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Block 3 Group Project

The Negatives of ECA Testing
by

casey bireley

on 13 November 2013

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Transcript of Block 3 Group Project

ECA Assessments
by
Casey Bireley
Kristen Barclay
Antranik Askander

What Is It And Its Purpose?
What Is It and Its Purpose?
o Used to report student demographic characteristics and school accountability.
o Satisfies requirements for Bio I in NCLB (No Child Left Behind)
o Graduation Exam consists of two assessments: Algebra 1 and English 10
• Al 1- four items: constructed-response, multiple choice, gridded response, graphing. Calculators are available on a portion of the test, and reference sheets are available to help students solve problems.
• Eng 10 – three items: constructed-response, multiple-choice, writing prompt.
• Bio 1 – constructed-response and multiple-choice(Office of Student Assessment, 2013).
The Illinois State Board of Education is beginning the ISAT in 2014 (Illinois Standards Achievement Test). This test is similar to the ECAs in that it follows the Common Core Standards and tests Reading, Math, and Science (Palmer, 2013).


Personal Opinions
and Connections
o Schools are becoming very hostile environments. These high stakes test create an atmosphere where teachers, students, and administrators may be hostile due to the requirements of the test.
o This could lead to an increase in the student drop out rate.
• Drop out has increased in many areas over the past several years.

o Higher rates of suspensions and expulsions may occur.
• Especially with students of color.
o If students are in the classroom, they will be off the streets.
• High risk testing puts them in a situation where they may be forced out due to the school's need for results on the test.

o Schools should not be used as prisons.
• Instead of having mandatory punishments, students should be individually assessed in order to help them get to where they want to go.
• When students are treated like criminals, they will act like criminals.
• We cannot ignore the important emotional, psychological, and physical developmental needs of young people.
o We need to get away from, “What was educationally significant but hard to measure has been replaced by what is educationally insignificant but easy to measure.”
• Students deserve higher learning in the classroom (Advancement Project, 2010).

o Students are taught to the test.
• No true learning happens in the classroom.
• There is a lack of authentic assessments.
o High-Risk testing may lower student
achievement.
o Concentration on those subjects may
lead students to think that every other subject is not important.

o There is more pressure from teachers in those subjects.
o Accommodations are stated in the program, but those accommodated students still may not perform as well as others on the test.
o Students may not care about how they do on a test.
o Students do not want to feel like they are just a test score or a number.

Office of Student Assessment, 2013, 2013-2014 Indiana Assessment Program Manual Appendix C, Indiana Department of Education, 22 p.
Impact on
Administration
o The administration might manipulate test results to show higher achievement.
o They may also put unnecessary pressure on students and teachers to perform.

Office of Student Assessment, 2013, 2013-2014 Indiana Assessment Program Manual Chapter 2, Indiana Department of Education, 8 p.
Autism Resource Network, 2012, The Differences in Indiana Standardized Testing, Autism Resource Network of Indiana, Retrieved on 10/9/2013 from http://www.arnionline.org/index.php?option=com_content&view=article&id=7181:the- differences-in-indiana-standardized-testing-&catid=47:arnifaq&Itemid=41
Advancement Project, 2010, Test, Punish, and Push Out: How “Zero Tolerance” and High Stakes Testing Funnel youth Into the School-To-Prison Pipeline: Advancement Project, 55 p.
o Teaching to the test:
• There is no true learning in the classroom.
• There is a lack of authentic assessments.

o Teachers have to spend classroom time preparing for the test instead of on instructional time.

o Some teachers may give answers to their students in order to make the class score better.

Impact on Student Learning
Impact on instruction
and teachers’ experiences
Resources
o Used as “end of course” assessments.
o Developed for students completing instruction in Algebra I, Biology I, or English 10.
o Measure student achievement (Office of Student Assessment, 2013).

o Students can retake the test a maximum of one time per semester.
• For Bio 1, schools test those students who complete Bio 1 at their school.
There is no retesting in Bio. NCLB does not require students to pass the assessment, therefore, they do not offer retesting for Biology 1 ECA.
o Students' ECA results are included on their transcripts (Office of Student Assessment, 2013).
o The graduation requirement consists of Algebra I and English 10 ECAs.
• Every student must demonstrate mastery in these areas.
• Students must obtain scores at or above passing scale scores in Algebra I and English 10.
• Students must also meet all state and local graduation requirements.
o The law does not require all students to achieve passing scores on ECAs.
• Students must demonstrate mastery in the area.
Additionally, the state is starting to transition to the PARCC exams.
Students also take the Prairie State Achievement Examination (PSAE) in 11th grade. This assessment tests the ACT writing portion, an Illinois State science assessment, applied mathematics, and reading (Office of Student Assessment, 2013).
o Focus on Indiana testing.
-Accommodations must be approved and may be administered by the classroom teacher in order to offer a "level playing field" to achieve assessment parity regardless of disability or language deficiency.
• IEP and Section 504 Plans for public
• ISP and Second 504 for private
• ILP for English Learners
• Temporary Accommodations are available for temporary disabilities.
• Additional Accommodations include:
• English and Biology – Highlighter, option eliminator, bookmarks
• Algebra- same as above, math reference sheet, calculator
• Many other accommodations are available based on individual situations (Autism Resource Network, 2013).

o If a student does not achieve a passing score, they may be eligible to graduate if all these requirements are met:
• Grad exam in Algebra I and/or English 10 in which the student did not achieve a passing score at least one time every school year
• Completes remediation
• High attendance of 95%
• C average or equivalent in courses
• Satisfies state and local graduation requirements
• Either:
1. Requirements met for GED, workforce readiness assessment, industry certification
2. Written recommendation from teacher, tests other than graduation exam, and classroom work (Office of Student Assessment, 2013).


Similar to Indiana, there are many critics to the testing system in Illinois. They are transitioning into the Common Core Standards and are trying to make the best of it as well. Some schools are taking the ISAT while other students take the PSAE and also the PARCC is being introduced. With so many tests it can be confusing to the students (Advance Illinois, 2013).
Palmer, J. (2013, October 10). Illinois standards achievement test (ISAT). Retrieved from http://www.isbe.state.il.us/assessment/isat.htm


Advance Illinois: Every student world ready. (2013). Retrieved from http://www.advanceillinois.org/guiding-principles-pages-22.php
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