Download Using the Iowa Assessments to Measure the Iowa Core

Using the Iowa Assessments to
Measure the Iowa Core
Session 1
The Iowa Assessments™
• Design
– Iowa Core
– Test Specifications
• Development
– Process
– Alignment
• Research
– Metrics
• Reports
Test Design
Test
Specifications
Content specifications
Number of items per
domain/standard
Cognitive specifications
Available on ITP’s website
Test Development
Test
Specifications
Item Writing
Internal Review
Item Tryout
Internal Review
External Review
Data Review
Operational Forms
Construction
Understand Stated Information
Identify Central Ideas and
Their Support
Understand Literacy Devices and
Elements
Draw Conclusions
or Make Inferences
Use Context to Determine Meaning
Understand Text Features, Structures, Style
Core: Operations and Algebraic Thinking – Generate and analyze patterns
Algebraic Patterns and Connections – Explore numerical patterns
Cognitive Level – Extended reasoning
1 A number pattern starts with 6 and ends with 21.
Which rule could make this pattern?
A Skip count by 2s
B Skip count by 3s
C Skip count by 6s
D Skip count by 7s
Core: Statistics and Probability – Investigate patterns of association in bivariate data
Data Analysis, Probability, and Statistics – Make predictions and interpret data
Cognitive Level – Extended reasoning
Use the scatter plot below to answer question 3.
3
According to the trend in the data, which weight of paper is most likely discarded by an 8person household?
A
4.5 pounds
B
12.5 pounds
C
25.0 pounds
D
50.0 pounds
Core: Statistics and Probability; Interpreting Categorical and Quantitative Data –
Summarize, represent, and interpret data on a single count or measurement variable
Data Analysis, Probability, and Statistics – Make predictions and interpret data
Cognitive Level – Conceptual understanding
3
The box-and-whisker plot below represents the 20 scores earned on a test.
No two students earned the same score on the test. How many students earned a
score from 77 to 90?
A
4
B
5
C
8
D 10
E 13
Core – Understand and apply knowledge of elements, compounds, mixtures, and solutions based on the
nature of their physical and chemical properties; Learner formulates explanations from evidence
Physical Science – Types & properties of matter
Cognitive Level – Extended reasoning
A group of students designed an experiment to find out if water contracts or expands when
it freezes. Each pair of students poured a different volume of distilled water into a plastic
graduated cylinder, covered the cylinder with plastic wrap, and placed the cylinder in a freezer
overnight. The next day, the students determined the change in volume in milliliters (mL). The
students’ results are shown in the table below.
1
Which conclusion is supported by the students’ results?
A Water expands on freezing because its volume
increases.
B Water contracts on freezing because its volume
increases.
C Water expands on freezing because its volume
decreases.
D Water contracts on freezing because its volume
decreases.
Earth & Space—Structure of Earth—Conceptual understanding
CORE: Earth and Space—Understand and apply knowledge of origin . . . of the Earth systems
3 Two fossils were found in different layers of rock as shown in the diagram
below:
Which of the following statements is most likely to be true?
A Fossil II is heavier than Fossil I.
B Fossil I is heavier than Fossil II.
C Fossil II is older than Fossil I.
D Fossil I is older than Fossil II.
Core – Understand and apply knowledge of organisms and their environments, including
structures, characteristics, and adaptations of organisms that allow them to function and survive within their
habitats; Learner engages in scientifically oriented questions
Life Science – Organisms & their habitats
Cognitive Level – Conceptual Understanding
A student designed an experiment as shown in the table below using identical plants with green
leaves. The student observed the plants every day for one week.
1
What question was the student most likely testing?
A How much light do the plants need to grow well?
B How much water do the plants need to grow well?
C Do the plants need light and water to grow well?
D Do the plants need light and soil to grow well?
Core (Informational Text): Craft & Structure (#4, grades 5 and up)
“Determine the meaning of general academic and
domain-specific words and phrases in a text . . .”
Vocabulary: Use context to determine meaning
Cognitive Level: Conceptual Understanding
Bright lights shine all night in cities, making it easy
to work and travel after dark. But unnecessary light at
night can be a form of pollution.
As cities have become more brightly lit, stars have
become less visible. The nighttime glow of large cities
can make the dimmer stars hard to see, even from
uninhabited areas many miles from the cities. A truly
dark night sky has become as hard to find as unspoiled
wilderness. Astronomers now must put their
telescopes on islands or high mountains.
Light pollution also affects animals. Newly
hatched sea turtles normally make their way from the
beach to the safety of the ocean by heading for the
natural light reflected on the water. Bright lights on
 the land, however, can disorient the baby turtles,
leading them away from the ocean.
Some cities are trying to reduce light pollution.
Covering outdoor lights with shades that direct light
downward and turning off unneeded lights are two
small ways to help bring back a darker night sky.
1 In the line marked with , what
does “disorient” mean?
A Hide
B Comfort
C Weaken
D Confuse
Core: Geography-Understand the use of geographic tools to locate and analyze information
about people, places, and environments.
Geography- People and the environment
Cognitive level: Essential competencies
Directions Use the map below and your knowledge of social studies to answer questions 1-2.
1
You are at the Capitol and want to go to the Washington Monument. Which direction will
you walk?
A
East
B
West
C
North
D
South
Core (Writing): Production and Distribution of Writing (#4, grades 6 and up)
“Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.”
Iowa Assessments: Planning & Organization—Logic & Coherence
Cognitive Level: Extended Reasoning
¶1 If you’re a student at Mossville High, chances are good
that you pass by the 12th Street Community Garden on your
way to school . Thanks to the hard work of the Mossville
Neighborhood Association, there is now a thriving
community resource where once there was only a vacant,
litter-covered lot. People sit on benches among the flower
beds or stop at the vegetable stand where produce sales
help support the garden.
1
¶2 The gardeners have been so successful that tending
there creation has become more than they’re able to
handle. That’s where Mossville students can make a
difference. You can help this important project survive,
volunteer a few hours each week. Your time will be well
spent in several ways. Not only will you provide valuable
help to the association members, but you will also
demonstrate pride in the neighborhood.
1 The writer wants to add a sentence to
introduce paragraph 2. Which sentence
would best accomplish this purpose?
A This story isn’t over yet.
B There’s more here than meets your
eye, however.
C Now the neighborhood association
needs your support.
D It isn’t really enough anymore just
to walk through the neighborhood.
Test Development
Test
Specifications
Item Writing
Internal Review
Item Tryout
Internal Review
External Review
Data Review
Operational Forms
Construction
Metrics
Reporting Metrics
 Standard Scores
 Grade Equivalents
 Percentile Ranks (national, state
and local)
Metrics allow us to……
– set goals for students
– measure growth
– quantify growth
– compare performance across tests and grade
levels
– track towards readiness
Reports to Support the Iowa Core
Report Characteristics
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Standard Score
National Percentile Rank
Grade Equivalent
Proficiency Indicator
Growth Indicator
Skill Domain Summary
Interpretation
Standards Summary