught in class. Within this type of system, every student could demonstrate mastery or proficiency on a question, as they are “judged” as to how well they know the content NOT how they compare to their peers. So this brings us to the second type of item, Norm – Referenced (NRT) items. With these types of items student’s individual scores are evaluated in the context of how well they performed compared to others in their grade level and/or age group. Scores from students are then interpreted and performance levels are assigned to each score. These types of scores are often used to determine how prepared students are for certain programs and or classes, as well as to determine eligibility for other supports like Gifted and Talented and/or diagnosis of disabilities. For Kentucky schools, NRTs provide a way to see how well our students compare to students in other states using similar questions covering similar content.
The majority of these assessments will take place within a five-day testing window during the last 14 days of the district’s calendar. However, some assessments, for some students will occur in the fall or throughout the year.
What does this mean for my student?
Primary Grades K-2nd – SB1 requires that each student in these grade levels be administered a diagnostic test in the areas of mathematics and reading. Diagnostic assessments help teachers to pinpoint areas of strength or areas where growth is needed to help keep students from falling behind. The results of these assessments will help staff to determine skill level so that they may make a plan to ensure each student progresses, regardless of the level where they start the school year. Diagnostic testing typically takes place over the course of the year and often involves two to three assessment windows. Ask your school for more information about the assessment they are currently using to measure student growth.
K-PREP Grades 3rd-8th, 10th & 11th – The Kentucky Performance Rating for Educational Progress (K-PREP) will replace the Kentucky Core Content Test (KCCT) beginning this spring.
This test contains a combination of both CRT and NRT items as described above. The test reflects the curriculum taught under the new Kentucky Core Academic Standards (KCAS) for English/Language Arts and Mathematics and content from Kentucky Core Content 4.1 for Science and Social Studies. Additionally, a new writing test will be administered to several grade levels during this time where students will be asked to respond to both passage based and situational prompts. While the elementary and middle schools will have students testing in all 5 of the core subjects using the K-PREP, high school students will only be administered the writing component of this assessment. The K-PREP format consists of multiple choice questions, as well as short answer and extended response questions. Below you will find a chart showing which subjects are tested at which grades. The K-PREP will be given over a 5 day period during the last 14 days of the school year. Your school will notify you once the specific dates have been set. Results from the K-PREP assessment will be reported to parents in the fall.
EOC High School Grades 9th-12th- Perhaps the most drastic of changes to Kentucky testing is the addition of End of Course Assessments (EOC) for Kentucky high school students. Under the CATS Model, students in grades 10-12 were administered one or more assessments in reading, math, science, social studies and/or writing, depending on what grade they were in. Under the new model, students will only be required to take assessments in selected courses, regardless of what grade level they are currently in. At this time, the state requires EOC tests in English II, Algebra II, Biology and US History. The state anticipates adding more courses each year. EOC assessments are aligned with ACT curriculum as well as the new KCAS standards. Teachers will monitor student progress using formative assessments throughout the year, following the format of the EOC, to ensure mastery of the content and student success on the actual EOC assessment. Unlike the K-PREP, EOC assessments are given at the completion of a particular course for a student rather than at the end of the school year. This means, some students may take the assessment at different points throughout the school year depending on their individual course plans. However, the majority of students will take the test in the spring towards the end of the academic year. Scores for these assessments will come back fairly quickly. A student’s score on the EOC will count as 10% of the student’s overall grade in that course for the year. If you have any questions about the EOC, please contact your high school. They will be able to share more detailed information with you in regards to what this may mean for your student.
College Readiness Assessments Grades 8th, 9th and 10th – A not so new component of Kentucky testing is a series of assessments known as Educational Planning and Assessment System, or (EPAS). This system of assessment measures readiness for college through three separate assessments given in the 8th, 10th and 11th grades. Eighth graders take the EXPLORE, tenth graders take the PLAN and eleventh graders take the ACT. The EXPLORE and PLAN assessments are given in September and the results of these assessments come back rather quickly so that teachers can adjust instruction to the needs of their students. Parents typically receive these reports by October or November. The ACT for juniors is given in March. While the ACT can be taken more than once, all juniors in Kentucky are given the ACT free of charge, one time as a junior. Under the new accountability system; the scores from the ACT, like the PLAN and EXPLORE, become part of the school’s overall score as well. The ACT assessment is based on set standards and gives students a good measure of how well the student is projected to handle the rigor of college level courses. By having a system that tracks progress towards college readiness over a period of several years, schools are better able to monitor progress.
Alternate K-PREP Assessments – Alternate assessments are given to students in grades 3rd -12th who have the most significant of special needs. In the past, students were required to complete a portfolio as a part of the assessment. The development of a portfolio has been
eliminated for these students under the new accountability model. Students are tested in the same content areas as all other students, in the same grade level, using a modified assessment. These assessments are given over the course of the year and scores are reported in the fall.
ACCESS Grades K-12th – This is an English language assessment tied to Kentucky’s language proficiency standards. Within this assessment system are varying stages of second language acquisition containing both social and academic language contexts. The ACCESS measures annual gains in English language proficiency. This assessment is given to EL students in January and February each year.
How can I help my student prepare for testing?
Preparation for assessments in Kentucky starts with what students do in the classroom every single day. Unit Tests given throughout the year give a good indication of how prepared your student is for state-wide assessments. Students who feel successful and prepared for these assessments have less anxiety around test time. You can start by making sure your student is in school every day. While there will obviously be times when a student must miss for illness or in cases of emergency, school attendance is a good predictor of assessment readiness.
When preparing for assessments like the K-PREP or EPAS, make sure your child is ready for testing by ensuring he/she gets a good night’s rest and a good breakfast. You will also want to make sure they arrive at school on time on the day of the test so that they can take the test with their peers, if possible. This will also help reduce anxiety. Mark the dates of the testing window for your school so that you don’t plan appointments for your student at that time. Finally, the most important thing you can do is support your student. Many students feel stress during testing and need reassurance that they are prepared and that they need only do their best.
The NOMS PTSA hosted a Christmas Luncheon for the teachers and staff at NOMS.
