New Test Item Specifications for High School Courses:
Implications for Upcoming Common Assessments and
Opportunities for Involvement
Heather P. Wright
August 9-10, 2012
Common Board Configuration
Date: August 9 & 10, 2012
Vocabulary: Item Specifications
Bell Ringer: How do your teachers use item
specifications?
Learning Goal:Understanding the multiple
implications of new test item specifications for
previously untested courses
Agenda: Gradual Release
Benchmark: N/A
Objective: Participants will understand the
creation process for the new test item specification
for high school “gap” courses, will understand the
instructional implications of these item
specifications, and will learn about upcoming
opportunities for involvement in the “Gap” course
assessment project.
Essential Question: What is the creation process for the
test item specifications for high school “gap” courses? How do
these test item specifications affect upcoming common
assessments? What professional development opportunities
and opportunities for involvement are available for Lake
County teachers?
Summarizing Activity: Consider how you
will use test item specifications in your
school to improve instruction.
Homework: Encourage your teachers to
participate as item writers and
reviewers.
Lake County Schools
Vision Statement
 A dynamic, progressive and collaborative learning community embracing
change and diversity where every student will graduate with the skills needed
to succeed in postsecondary education and the workplace.
Mission Statement
 The mission of the Lake County Schools is to provide every student with
individual opportunities to excel.
 Lake County Schools is committed to excellence in all curricular opportunities
and instructional best practices. This focus area addresses closing the
achievement gap, increased graduation rate, decreased dropout rate, increase
in Level 3 and above scores on the FCAT, achieving an increase in the number
of students enrolled in advanced placement and dual enrollment opportunities
and implementing the best practices in instructional methodology.
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st
21
Century Skills
Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
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High Effect Size Indicators
“The Department’s identified set of indicators on
high effect size instructional and leadership
strategies with a causal relationship to student
learning growth constitute priority issues for
deliberate practice and faculty development.”
-Florida Department of Education, 2012
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Classroom Teacher
High Effect Indicators
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Learning Goal with Scales
Tracking Student Progress
Established Content
Standards
Multi-tiered System of
Supports
Clear Goals
Text Complexity
ESOL Students
School Leadership
High Effect Indicators
 Feedback Practices
 Facilitating Professional
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Learning
Clear Goals and Expectations
Instructional Resources
High Effect Size Strategies
Instructional Initiatives
Monitoring Text Complexity
Interventions
Instructional Adaptations
ESOL Strategies
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The Challenge: Florida State
Statute 1008.22(8)
(a) Measurement of the learning gains of students in all subjects
and grade levels other than subjects and grade levels required for
the state student achievement testing program is the
responsibility of the school districts.
(b) Beginning with the 2014-2015 school year, each school
district shall administer for each course offered in the district a
student assessment that measures mastery of the content, as
described in the state-adopted course description, at the necessary
level of rigor for the course. Such assessments may include:
1. Statewide assessments.
2. Other standardized assessments, including nationally
recognized standardized assessments.
3. Industry certification examinations.
4. District-developed or district-selected end-of-course
assessments.
Statewide Gap Analysis: Master
Assessment Plan
 As of 2011, 2882 total courses offered K-12 statewide
 636 with planned or existing statewide standardized
assessments, FL Interim Assessments, Districtdeveloped Hard to Measure assessments, or other
assessments (AP, IB, AICE, etc.)
 2246 “gap” courses
District Gap Analysis
 Focus on 9-12 courses
 Lake County: 91 “gap” courses grades 9-12 with
enrollments >50
Central Florida Assessment
Collaborative “Gap” Courses
Identified
Physical Science
(R&H)
Anatomy &
Physiology
(R&H)
Marine Science 1
& 2 (R&H)
Integrated
Science 1 & 2
Environmental
Science
Forensic Science
Zoology
Genetics
Intensive Math*
Pre-Calculus*
Liberal Arts Math*
Informal
Geometry*
Analysis of
Functions*
Adv Alg w/ Fin
Applications*
Analytic
Geometry*
Math for College
Readiness
Trigonometry*
Calculus*
Probability &
Statistics*
Anthropology*
World Cultural
Geography
Psychology 1 & 2*
Sociology*
Law Studies
American
Economic
Experience:
Scarcity & Choice
Civics (HS)
Digital Design 1*
Computers for
College & Careers
Creative Writing 15
Journalism 1-5*
Chinese 1-4
Japanese 1-4
Russian 1-2
Arabic 1-4
CFAC Partner Districts
Bay County
Brevard
County
Duval County
Jackson
County
Citrus County
Desoto
County
Glades County Hardee
County
Hendry
County
Hernando
County
Lake County
Leon County
Levy County
Manatee
County
Orange
County
Osceola
County
Pasco County
Sarasota
County
Seminole
County
Volusia
County
Martin County Okeechobee
County
Pinellas
County
Polk County
Charlotte
County
Compensation for Participants
 CFAC Recommended compensation guidelines:
 $750/item specification developer
 $25/accepted item for item writers
 4 items/hour reviewed by item reviewers, at LCEA
agreed-upon hourly stipend
Item Specification Development: Step 1 –
Identification of Assessable Benchmarks
Item Specification Development: Step 2 –
Identification of Reporting Categories
 Example: Physical Science
 Physics
 Chemistry
 Human Impacts
 Nature of Science
Item Specification Development: Step 3
– Building out Item Specifications
Item Specification Development: Step 3
– Building out Item Specifications
Item Specification Development: Step 3
– Building out Item Specifications
Item Specification Development:
Step 4: Designing the Assessment
Item Specification Development:
Step 4: Designing the Assessment
Lake County Participants To Date:
 Gap Course Project:
EHS
ERHS
LHS
LMHS
SLHS
THS
UHS
MDHS
4
6
4
5
2
3
2
0
 Hard to Measure Project:
EHS
ERHS
LHS
LMHS
SLHS
THS
UHS
MDHS
1
2
2
0
4
0
0
0
Future Opportunities for
Involvement:
 “Gap” Science, Math, ELA, Social Studies, and CTE:
Need additional item writers & reviewers
 Round 2 call for item writers & reviewers for Hard to
Measure projects
 Possible Round 2 call for item writers & reviewers for
Interim Assessment Item Bank
Participant Scale and Reflection
(Please complete and turn in)
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