Summative Assessment - Birmingham City Schools
Summative Assessmenttech n ical B u lleti n #1Version 3, August 2014actaspire.org
ACT endorses the Code of Fair Testing Practices in Education and the Code of Professional Responsibilities inEducational Measurement, guides to the conduct of those involved in educational testing. ACT is committed toensuring that each of its testing programs upholds the guidelines in each Code. 2014 by ACT, Inc. All rights reserved. 2400
ContentsContentsList of Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii1Overview2ACT Aspire ScoresEnglish Language Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Additional ACT Aspire Scores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Describing Student Performance in Terms of Reporting Categories. . . . . . . . . . . . . . . . . . . . . 34ACT Aspire and StandardsACT Aspire and ACT College and Career Readiness Standards. . . . . . . . . . . . . . . . . . . . . . . . . 4ACT Aspire Science Assessments and the Next Generation Science Standards (NGSS). . 5ACT Aspire and Alignment Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Claims, Interpretations, and Uses of ACT AspirePrincipal Claims, Interpretations, and Uses of the ACT Aspire Battery. . . . . . . . . . . . . . . . . . . 6Secondary Claims, Interpretations, and Uses of the ACT Aspire Battery. . . . . . . . . . . . . . . . . 68ACT Aspire Test DevelopmentAssessment Design Elements Across Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Construct Coherence in ACT Aspire Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8ACT Aspire Item Types. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Depth of Knowledge (DOK) and the Cognitive Complexity Dimensionof ACT Aspire Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Accessibility in Test Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10ACT Aspire Test Development Processes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Selecting and Training Item Writers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Designing Items That Elicit Student Evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Content Specifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Testing Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1516ACT Aspire Assessments Content DescriptionsEnglish Language Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16English Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Reading Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Writing Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Mathematics Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Calculators and the ACT Aspire Mathematics Assessments . . . . . . . . . . . . . . . . . . . . . . . 27Science Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Stimulus Formats Used on the ACT Aspire Science Assessments. . . . . . . . . . . . . . . . . . 31i
Contents33Scoring Constructed-Response TasksPerformance Scoring Quality Control. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Scorer Qualifications and Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Managing Scoring Quality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3437Appendix A: Samples of Draft ACT Readiness Standards in Science39 AppendixB: Illustration of the ACT Aspire Mathematics AssessmentsTablesii13Table 1. ACT Aspire Personal Needs Accessibility Supports15Table 2. Timing Information18Table 3. P oints and Proportion of Points by Item Type for ACT Aspire EnglishAssessments18Table 4. P oints and Proportion of Points by Content Category for the ACT AspireEnglish Assessments19Table 5. Percentage of Points by DOK for the ACT Aspire English Assessments20Table 6. P oints and Proportion of Points by Item Type for ACT Aspire ReadingAssessments21Table 7. P oints and Proportion of Points by Content Category for the ACT AspireReading Assessments21Table 8. Items by Passage Type for the ACT Aspire Reading Assessments21Table 9. Percentage of Points by DOK for the ACT Aspire Reading Assessments22Table 10. Number of Passages by Text Complexity for the ACT Aspire ReadingAssessments25Table 11. Points by Content Category for the ACT Aspire Writing Assessments27Table 12. P oints and Proportion of Points by Item Type for ACT Aspire MathematicsAssessments28Table 13. Points by Content Category for the ACT Aspire Mathematics Assessments29Table 14. Percentage of Points by DOK for the ACT Aspire Mathematics Assessments30Table 15. P oints and Proportion of Points by Item Type for ACT Aspire ScienceAssessments31Table 16. P oints and Proportion of Points by Domain for the ACT Aspire ScienceAssessments31Table 17. Percentage of Points by DOK for the ACT Aspire Science Assessments32Table 18. Stimulus Formats for ACT Aspire Science Assessments.36Table 19. Scorer Performance Reports38Table 20. Sample ACT Readiness Standards in Science Grades 3–5
OverviewOverviewACT Aspire includes a vertically scaled battery of achievement tests designed tomeasure student growth in a longitudinal assessment system for Grades 3–10in English, reading, writing, mathematics, and science. ACT Aspire is designed tomeasure students’ progress toward college and career readiness. The scale scoresare linked to college and career data through scores on the ACT college readinessassessment and the ACT National Career Readiness Certificate (ACT NCRC )program. Empirically based ACT College Readiness Benchmarks provide informationabout whether students are on target for readiness at the appropriate grade/subjectlevels. To enhance score interpretation, reporting categories for ACT Aspire use thesame terminology as the ACT College and Career Readiness Standards (ACT CCRS)and other standards that target college and career readiness (including the standardsof many states and the Common Core State Standards [CCSS]). Some reportingcategories are unique to ACT Aspire. These include science, technology, engineering,and mathematics (STEM), justification and explanation in mathematics, progress withtext complexity in reading, and a progress toward career readiness indicator.The types of items based on a given construct are determined by consideringthe amount and nature of the evidence needed to support an inference. Theserequirements are balanced with maintaining manageable administration conditions.The ACT Aspire design includes several item types (i.e., selected-response,constructed-response, technology-enhanced) and a range of item difficulties atvarying depths of knowledge. ACT Aspire assessments cover learning progressionsfrom foundational concepts to sophisticated applications.Taken as individual subject tests or as a battery, ACT Aspire can be delivered viacomputer or as a paper-and-pencil administration.1
ACT Aspire ScoresACT Aspire ScoresACT Aspire scores reflect the knowledge and skills students develop over time—across grades—and link these results to readiness for college and career.English Language ArtsInferences about students’ knowledge and skills related to reading, language, andwriting can be made by analyzing their scores on the ACT Aspire reading, English,and writing assessments, respectively. In addition to an overall reading score, eachstudent will receive an indication of progress with text complexity. While the overallreading score provides a measure of comprehension skills, the Text ComplexityProgress Measure is an indication of the level of text complexity to which studentscan successfully apply comprehension skills. ACT Aspire English Language Arts willalso report on constructs and practices consistent with college and career readinessstandards. ACT Aspire reporting categories are found in the reading, language,and writing strands (e.g., Key Ideas and Details, Craft and Structure, Integration ofKnowledge and Ideas, Conventions of Standard English, Knowledge of Language,Production of Writing).MathematicsACT Aspire mathematics assessments were designed to measure critical college andcareer readiness constructs and practices and use language consistent with collegeand career readiness standards (including the ACT CCRS and the CCSS, amongothers). These reporting categories include Number and Operations in Base 10, TheNumber System, Operations and Algebraic Thinking, Expressions and Equations, Ratiosand Proportional Relationships, Functions, Geometry, Measurement and Data, Statistics2
ACT Aspire Scoresand Probability, and Modeling. For Early High School (EHS) (Grades 9–10) thesereporting categories include: Number and Quantity, Algebra, Functions, Geometry,Statistics and Probability, and Modeling. In addition, students will receive informationabout their foundational skills and grade-level progress. Given its critical role inmathematics understanding, a separate justification and explanation score will beprovided to students.ScienceACT Aspire science assessments are based on research evidence about whatstudents need to know and to be able to do in order to be on a trajectory towardsuccess, whether they enter college or a workplace training program. ACT Aspirescience assessments measure science practices in the context of science content.The reporting categories are identical to ACT College and Career ReadinessStandards strands (e.g., Interpretation of Data, Scientific Investigation, Evaluation ofModels, Inferences, and Experimental Results).Additional ACT Aspire ScoresStudents who take the Grade 8 or EHS English, Reading, Science, and Mathematicsassessments will receive ACT Aspire Composite scores and a progress towardcareer readiness indicator. Students who take the EHS ACT Aspire assessments willreceive predicted ACT subject scores and, if they test in the necessary subjects, apredicted ACT Composite score. Students who take the English, reading, and writingassessments will receive a combined ELA score to see how their effort compareswith students who have been identified as college and career ready. Students whotake the science and mathematics assessments will receive a STEM score.Describing Student Performance in Terms ofReporting CategoriesTo provide instructionally insightful and actionable results, student performance is alsodescribed in terms of the ACT Aspire reporting categories described above. Thesecategories largely incorporate the same language found in standards targeting collegeand career readiness (such as the ACT CCRS, the CCSS, or many states’ standards).Score reports describe the percent and number of points students earn out of thetotal number of points possible in each reporting category. Student performance ineach category will also be compared to how students who meet the ACT CollegeReadiness Benchmarks score (described as the ACT Readiness Range) to inferwhether students are on the trajectory toward college and career readiness. Reportingstudent performance in this way provides meaningful insights into students’ areas ofstrength as well as areas that may need additional attention.3
ACT Aspire and StandardsACT Aspire and StandardsACT Aspire and the ACT College and CareerReadiness StandardsThe ACT College and Career Readiness Standards (currently only available for Grades8 and above) are based on research evidence associated with college and careerreadiness. Content and measurement experts developed statements that capturewhat students know and are able to do with respect to relevant skills and knowledgeassociated with college and career readiness (as identified through research includingthe ACT National Curriculum Survey ) at specific score bands on the ACT English,Reading, Writing, Mathematics, and Science tests. Paired with ACT College ReadinessBenchmarks (minimum scores associated with a high likelihood of success at Grade10 and postsecondary levels in each content area), students gain insight into whatthey need to know and should be able to do to succeed in college and career.ACT Aspire science assessments at Grades 3–7 are associated with the draft ACTReadiness Standards in Science. (See samples in Appendix A.) The first step indeveloping these standards was to backmap the ACT College and Career Readinessstandards (CCRS). Content and measurement specialists then consulted severalsources including ACT’s evidence, relevant research in science education, the NationalScience Education Standards, NAEP findings, and input from well-respected expertsin science education in the elementary grades.Similar work is ongoing to establish ACT Readiness Standards for ELA andMathematics in Grades 3–7. Draft backmap documents for these content areasshould be available in the near future. Currently, the ACT Aspire ELA and mathematicsassessments are consistent with many states’ standards that are focused on collegeand career readiness (such as the CCSS) for Grades 3–7.4
ACT Aspire and StandardsACT Aspire Science Assessments and the Next GenerationScience Standards (NGSS)ACT closely monitored the development of the Next Generation Science Standards(NGSS) and shared with developers ACT research on science curricula and careerand college readiness. While considerable alignment between ACT Aspire and theNGSS does exist, the ACT Aspire assessments are not based on the NGSS, and theydo not directly assess the NGSS. The ACT Aspire science assessments are based onACT research on current curricula at the elementary, middle, and high school levels aswell as ACT research on college and career readiness.Some areas of achievement are not measured on ACT Aspire summativeassessments. Standards that require extended time, advanced uses of technology,active research, collaboration, producing evidence of a practice over time, or speakingand listening are not currently assessed.ACT Aspire and Alignment IssuesMany sets of standards target college and career readiness including the ACT CCRS,the CCSS, and others from states across the US. The purpose of these standardsis to articulate the requisite knowledge and skills needed to prepare students forpostsecondary success. Assessments are constructed to measure progress andprovide evidence to back up the claim, in this case, that students are on target forcollege and career readiness. ACT Aspire assessments are constructed for this verypurpose.Alignment studies are often used to ensure that the assessments are measuring thoseskills and knowledge identified as critical for the college-and-career-ready claim. Thedesign of many alignment studies involves bringing in subject-matter experts who studythe standards and forms of the assessments and report their opinions about how muchoverlap exists. If assessments employ domain sampling or are adaptive, alignmentstudies require close analysis of the test/pool content and statistical specificationssince any single collection of items represents just a sample of the full domain of skillsand knowledge being assessed.In addition to subject-matter-expert opinion, ACT used the ACT in the creation of theACT Aspire score scales for English, math, reading, and science, thereby creatingan empirical link between the ACT Aspire scores and the ACT College ReadinessBenchmarks, which relate scores on the ACT assessment directly to performance incollege courses. A link has also been established between the ACT Aspire Compositescore and the ACT NCRC, which provides information about student achievement andemployable skills in reading, math, and locating information. These research-basedconnections to real-world college and real-world career readiness contribute directevidence of alignment from ACT Aspire to college and career readiness skills andknowledge.5
Claims, Interpretations, and Uses of ACT AspireClaims, Interpretations,and Uses of ACT AspirePrincipal Claims, Interpretations, and Uses of theACT Aspire Battery1. To identify students’ readiness on an empirically derived college readiness trajectory.(Note that students taking the ACT Aspire battery will receive scores that can becompared to ACT College Readiness Benchmarks that are linked to the ACT.)2. To identify students’ readiness on a career readiness trajectory.Secondary Claims, Interpretations, and Uses of theACT Aspire Battery1. To provide instructionally actionable information to educators. Data from the ACTAspire summative assessments can be used to identify areas of student strengthand weakness in content areas at student, classroom, and school levels. Data caninform instruction and identify interventions.2. To provide empirical data for inferences related to accountability. ACT Aspire datacan be one of multiple measures for making inferences about student progressand growth with respect to college and career readiness in reading, language,writing, mathematics, and science, as reported in terms of ACT College and CareerReadiness Standards. ACT Aspire can also be used for accountability reportingwhere college and career readiness standards (such as the CCSS) have beenadopted.6
Claims, Interpretations, and Uses of ACT Aspire3. To provide empirical support for inferences about international comparisons.Building on ACT research that mark ACT College Readiness Benchmarks asinternationally competitive, ACT Aspire scores also will be linked to scores on theProgramme for International Student Assessment (PISA) for comparisons on aninternational scale. Results will be available in the near future.Over the last decade some uses and interpretations of individual student scores andaggregate score results have been common. Such uses and interpretations probablywill continue. At the student level some of these include (a) student proficiency(e.g., is a student above a “satisfactory” cut score on the Grade 7 Mathematics test),(b) student growth across grade levels within a particular subject, (c) predictingperformance (e.g., how might a student do on the ACT), (d) student level diagnosticinformation for instructional purposes, and (e) ranking students (e.g., for selection intospecial programs). Some uses and interpretations of aggregate scores at the grouplevel during the same period have included (a) school and district accountability (e.g.,percentage of students above a “satisfactory” cut score), (b) school, district, classroomgrowth, and (c) aggregate diag
1 overview Overview act aspire includes a vertically scaled battery of achievement tests designed to measure student growth in a longitudinal assessment system for Grades 3–10 in english, reading, writing, mathematics, and science. act aspire is designed to
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