Transcript of Using the Iowa Assessments to Measure the Iowa Core Session 1.
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- Using the Iowa Assessments to Measure the Iowa Core Session
1
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- The Iowa Assessments
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- Design Iowa Core Test Specifications Development Process
Alignment Research Metrics Reports
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- Test Design
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- Test Specifications Content specifications Number of items per
domain/standard Cognitive specifications Available on ITPs
website
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- Test Development Test Specifications Item WritingInternal
Review External ReviewInternal Review Item Tryout Data Review
Operational Forms Construction
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- 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
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- 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
? ASkip count by 2s BSkip count by 3s CSkip count by 6s DSkip count
by 7s
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- 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.
3According to the trend in the data, which weight of paper is most
likely discarded by an 8- person household? A4.5 pounds B12.5
pounds C25.0 pounds D50.0 pounds
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- 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? A4 B5 C8 D10 E13
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- 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 1 Which conclusion is supported by the students
results? AWater expands on freezing because its volume increases.
BWater contracts on freezing because its volume increases. CWater
expands on freezing because its volume decreases. DWater contracts
on freezing because its volume decreases. 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.
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- Earth & SpaceStructure of EarthConceptual understanding
CORE: Earth and SpaceUnderstand 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? AFossil II is heavier than
Fossil I. BFossil I is heavier than Fossil II. CFossil II is older
than Fossil I. DFossil I is older than Fossil II.
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- 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 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. 1What question was the student most likely testing?
AHow much light do the plants need to grow well? BHow much water do
the plants need to grow well? CDo the plants need light and water
to grow well? DDo the plants need light and soil to grow well?
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- 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?
AHide BComfort CWeaken DConfuse
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- 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. 1You are at
the Capitol and want to go to the Washington Monument. Which
direction will you walk? AEast BWest CNorth DSouth
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- 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 &
OrganizationLogic & Coherence Cognitive Level: Extended
Reasoning 1 The writer wants to add a sentence to introduce
paragraph 2. Which sentence would best accomplish this purpose?
AThis story isnt over yet. BTheres more here than meets your eye,
however. CNow the neighborhood association needs your support. DIt
isnt really enough anymore just to walk through the neighborhood. 1
If youre 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. 2 The gardeners have been so successful that
tending there creation has become more than theyre able to handle.
Thats 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
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- Test Development Test Specifications Item WritingInternal
Review External ReviewInternal Review Item Tryout Data Review
Operational Forms Construction
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- Metrics
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- Reporting Metrics Standard Scores Grade Equivalents Percentile
Ranks (national, state and local)
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- Metrics allow us to set goals for students measure growth
quantify growth compare performance across tests and grade levels
track towards readiness
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- Reports to Support the Iowa Core
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- Report Characteristics Standard Score National Percentile Rank
Grade Equivalent Proficiency Indicator Growth Indicator Skill
Domain Summary Interpretation Standards Summary
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