Iowa Department of Education

Articles for Use in Professional Development

Alignment of Standards And Assessments as an Accountability Criterion
La Marca, P. M., (2001). Alignment of standards and assessments as an accountability criterion. Practical Assessment, Research & Evaluation, 7(21). Retrieved November 1, 2007 from http://PAREonline.net/getvn.asp?v=7&n=21

The article provides an overview of the concept of alignment and the role it plays in assessment and accountability systems.

The Concept of Statistical Significant Testing
Thompson, B., (1994). The concept of statistical significance testing. Practical Assessment, Research & Evaluation, 4(5). Retrieved November 1, 2007 from http://PAREonline.net/getvn.asp?v=4&n=5

The short article can help provide a better understanding of the concept of significance testing. The meaning of probabilities, the concept of statistical significance, arguments against significance testing, misinterpretation, and alternatives are discussed.

Designing Scoring Rubrics for Your Classroom
Mertler, C. A., (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved November 1, 2007 from http://PAREonline.net/getvn.asp?v=7&n=25

The article describes different types of scoring guides and includes seven steps to designing a scoring guide

Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment
Mantero, M., (2002). Evaluating classroom communication: in support of emergent and authentic frameworks in second language assessment. Practical Assessment, Research & Evaluation, 8(8). Retrieved November 1, 2007 from http://PAREonline.net/getvn.asp?v=8&n=8

The article focuses on verbal communication or production rather than written communication and reading because verbal communication requires speakers to negotiate meaning with each other consistent with sociocultural theory.

Questions To Ask When Evaluating Tests
Rudner, L. M., (1994). Questions to ask when evaluating tests. Practical Assessment, Research & Evaluation, 4(2). Retrieved November 1, 2007 from http://PAREonline.net/getvn.asp?v=4&n=2

The article provides insight in test coverage and use, appropriate sample size, reliability, criterion validity, construct validity, content validity, test administration, test reporting, and test and item bias.

Using Customized Standardized Tests
Williams, P. L., (1989). Using customized standardized tests. Practical Assessment, Research & Evaluation, 1(9). Retrieved November 1, 2007 from http://PAREonline.net/getvn.asp?v=1&n=9

The article provides suggestions for improving district-wide assessments as well as describing several models.

Using NAEP to Confirm State Test Results in the No Child Left Behind Act
Stoneberg, B. D. (2007). Using NAEP to Confirm State Test Results in the No Child Left Behind Act. Practical Assessment Research & Evaluation, 12(5). Retrieved November 1, 2007 from http://pareonline.net/getvn.asp?v=12&n=5

The article provides insights on the principles and “ground rules” for using NAEP achievement level scores.

Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics
Moskal, B. M., (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research & Evaluation, 8(14). Retrieved November 1, 2007 from http://PAREonline.net/getvn.asp?v=8&n=14

The article provides a comprehensive set of recommendations for the development of performance assessments and scoring rubrics.

Links

National Assessment of Educational Progress (NAEP)
http://nces.ed.gov/nationsreportcard/

Known as the Nation's Report Card, NAEP is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas.

No Child Left Behind (NCLB)
http://www.ed.gov/nclb/landing.jhtml

The website includes information from the U.S. Department of Education pertaining to the NCLB legislation.

Practical Assessment, Research and Evaluation
http://pareonline.net/Home.htm

A peer-reviewed electronic journal designed to provide access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice.

Test Preparation

ACT Test Prep
http://www.actstudent.org/testprep/index.html

ACT provides a site for students to obtain information on test preparation, frequently asked questions, test-taking tips, and samples test questions.

National Assessment of Educational Progress (NAEP) Guide
http://nces.ed.gov/nationsreportcard/pdf/main1999/2000456.pdf

A guide to answer such questions as "What subjects are assessed?" Additionally, the NAEP provides sample questions and sample booklets for use in the classroom. The sample questions are released items from previous years. The portal for NAEP Questions is found at the following website: http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp

SAT Preparation Center
http://www.collegeboard.com/student/testing/sat/prep_one/prep_one.html

CollegeBoard provides online courses in test preparation for the SAT, as well as other tests. They also have a free website for test preparation and test taking tips that are appropriate for the SAT.  

Test Preparation: Considering the Appropriateness of these Activities - A Professional Development Module for Iowa Educators
http://www.education.uiowa.edu/projects/testprep/

This module has been designed for use by Iowa educators to assist you in making sound decisions regarding activities associated with preparing students to take the Iowa Tests of Basic Skills (ITBS) or Iowa Tests of Educational Development (ITED). 

Using Data

The Annual Progress Report (APR)
http://www.iowa.gov/educate/content/view/298/368/

To satisfy the requirements for reporting annual progress toward state and federal indicators, school districts and non-public schools in Iowa complete an Annual Progress Report (APR) due to the Iowa Department of Education by September 15 each year. APRs include information regarding academic proficiency, academic goals, dropouts, graduation rates, attendance rates, and post-secondary data.

Annual Yearly Progress (AYP)
http://www.iowa.gov/educate/content/view/654/625/

Video segments, documents, NCLB updates, and ICN presentations for AYP.

Basic Education Data Survey (BEDS)
http://www.iowa.gov/educate/content/view/39/907/

BEDS collects staffing, student and policy data from all K-12 public schools in Iowa plus accredited nonpublic K-12 schools. Staffing data is also collected from the state's area education agencies (AEAs). Data collection occurs twice a year in the fall and spring. Data from the BEDS is used to meet state and federal reporting requirements. In addition data is used to respond to legislative requests for information and support education research.

Comprehensive School Improvement Plan (CSIP)
http://www.iowa.gov/educate/content/view/300/372/

Iowa schools or school districts use student achievement data to develop school improvement plans. The schools or school districts submit a revised five-year CSIP by September 15 of the school year following the comprehensive site visit specified in Iowa Code 256.11 which incorporates, when appropriate, areas of improvement noted by the school improvement visitation team.  School districts and non-public schools are required to revise and re-certify their CSIPs by the September 15th date of the next school year. School districts and non-public schools are encouraged to annually update their CSIPs as ongoing planning documents.

Education Statistics
http://www.iowa.gov/educate/content/view/346/299/

Presents the data collected by the Department of Education in various formats. While most of the data are presented in excel spreadsheets that users can download for their own analysis, maps and written reports, including the annual Condition of Education Report, are also included.

Instructional Decision Making (IDM)
http://www.iowa.gov/educate/content/view/801/916/

The IDM process begins with all students having access to a guaranteed and viable curriculum provided by the school through the core instructional program. Assessment data are gathered on a regular basis and each student’s response to instruction is evaluated. Students with additional instructional needs are provided supplemental and core instruction. Those students with significant needs are provided intensive instruction in addition to core instruction. Performance is monitored and students move from one cycle of instruction to another as indicated by the data.

Iowa Professional Development Model (IPDM)
http://www.iowa.gov/educate/content/view/232/637/

The IPDM provides districts and buildings with a structure for developing professional development that if focused, collaborative, research-based, data-driven, and directly supports the Comprehensive School Improvement Process goals for student achievement.

Project EASIER (Electronic Access System for Iowa Education Records)
http://www.iowa.gov/educate/content/view/44/907/

Project EASIER  is the Iowa Department of Education's initiative involving the transfer of individual student records. The mission of the project is to reduce data burden, encourage better decision-making by establishing and maintaining a cost effective method of accessing and transferring accurate and timely education information among school districts, postsecondary institutions and the Iowa Department of Education.

PK-12 Student Data Education Statistics
http://www.iowa.gov/educate/component/option,com_docman/task,cat_view/gid,93/Itemid,55/

A repository of the information published by the Iowa Department of Education. Information can be found by drilling down through the various categories of information or by searching for a particular document through the repository search feature at the bottom of the page.