This slideshow was presented at the AEI conference in Fredericton during the summer of 2014 by Stephen Parks. It deals with the topic of Assessment - particularly Math.
1. Educational Assessment
Stephen Parks, Learning Specialist - Mathematics
Assessment and Evaluation Branch (Anglophone Division)
Department of Education and Early Childhood Development
Atlantic Education International
July 22, 2014
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2. 1. Educational Assessment in General
~Balanced Assessment
Large-Scale Assessment
2. The New Brunswick Provincial Assessment Program
~Mission
~Provincial Assessments (mandate, operational standards,
processes)
•Protocols for Accommodations and Exemptions
•Provincial Assessment Schedule
•ELPA/R
•Realignment of Provincial Assessment Program
•Mock Coding Session – G5 Mathematics
TOPICS
4. Assessment is the GPS
for Educators
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Reading
Aimline
5.
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7. Balanced Assessment
• No single assessment approach is 'better' than another
as each serves a slightly different role.
• All types of assessment must be planned with its
purpose in mind.
Standardized testing, particularly, is justified as one resource to aid learning
and should not be mistaken for a comprehensive verdict on learning or school
quality. ~ Peter Grimmett & Paul Shaker
8. New Brunswick Assessment
Program (NBAP)
Mission Statement
The mission for the Provincial Assessment and Evaluation Branch is to inform all
stakeholders of student achievement by constructing valid, educationally beneficial,
evaluations at critical points in the system.
The purpose of the New Brunswick Assessment Program (NBAP) is to:
determine if students demonstrate the skills and concepts outlined in New
Brunswick curriculum documents;
report provincially on how well students have achieved provincial standards at
given points in their schooling;
assist schools, districts, and the province in monitoring student learning and;
coordinate the administration of national and international assessments.
10. Standards for Educational and
Psychological Testing
The Standards for Educational and
Psychological Testing, 2008 edition are a
collaborative publication from the American
Educational Research Association, the
American Psychological Association and the
National Council on Measurement in
Education. The intent of the Standards is to
promote the sound and ethical use of tests
and to provide a basis for evaluating the
quality of testing practices.
The New Brunswick Assessment and
Evaluation Branch adheres to the Standards
when developing, administering, scoring and
analysing large scale assessments within the
scope of our mandate.
Operational Standards
12. The Assessment Cycle
There are four (4) stages within the
overall Assessment Cycle for each of
the 13 assessments; the (1)
Development Stage, (2)
Administration Stage, (3) Data Stage
and the (4) Communication Stage.
Within each of the stages, there are
several phases which require the
expertise from a variety of staff.
Each of these stages require strict
adherence to the Standards for
Educational and Psychological
Testing and the Principles for Fair
Student Assessment in Canada..
These standards and principles will
be referenced where appropriate.
Processes
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17. ACCOMMODATIONS
AND EXEMPTIONS
Provincial assessments are
compulsory for all students enrolled in
New Brunswick schools.
In certain circumstances, it is
necessary and appropriate for
students to be exempted from
participating in provincial assessments
if the testing format does not allow
demonstration of their learning, even
with accommodations.
Exemptions fall into three broad
categories: academic,
social/emotional and unforeseen.
Typically, academic exemptions are
sought for students following an
individualized Special Education Plan
(SEP-I). Students who are exempt
due to an SEP-I should be assessed
on those goals that are set out in their
Special Education Plan(SEP).
18. ACCOMMODATIONS
Accommodations are those supports,
methods and practices that are used
in the classroom enabling a student to
participate as independently as
possible.
There are many ways in which
accommodations can be used to
support students when they are
participating in a provincial
assessment. Within the context of
provincial assessments, students may
require either universal or justifiable
accommodation.
For the purpose of large scale
assessment, accommodations are
alterations that do not jeopardize
the integrity or content of the test,
yet give students an equal
opportunity to demonstrate what
they know and can do as part of the
assessment process.
19. Types of Accommodations
UNIVERSAL
Universal accommodations are
those strategies, technologies or
adjustments that enable a student
to reach prescribed outcomes and
can be used at the teacher’s or
student’s discretion. Universal
accommodations do not
necessitate an SEP or prior
approval for provincial
assessments.
JUSTIFIABLE
Justifiable accommodations
are documented strategies,
technologies or adjustments
without which the student would
not be able to demonstrate
knowledge. These
accommodations are
documented within the SEP and
require prior approval to be
accessed during provincial
assessments.
20. EXEMPTIONS
In certain circumstances, it is not
appropriate for students to participate
in provincial assessments. Any
decision to exempt a student from any
provincial assessment must be made
in collaboration with the student’s
parent(s) or guardian(s).
Within the context of provincial
assessments, students may require
an exemption for academic,
social/emotional or unforeseen
reasons.
21. Types of Exemptions
ACADEMIC
The student has been identified with
exceptionalities and has a current
individualized Special Education Plan
(SEP-I) that identifies the need for the
requested exemption in the assessed
subject area.
Typically, these students are following
an SEP-I and are not expected to
attain the curricular outcomes and
standards. This has been
communicated to parent(s) or
guardian(s) and an alternate
evaluation of progress has been
determined within the SEP-I.
Typically, this constitutes the largest
category of exemption requests.
SOCIAL/EMOTIONAL
If the student has been identified with a
significant social, emotional or behavioural
impairment and cannot be accommodated
by such means as alternate location, extra
time, etc., an exemption may be sought.
Typically, these students are following an
Individual Behaviour Support Plan (IBSP)
and are not expected to attain the curricular
outcomes and standards at their grade
level. This has been communicated to
parent(s) or guardian(s) and an alternate
evaluation of progress has been determined
within the IBSP.
.
UNFORESEEN
In the event of serious illness,
bereavement or other exceptional and
unforeseen circumstance, an on-the-
spot exemption can be granted.
These situations require that the
director of education be contacted
immediately..
30. Challenge Statements
Several issues are of notable concern in regard to the current Provincial
Assessment Program;
•The current regime of provincial assessments has been in place for 10 years and has
served its purpose in terms of focusing on early literacy. Large scale assessment is not
meant to be ‘terminal’.
•Scientific literacy is recognized nationally and internationally as a critical skill. The
Provincial Assessment Program does not include scientific literacy in the current
structure.
•Measures of French Language Programs are inconsistent in the current assessment
structure. Feedback is provided at the end of Grade 4 for the French Immersion
program, but not provided again until Grade 10.
•The current structure of assessment is not cost effective. Administering assessments
as single units at the end of a variety of grade levels greatly increases the costs of
shipping, handling, data entry and storage.
31. • There is very little feedback for high schools. Currently the English Language
Proficiency Assessment / Reassessment at Grade 9 (based on end of Grade 8
outcomes) and the Provincial Literacy Assessment at Grade 10 French Immersion
are the only systemic annual feedback that is provided to high schools. There are no
measures in high school for mathematics or scientific literacy.
• The current structure is not well aligned to the national and international measures,
specifically the Pan-Canadian Assessment Program (PCAP) as well as the
Programme for International Student Assessment (PISA).
• Although it is imperative that trend lines be established, which require at least 3
years of data, assessment is not meant to be ‘terminal’ and need to be responsive to
changing priorities.
32.
33. Recommendation # 1
• To create a New Brunswick Balanced
Assessment Framework document
incorporating assessment as a holistic
concept from formative to benchmarking to
large scale and to develop a systemic
implementation plan that includes
accountability measures.
34.
35. Discussion
• How do you see your role in supporting schools
with a balanced assessment approach?
36. Recommendation #2
To realign the Provincial Assessment Program to
correspond with PCAP and PISA as well as respond
to the ‘Challenge Statements’.
37.
38. “New” New Brunswick Assessment Program (NBAP)
Grade 6 (Census) and (10 Field Test)
•Reading, Mathematics and Scientific Literacy
(annual, census, administration in May)
Grade 6 Reading will be by program of instruction; PIF booklets will include a short section in French Reading;
Math and Scientific Literacy will include bilingual booklets for students in the FI Program.
Grade 10 Math and Scientific Literacy will include all students and booklets will be bi-lingual where appropriate.
English literacy will be assessed in the ELPA/R at Grade 9 and will not be included.
Grade 2 Reading (annual, census, administered in May)
Grade 2 Reading will be in English to ensure the gains in early literacy are sustained and continued growth is
monitored.
Grade 8 Mathematics
Grade 9 ELPA/R (Graduation Requirement)
39. Concerns
1. There was a concern that removing writing
from the Provincial Assessment Program would
result in a de-emphasis in this area.
•As part of the recommendation we have kept writing in the ELPA/R to ensure writing continues to
be a high level focus. We will incorporate the writing into the overall score to ensure that the
reliability is acceptable.
•As part of a balanced assessment framework, writing will be discussed as a classroom and school
priority. Exemplars will be presented along with the standards at the end of each grade level so that
teachers are comfortable with assessing at a student level within the context of portfolio
assessment.
41. Blue Print
Assessment Blue Prints are developed to guide the
item development process. The Blue Print may
include: (Mathematics Example)
Assessment Type:
