NAEP Presentations at the 2009 CCSSO National Conference on Student Assessment, June 21–24, Los Angeles, CaliforniaAre you looking for sessions on NAEP? Here is a list of NAEP-related sessions excerpted from the 3/04/2009 conference program on the Council of Chief State School Officers (CCSSO) NCSA web pages: http://www.ccsso.org/projects/national_conference_on_student_assessment/. When you arrive at the conference, please check for changes in the schedule update, available in the registration area. Sunday, 6/21/2009 Sunday, 6/21/2009 1:30 p.m.–3:00 p.m. Changing the Way We Measure Science: The Promise of High-Fidelity Test Items 3:30 p.m.–5:00 p.m. A Test's Outreach Should Exceed its Grasp: Tales from the NAGB/CCSSO Policy Task Force This session will highlight lessons learned and coming attractions from the new NAGB/CCSSO Policy Task Force. This innovative outreach initiative is a partnership of the National Assessment Governing Board and the Council of Chief State School Officers. The Task Force, consisting of high-level state education agency staff, was created in September 2007 and charged with providing state input and recommendations to the Governing Board on policy areas and projects related to the National Assessment of Educational Progress (NAEP). Recently renewed by the Governing Board for a second year, the Task Force includes representation from state chiefs, deputies, accountability directors, and public information officers. Presenters will discuss the challenges, dynamics, and policy issues addressed by the Task Force during its first year, as well as topics scheduled for upcoming meetings. Audience participation will be used to solicit future policy topics for the Task Force and discuss applications of this outreach initiative to state and local settings. 8:00 a.m.–9:30 a.m. How can Alignment Analyses of International Assessments Assist States with Standards and Assessments Development? Findings from a New Study In Fall 2008, CCSSO organized subject specialists from across the US to conduct a content analysis of the TIMSS Mathematics and Science Assessments items used for student achievement testing in 2007 and the PISA mathematics and science literacy assessment items used in 2006. The content analysis is carried out with the methodology and content frameworks of the Surveys of Enacted Curriculum (SEC). The goal of the CCSSO project, which is supported by NCES, is to provide state leaders, researchers, and educators with statistics and graphic displays that demonstrate the degree of subject content alignment between TIMSS and PISA assessments in relation to state standards and assessments. Several panelists will present study findings and implications for use of alignment analysis of international assessments with states as well as with NAEP frameworks and assessments, and our discussant will provide a broader perspective of the analysis in relation to other alignment research. 11:05 a.m.–12:00 p.m. Getting Reporters and Assessment Leaders on the Same Page The numerous NAEP Report Cards involve a large amount of data in various subjects, so it’s easy for some important information and trends to be overlooked or misunderstood. But there’s a fruitful solution: better collaboration between media and assessment-makers, and putting them on the same page on what the public needs to know about student achievement. We bring together major education reporters from the Los Angeles Times and Education Week and the Reporting and Dissemination Chair of the National Assessment Governing Board, which sets policy for NAEP. The panel's discussion would have implications for state and district assessment programs. The reporters would discuss prior NAEP coverage and how they feel results can be more ‘reporter-friendly.’ NAGB would discuss aspects in recent reports that most mainstream media didn’t pick up on or may be miscommunicated, and how reporting of the results can be tailored to give a fuller picture. Presenters: David Gordon, National Assessment Governing Board; Mitchell Landsberg, Los Angeles Times; Howard Blume, Los Angeles Times; Stephen Sawchuk, Education Week 3:30 p.m.–5:00 p.m. Lessons Learned from Participating in the NAEP 2009 Grade 12 State Pilot The 2009 National Assessment of Educational Progress (NAEP) marked the first time states could volunteer to receive state-level data at the twelfth grade. Previously, fourth- and eight-grade state-level data were available, while twelfth-grade data were reported only nationally. Eleven states volunteered for this effort that will provide a rigorous, independent measure of seniors’ mathematics and reading abilities at the close of their high school careers. A panel of five states will share the lessons they learned by participating in the grade 12 state pilot. The states will explain their context for participating in the pilot, what they hope to get from participation, and the opportunities and challenges they experienced by being one of the first states to participate in state-level twelfth-grade NAEP. Presenters: Marcie Hickman, Westat, NAEP State Service Center; Pamela Byrd, Arkansas Department of Education; Andy Metcalf, Illinois State Board of Education; Barbara Smey-Richman, New Jersey Department of Education; Vickie Baker, West Virginia Department of Education Tuesday, 6/23/2009 8:00 a.m.–9:30 a.m. Guidelines for Assessing English Language Learners in Academic Content Areas In their accountability systems, states must use assessments that provide valid and reliable information about English Language Learners (ELLs). This panel provides a look at the state of the art guidelines for assessing content knowledge of ELLs regarding all stages of assessment, from the planning of the instrument, the specifications, the alignment to curriculum standards, to scoring and analysis. The first presentation provides an overview of assessment guidelines for ELLs. The remaining papers delve into specific aspects of the guidelines regarding test development, administration and analyses. They are the linguistic modification of assessments, test accommodations, test score analysis and validity assessment. The purpose of these guidelines is to provide practitioners with a framework to assist in making appropriate decisions regarding the assessment of ELLs in academic content areas. Presenters: Maria Martiniello, Educational Testing Service; Jamal Abedi, University of California, Davis; Charlene Rivera, The George Washington University Center for Equity & Excellence in Education; Mary Pitoniak, Educational Testing Service; Laura Ayala (Discussant), Texas Education Agency 8:00 a.m.–9:30 a.m. Findings from the Evaluation of the National Assessment of Educational Progress Because NAEP serves as a broad measure of achievement and growth for the nation’s students, Congress mandated periodic evaluations of the program. Presentations in this session will discuss the studies that were conducted as part of the most recent NAEP evaluation. Studies prioritized for inclusion in the evaluation design were ones that aligned with specific questions from the mandate, but also had the greatest opportunity to inform policy. The range of included studies focused on both breadth and depth of the program. These studies were a) an audit of the NAEP assessment lifecycle, b) validity of NAEP Achievement Levels, c) utility of NAEP score reports, and d) score equity assessment. The presenters in this session will describe the design and overall findings of these studies and discuss the challenges that the educational measurement community faces when communicating measurement information to policymakers. Presenters: Chad Buckendahl, Alpine Testing Solutions; Steve Sireci, University of Massachusetts, Amherst; Susan Davis, Alpine Testing Solutions; Ron Hambleton, University of Massachusetts, Amherst 10:00 a.m.–10:55 a.m. 2007 Survey of State Assessment Programs Accountability requirements of the federal No Child Left Behind Act have prompted many states to examine and revise their state assessment programs. However, there is a dearth of available information which explores assessment program characteristics across states over time. Together with AIR, NCES conducted a survey which collected information about each state’s assessment program, including details about AYP determination, state accountability, testing accommodations, and comparability of results over time. This information provides useful specifics about assessment programs from all 50 states and the District of Columbia in a single location, facilitating comparison. This session will summarize findings from the NCES 2007 survey of state assessment program characteristics and present implications for studies comparing NAEP and state assessment outcomes. NAEP State Coordinators from two states (Virginia and Vermont) will provide perspectives on survey development and implications. Presenters: Shannon Madsen, American Institutes for Research; LaRena Woods, American Institutes for Research; Wendy Geiger, Virginia Department of Education; Susan Hayes, Vermont Department of Education 11:05 a.m.–12:00 p.m. What Does NAEP Grade Eight Data on School Experience Show about Student Learning and The answers that grade eight students gave on NAEP background questions can give us insight into how test anxiety, work ethics, teaching methods, etc. may affect achievement. NAEP coordinators from Arizona, Colorado, Florida, and Virginia will describe their findings and how they used the information to help increase motivation of grade 8 students on NAEP. Presenters: Carrie L. Giovannone, Arizona Department of Education; Pam A. Sandoval, Colorado Department of Education; Michele Sonnenfeld, Florida Department of Education; Wendy Geiger, Virginia Department of Education Plans for the 2012 NAEP Framework for Technological Literacy The National Assessment Governing Board has contracted with WestEd to develop the Technological Literacy Framework and Assessment Specifications project for the 2012 National Assessment of Educational Progress (NAEP). Assisting WestEd are the Council of Chief State School Officers (CCSSO), the International Society for Technology in Education (ISTE), International Technology Education Association (ITEA), Partnership for 21st Century Skills, and State Educational Technology Directors Association (SETDA). This will be the first NAEP for technological literacy and the first to be delivered entirely by technology. The session will describe policy guidelines provided by the Steering Committee, led by Senta Raizen. The framework under development by the Planning Committee, led by Edys Quellmalz, will address uses of technology in the designed world and in information and communication technologies. John Tanner will describe the role of CCSSO in gathering feedback from educational stakeholders and the public. Audience members will be invited to comment on the preliminary framework recommendations. Presenters: Edys Quellmalz, WestEd; Steve Schneider, WestEd; Senta Raizen, WestEd; John Tanner, Council of Chief State School Officers 3:30 p.m.–5:00 p.m. The National Context of Postsecondary Preparedness Preparedness initiatives represent a dynamic and rapidly changing context across the nation. The national context of preparedness will be outlined by Stanford University Professor Emeritus Michael Kirst, a national leader in education policy research on postsecondary preparedness. States have been selected to represent an array of approaches and will summarize their initiatives related to preparedness. The National Assessment Governing Board will present the research plans underway for reporting 12th-grade preparedness for the 2009 NAEP Reading and Mathematics assessments, which will include the first-ever state-level pilot in 11 states. The panel and audience discussion will focus on how the needs of states are reflected in the evolving policy context and the role of grade 12 NAEP to better serve states in this evolving context. Presenters: Michelle Blair, National Assessment Governing Board; Michael Kirst, Stanford University; Deborah Sigman, California Department of Education; Charity Smith, Arkansas Department of Education Wednesday, 6/24/2009 8:00 a.m.–10:00 a.m. Accommodations for ELL Students With Disabilities: A National Perspective This session addresses the needs of states to identify effective and relevant accommodations for English language learners (ELLs) with disabilities in an effort to provide them with reliable and valid assessments outcomes. These students face dual challenges of limited English proficiency and disabilities but receive limited attention. In this session, findings of studies on the accommodations for ELL students with disabilities that were conducted based on large national samples will be presented. In addition, states policies and practices regarding accommodations for these students will be discussed. Based on the outcomes of the studies and based on the existing state policies, recommendations for selecting effective and relevant accommodations that will lead to valid assessment outcomes for these students will be Presenters: Jamal Abedi, University of California, Davis; Martha Thurlow, National Center for Educational Outcomes; Charlene Rivera, Center for Equity and Excellence in Education; Julia Lara 10:00 a.m.–12:00 p.m. Can English Language Proficiency Assessment Outcomes Inform Policies on Participation of ELL Students in Content-Based Assessments? State assessments that are used for the NCLB Title I accountability purposes are mainly constructed for students who are fluent in English. Therefore, there might be linguistic factors that could seriously undermine the validity of content based assessments for English language learners. Hence, it is imperative to determine at what level of proficiency in English ELL students can meaningfully participate in the state content-based assessments in English. In this session we present research-based evidence on how English language proficiency scores can help states and local districts guide ELL student participation in the Title I assessment to produce outcomes that are reliable and valid. Presenters: Jamal Abedi, University of California, Davis; Ellen Forte, President, edCount, LLC;
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