January/February 2018 – Vol. 31 No. 2

The Nation’s Report Card Releases Results From an Innovative, Interactive Computer-Based Writing Assessment

Posted: Friday, September 14th, 2012

More than three-quarters of 8th- and 12th-grade students perform at or above the Basic level.

WASHINGTON (Sept. 14, 2012) – For the first time in its history, the National Assessment of Educational Progress (NAEP) has used computers to assess students’ writing, with national samples of 8th- and 12th-grade students. Results from NAEP—also known as The Nation’s Report Card—showed that more than 75 percent of students at grades 8 and 12 performed at or above the Basic achievement level, meaning that they have at least partial mastery of the knowledge and skills needed to communicate clearly in writing. But only about a quarter of the 8th and 12th graders wrote at or above the Proficient level, which means they demonstrate solid academic performance.

Writing in the 21st century takes many forms, many of them electronic. Therefore, the National Assessment Governing Board, which sets policy for NAEP, designed a new computer-based writing test. The new NAEP writing assessment in 2011 acknowledges the increasing role that technology plays in education. This groundbreaking large-scale assessment not only measures student writing achievement, it also tracks the extent to which students use common word-processing tools when developing their written responses. NAEP has measured writing for nearly four decades using a paper-and-pencil essay format, but the Governing Board determined that a new type of writing assessment was needed in this technology-driven age. For this innovative assessment, the Governing Board defined writing as a complex, multifaceted and purposeful act of communication that is accomplished in a variety of environments, under various constraints of time, and with a variety of language resources and technological tools.

“The pace of written communication in today’s environment reflects the transition to an information-based economy built on complexity and efficiency,” said David P. Driscoll, chairman of the Governing Board. “The Nation’s Report Card’s new computer-based design captures students’ ability to respond clearly and accurately in real-world, on-demand situations and allows NAEP to collect information about how students use technology in developing and editing their writing. These data tell us how well students are writing using the technology they will have in higher education and the workplace.”

In this first year of the computer-based writing assessment, NAEP tested national samples of 24,100 8th graders and 28,100 12th graders. New scales for grades 8 and 12 were developed separately and range from 0 to 300 with a mean set at 150 for each grade. As with all NAEP assessments, results are also reported across three achievement levels: Basic, Proficient, andAdvanced. The Basic level denotes partial mastery of the prerequisite skills and knowledge fundamental for proficient work; Proficient represents solid academic performance; and Advanced represents superior performance. Future results for grades 8 and 12 will be compared with the 2011 results to provide information on achievement trends over time. It is important to note that the 2011 results cannot be compared with previous NAEP writing assessments because of the change to a computer-based format and other new elements in the assessment design. In addition, NAEP conducted a 2012 pilot test in writing using a computer-based format for fourth-grade students. The Governing Board has determined that fourth graders will be included in future computer-based assessments in the coming years. When states have the infrastructure to support NAEP computer-based tests, they can volunteer to participate in future state-level NAEP writing assessments.

“Writing is fundamental to effective communication, especially in an era in which email and other word-processed documents are the norm rather than the exception. Our nation’s students need to write clearly, logically, and accurately. We need to focus on supporting students beyond Basic levels so that they have a solid grasp of effective writing skills,” said Driscoll.

The Governing Board’s goal is that as NAEP frameworks are revised, future NAEP assessments will be delivered via computer using interactive test questions and dynamic scenario-based tasks. The move to an entirely digital format represents an opportunity to collect data about how students use computers, and how this relates to performance on the assessment.

The Nation’s Report Card: Writing 2011 describes the assessment that includes writing situations common to both academic and workplace settings and asks students to write for various purposes and communicate to different audiences. Students were presented with a range of interactive tasks that included short video or audio segments, newspaper articles, data from real-world settings, and other materials on which to base their writing. Each student was given two writing tasks and had 30 minutes to complete each one. At both grades, students’ writing was scored on a six-point scale, ranging from “effective” to “little or no skill.” The scoring acknowledges that students are being evaluated on their first-draft writing in an “on-demand” situation and not on their final, polished pieces of writing. The purpose-driven writing assessment measures how well students develop, organize, and use language to convey ideas. At the same time, the computer-based format allows NAEP to gather data on the extent to which students use commonly available word-processing tools such as spell check, cut, and copy and paste. Click here for an example of an eighth-grade question.

One 12th-grade writing task asked students to explain to a college admissions committee why they value a specific type of technology. Students watched a short video with animations and statistics about technology use and then were asked to write an explanation of the value of technology. Students who wrote at an “effective” level developed explanations that included well-chosen details that enhanced meaning, a clear progression of ideas, precise word choices, and well-controlled sentences. Students scoring at the “adequate” level developed written explanations using some details that did not enhance the clarity or progression of ideas, while organization was somewhat loose and sentence structure was relatively simple.

Additional highlights from Writing 2011:

  • Three percent of both 8th and 12th graders performed at the Advanced level.
  • Twenty-four percent of students at both grades 8 and 12 performed at the Proficient level in writing.
  • Fifty-four percent of 8th graders and 52 percent of 12th graders performed at the Basic level in writing.
  • Twenty percent of 8th graders and 21 percent of 12th graders performed below the Basic level.
  • The eighth-grade average score was higher for Asian students than for other racial/ethnic groups.
  • At grade 12, White students, Asian students, and students of two or more races performed similarly to one another.
  • At both grades, Black and Hispanic students had lower average scores than White students, Asian students, and students of two or more races, and female students outscored male students.
  • At both grades, students who used the backspace key and thesaurus tool more frequently scored higher than those who engaged in these actions less frequently.
  • English language learners were less likely to use the thesaurus tool than non-English language learners.
  • Twelfth-grade students who write four to five pages a week for English language arts homework score higher than those who write fewer pages.
  • The average writing score for grade 8 students attending public schools was 16 points lower than the average score for students attending private schools, and 18 points lower than students in Catholic schools.

The Nation’s Report Card: Writing 2011 results are available at www.nationsreportcard.gov. Visit www.nagb.org/writing2011 for more information on recent results.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.