ERIC ED411289: Ohio Student Testing Requirements.

12 Pages·0.2 MB·English

by  ERIC

DOCUMENT RESUME
TM 027 297
ED 411 289
TITLE
Ohio Student Testing Requirements.
Ohio State Legislative Office of Education Oversight,
INSTITUTION
Columbus.
RM-91-01
REPORT NO
1991-01-00
PUB DATE
NOTE
11p.
Evaluative (142)
Reports
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MF01/PC01 Plus Postage.
EDRS PRICE
Ability; *Achievement Tests; *Competency Based Education;
DESCRIPTORS
Criterion Referenced Tests; *Educational Assessment;
Elementary Secondary Education; Minimum Competency Testing;
Norm Referenced Tests; Performance Based Assessment; Public
Schools; Standardized Tests; State Legislation; *State
Programs; Test Use; *Testing Programs
IDENTIFIERS
*Ohio
ABSTRACT
State-mandated student testing in Ohio is a combination of
(1) competency-based education (CBE) assessment;
three different initiatives:
(2) achievement and ability testing; and (3) proficiency testing. This report
describes the current testing requirements and some of the characteristics of
each of these types of assessment. CBE assessment was established in 1983 and
redefined in 1989. The purpose of the state's CBE assessment is to see if
students are learning the reading, composition, and mathematics curricula
being taught in the local schools. The CBE focus is on locally established
curriculum goals. The achievement and ability testing requirement was
established in 1987. It mandated that districts give commercially published
norm-referenced achievement and ability tests to students in grades 4 and 6
and a grade level to be designated by the State Board of Education in
reading, language, and mathematics. Revisions in 1989 specified grade 8, and
added grade 10. Proficiency tests were also initiated in 1987 to provide for
statewide tests in reading, writing, mathematics, and citizenship. These
tests are designed to see how students perform on specific learning outcomes
identified by the state as important for all students. In contrast to the
norm-referenced achievement and ability tests, these are
criterion-referenced. Schools can use either type of test to meet the
requirement for CBE instruction. (Contains two tables.)
(SLD)
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TP/
LEGISLATIVE OFFICE OF EDUCATION OVERSIGHT
Riffe Center, Concourse Level
77 South High Street
Columbus, Ohio 43266
January 1991
REQUIREMENTS
OHIO STUDENT TESTING
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U.S. DEPARTMENT OF
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Office of Educational Research and
INFORMATION
EDUCATIONAL RESOURCES
HAS BEEN GRANTED BY
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.
.
originating it.
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Minor changes have been made
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
in this
Points of view or opinions stated
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
2
29T CP.'3?
PROJECT DIRECTOR
REPRESENTATIVES
Nancy C. Zajano
Daniel P. Troy, Chairman
Michael A. Fox
Randall Gardner
William L. Mallory
Michael C. Shoemaker
SENATORS
Linda Furney
Jan Michael Long
Scott Oelslager
Richard Schafrath
H. Cooper Snyder
DIRECTOR
Paul Marshall
Education Oversight (LOEO) serves as
The Legislative Office of
Created
Committee on Education Oversight.
staff to the Legislative
studies
in 1989, the Office conducts
by the Ohio General Assembly
by the
activities funded wholly or in part
of education-related
state of Ohio.
the Legislative Committee on
This is a report of the LOEO to
does not
This report of the LOEO staff
Education Oversight.
its
of the Committee or any of
necessarily reflect the views
members.
RM -91 -01
OHIO STUDENT TESTING REQUIREMENTS
combination of three
State mandated student testing in Ohio is a
assessment;
different initiatives: competency-based education (CBE)
achievement/ability testing; and proficiency testing. Each initia-
The chart below summarizes
tive has its own history and purpose.
requirements and the dates of
the major provisions of the three
their origination.
OHIO STUDENT TESTING REQUIREMENTS
PROFICIENCY
ACHIEVEMENT/ABILITY
COMPETENCY-BASED
(1987; 1989)
(1987)
EDUCATION (CBE)
(1983; 1989)
Description:
Criterion-referenced
Norm-referenced
Written assessment instru-
type
'
ments, could be norm- or
criterion-referenced
State prepared
Commercially prepared
Locally or commercially
source
prepared
Reading, writing, mathe-
Reading, language,
Reading, writing,
subjects
'
matics, and citizenship
mathematics
mathematics
tested
Multiple-choice except for
Multiple-choice format
Variety of possible
format
'
writing sample
formats
Items chosen to reflect
Items chosen to represent
Items chosen to match what
'
item
statewide learning
multiple curricula
is taught in local
selection
outcomes
curriculum
Items chosen to maximize
individual differences
(Districts select a test from
11 choices on state-approved
list)
All students in grades 4,
All students in grade 9
Participants:
'Periodic assessment' of
8, and
6,
(effective 1990) and grade
students at each grade
L test
ocal
ns
optio10
12 (effective 1993)
level, 1-12
additional grades
Measure student perform-
Purpose:
Compare students to
A norm-referenced test
ance on state designated
national sample using a
compares a student to
learning outcomes in read-
survey of items from
other students using a
ing, writing, mathematics,
different curricula
survey of items from
and citizenship
different curricula;
Identify most or least
A criterion-referenced able students for special
programs
test measures student
knowledge of a specific
curriculum
Uses in Ohio:
State accountability
State accountability
State accountability
Required for diploma of
District accountability
basic competency (9th
Measure student progress
achievement to
grade test)
on locally developed pupil
ability
performance objectives
Required for diploma of
Local option:
'
distinction or diploma of
select gifted/talented
-
commendation (12th grade
or Chapter 1 students
test)
meet competency-based
-
,
Mirkiil
education (CBE)
i' 2 ' 1
assessment requirement
\P /f
ET COPY
" i
This Legislative Office of Education Oversight
(LOEO) Research
Memorandum
current
the
describes
testing
requirements
and
highlights some contrasting characteristics of each of
the three
types.
This report of the staff of the LOEO to the Legislative
Committee on Education Oversight does not necessarily
reflect the
views of the Committee or any of its members.
The three testing requirements have two common features which
can add to confusion in understanding the mandates.
First, all
three focus on the same subject areas: reading, language/writing,
and mathematics. (The proficiency test also
measures citizenship.)
Second, all three have roughly the same implementation dates,
the
1989-90 and 1990-91 school years.
Competency-Based Education Assessment
The earliest statewide requirement is found in the
competency-
based education program.
CBE was established in 1983 through the
State Board of Education rules.
School districts were to begin
implementing CBE by the 1984-85 school year and have it
fully in
place by the 1989-90 school year.
The CBE requirement was revised and put into statute in
1989
through Am. Sub. S.B. 140.
Section 3301.0715 of the Ohio Revised
Code specifies that local CBE programs must include:
Pupil performance objectives for each grade level for
1.
the
subject areas of reading, English composition (writing),
and mathematics;
Curricula and instructional methods for each
2.
grade level
designed to ensure that performance objectives
can be
attained;
Provision for periodic assessment of pupil performance
3.
in each grade level to measure progress toward achieving
the performance objectives.
As part of the assessment,
each district is to adopt written assessment instruments
that measure progress toward achieving the performance
objectives;
Availability of intervention services in grades
4.
1-11 for
pupils who are failing to make satisfactory
progress
toward achieving the performance objectives; and
Written policies and procedures regarding participation
5.
or exemption from participation of handicapped pupils.
curriculum
CBE assessment is focused on locally established
School districts choose or develop written instruments
goals.
which measure their local pupil performance objectives.
The
publishers
instruments can be developed locally or by commercial
checklists, work
and can use a variety of formats--for example,
samples, and multiple-choice items.
students are
The purpose of the assessment is to see if
curricula being
learning the reading, composition, and mathematics
with those students
taught in the local schools and to intervene
Items are chosen because they match the local
who are
not.
no statistical limit on the number of
There is
curriculum.
standard for acceptable
students who can meet the locally set
performance; theoretically, all students can pass.
1983 rules required schools to "periodically assess"
The
instruments,
students. Assessments could be done with a variety of
in grades 1-4, 5-8,
but students had to be "tested" at least once
and 9-11.
Testing, the Ohio
In its manual Competency Assessment and
between the terms
Department of Education (ODE) draws a distinction
Assessment is the umbrella term
"assessment" and "testing."
referring to any technique that records student performance,
including systematic notation of student academic behavior, self-
classroom tests, and
report inventories, interviews, rating scales,
locally or commercially prepared tests.
The more limited term "test" refers to the use of the same
instrument administered to all students in a grade level under
Three types of instruments are allowed as
similar conditions.
a commercially
a locally prepared grade level test;
"tests":
prepared criterion-referenced test; and a commercially prepared
norm-
and
between
differences
(The
test.
norm-referenced
criterion-referenced tests are explained on page 6.)
statute requires districts to provide periodic
The
1989
Whether this
assessment of pupil performance in each grade level.
each grade level is open to
means "testing" or "assessing" at
interpretation.
The 1989 statute (section 3301.0716(A)(3) of the Ohio Revised
Code) also requires the State Board of Education to develop a
"model" CBE program which includes "A recommended standardized test
recommended
the
meeting
progress
in
measuring
for
suitable
performance objectives in composition, mathematics, and reading for
each grade level."
The 1989 legislation directs districts to develop "written
assessment instruments" and directs the State Board of Education to
recommend a "standardized test."
That is, the local districts can
variety of
include
types
their written
instruments
of
a
in
assessments; the State Board is to confine itself to recommending
a particular test.
The term "standardized test" is commonly used, erroneously, to
refer to a norm-referenced achievement test.
In fact, any test is
a "standardized" test if it must be administered under the same
(standard) conditions for its scores to be valid.
That is, all the
students are given a test which has the same items, with the same
directions, under the same time constraints, and under the same
environmental conditions
(e.g., quiet room, desks or tables to
write on, working alone, without interruption).
Achievement and Ability Testing
The achievement and ability testing requirement was enacted
through Sub. H.B. 231 in 1987 (sections 3301.077 and 3301.078 of
the Ohio Revised Code), effective beginning in the 1989-90 school
It specified that districts give commercially published
year.
norm-referenced achievement and ability tests to students in grades
4, 6, and another grade level (to be designated by the State Board
of Education) in reading, language, and mathematics.
Revisions in
1989 (Am. Sub. S.B. 140) specified grade 8, added grade 10, and
required that test results be made public for every district and
every school building in the district.
most
Although
Ohio
school
have
districts
periodically
administered norm-referenced achievement and ability tests, the
1987 legislation was the first to specify that all students in
particular grade levels would be tested on particular subject areas
Districts select a published test from a list of 11
statewide.
which have met State Board of Education standards for technical
quality and current norms.
Norm-referenced achievement and ability tests use multiple-
choice items for ease of scoring.
These tests compare student
national
to those
scores
compare
sample,
and
in
student
a
achievement to student ability.
Achievement tests focus on knowledge and skills taught in
Test items for norm-referenced achievement tests are drawn
school.
from curricula in schools across the country; they do not reflect
any specific curriculum taught in any particular school.
Norm-
referenced achievement tests are designed to rank students against
to measure whether
each other,
not
students
have
learned
a
particular curriculum.
-4-
with the expectation that few
Some test items are included
These items allow
them correctly.
students will be able to answer
the students; that is, to spread
the test to differentiate among
In this way
normal (bell-shaped) curve.
out the scores across a
national
broad range of achievement a
the test can capture the
grade is likely to exhibit.
sample of students in that
test are compared to the scores
Each year students taking the
This sample is the
national sample.
of students in the publisher's
By definition,
norm-referenced test).
"norming group" (hence, a
half
the norming sample score below, and
half of the students in
publisher's test.
median (or middle score) on the
score above, the
percentile, or midpoint in the range of
This score becomes the 50th
subsequent test takers are compared.
scores, to which all
is to compare students to
Because their fundamental purpose
skills and
broad range of generally accepted
one another on a
best used to select students
knowledge, norm-referenced tests are
to identify students
scoring
that
is,
programs;
for special
They
than their peers on the test.
exceptionally better or worse
if students have attained the knowledge
are not intended to measure
These tests (or others
local schools.
and skills taught in their
can be useful,
to
however,
curriculum)
external to the local
local curriculum is preparing
periodically check on how the
learning objectives.
students on generalized
of the abstract
Ability tests are designed to measure some
that are important to success in
mental aptitudes and skills
ability to recognize
Typical sections assess students'
school.
and
identify analogies, as well as their memory
sequences and to
verbal reasoning.
believed to measure innate
These tests are often mistakenly
that students
Instead, they measure the aptitude
intelligence.
tasks through their experiences.
have attained for some school-like
"learned ability" than measures of
The tests are more measures of
overall "potential to learn."
achievement and
Ohio students'
In addition to comparing
national sample, the students'
ability scores with those in the
the
test are compared to their scores on
scores on the,
are achieving at the level
ability test to see
students
if
`achievement
anticipated by their ability scores.
Proficiency Testing
in 1987 through Sub.
Proficiency testing was also initiated
Ohio
3301.0710, 3301.0711, and 3313.61 of the
H.B. 231 (sections
in reading, writing,
It requires statewide tests
Revised Code).
mathematics, and citizenship.
Students must pass the state-developed ninth-grade proficiency
They must pass the
test to receive a diploma of basic competency.
criteria
and
meet
additional
test
proficiency
twelfth-grade
established by their local district or the State Board of Education
commendation.
to receive a diploma of distinction or a diploma of
The ninth-grade test was first administered in November 1990; the
twelfth-grade test goes into effect in 1993.
Proficiency tests are designed to measure how students perform
outcomes" identified by the State Board of
on specific "learning
These learning outcomes
Education as important for all students.
emphasis of a particular local
may or may not reflect the current
curriculum.
Test items are chosen to match the ninth- and twelfth-grade
There is no limit on how many students can
learning outcomes.
standard for passing.
score above the state-designated
NORM- VERSUS CRITERION-REFERENCED TESTS
use
norm-
requirements
and
both
testing
student
Ohio
The chart on the next page summarizes
criterion-referenced tests.
The most
the important differences between these types of tests.
crucial distinctions pertain to the uses for which the tests are
designed.
Norm-referenced tests are designed to compare students to
each other on a sample of items from a broad curriculum area, such
The purpose is to distinguish among students, so
as mathematics.
the best performers and the worst performers can be identified.
Consequently, items are put on the test which will differentiate
An analogy would be a test designed to
among the students.
The items would ask the
identify the best race car drivers.
drivers to perform some hair-raising maneuvers in order to find the
few drivers who can do them best.
Criterion-referenced tests are designed to see if students
have achieved a certain set of skills and knowledge which they have
Test items are chosen because they reflect the
been taught.
The purpose is to
specific curriculum actually taught to students.
determine whether students can meet a preset standard or criterion
The analogy would be the test given to attain a
for passing.
Items are chosen to test knowledge about the
driver's license.
Theoretically all who study and
basic driving skills and rules.
practice for the test can pass it.
AND CRITERION-REFERENCED TES
COMPARISON OF NORM-REFERENCED
CRITERION-REFERENCED
NORM-REFERENCED
Test to award a driver's
Test to select the best
Example:
license
race car driver
"Everybody can pass"
"Grading on a curve"
Measure performance as
Measure performance as
Definition:
compared against an
compared against others on
absolute standard (i.e.,
the same test (i.e., with
with reference to a
reference to a "norm")
"criterion")
Progress in specific
Selection of students for
Recommended Uses:
curriculum
special programs
Classification of students
Not for cross-curriculum
Not for measuring student
Inappropriate Uses and
testing
performance on local
Limitations
Not for selection or
program or curriculum
classification
Not for frequent use in
instruction
Explicit standards used for
Maximize individual
Key Emphasis:
interpreting test perform-
differences
ance (e.g., 70% = passing)
Survey generally accepted
Items taken directly from
skills and knowledge.
specific curriculum
Select items that match
Sample from theoretically
Item Selection:
behaviors called for in
and generally defined
specifically defined
content area
instruction
Select items that will
distinguish among test
takers (i.e., items that
will force scores into
normal (bell-shaped) curve
Performance objectives
Knowledge of curriculum
Necessary Input for the
which include an acceptable
content area on which
Test Development Process:
level (criterion) of per-
students can be expected to
formance
differ
A statement of whether a
Percentile rank
Types of Scores Reported:
student (or group of
Normal Curve Equivalents
students) has correctly
(NCE)
answered a predetermined
Stanine score
percent of items
Grade equivalent score
"You answered 70% of the
"You performed better on
Example of Test
items for this curriculum
this test than approxi-
Interpretation:
unit correctly."
mately 70% of the students
in the group against which
you are being compared."
Regional Educational Laboratory,
Assessment Projects, Northwest
Adapted from:
Portland, Oregon