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OHIOS STATE TEST HIGH SCHOOL AMERICAN HISTORY TEACHERS GUIDE



REVISED AND UPDATED WITH SAMPLE TEST ITEMS


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YOUNGSTOWN CITY SCHOOLS SOCIAL STUDIES DEPARTMENT

http://www.youngstown.k12.oh.us/SocialStudies.aspx

General Description of the American History Summative Examination 1
In 2010 Ohio adopted new rigorous academic content standards for American History. A model curriculum based on these new standards was adopted in 2011.
An achievement examination that aligns to the new standards and model curriculum is mandated by Ohio Revised Code 3301.079. The assessment will be administered as a two-part summative exam, in a computer-delivered format, to measure progress toward the standards and to provide information to teachers and administrators.
The content to be assessed is defined by the information contained in the Content Statements from Ohio’s New Learning Standards and by the Expectations for Learning contained in the Model Curriculum for American History. In addition, the information contained in the Content Elaborations of the Model Curricula is to be used by item writers to comprehend the scope of the information and the instructional weight of the Content Statement and the Expectations for Learning.


Test Design: Two-Part Summative Assessment
The structure of the American History Summative Assessment follows the general outline of the summative assessments developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) consortium for measuring progress toward the Common Core State Standards (CCSS) in English language arts and mathematics. The American History examination will consist of two parts: a performance-based assessment (PBA) that will be administered approximately three-quarters of the way through the year and an end-of-year (EOY) assessment that will be given near the end of the year.
Both the PBA and the EOY assessment are fixed forms that are administered in an online format. The PBA is different in that, in addition to technology-enhanced items (i.e., graphic-response and short-answer items), it also contains constructed-response items that require the student to type a response into the computer interface. These items are scored by human scorers rather than by computer. The lead time needed to score the items means that the PBA must be administered approximately three-quarters of the way through the year. Outcomes are reported to schools by the end of the year. After the student has completed both parts of the examination, his or her scores will be combined to yield a comprehensive view of the student’s progress.

Part I: Performance-Based Assessment
The PBA will assess the student’s knowledge of material from approximately the first three-quarters of the course, as specified in this document. The assessment will consist of approximately 12 items worth a total of 20 points. It will require students to engage with course content at a significant cognitive depth and a meaningful level of analysis. Following the PARCC model, the PBA will present a combination of discrete items and tasks, or sets of items linked to stimuli that engage significant content aligned to the model curriculum. Examples of a task stimulus include a set of data tables or charts, a simulation or a set of passages or maps, all of which are linked by a central theme. The sequence of items associated with the stimulus draws the student into deeper analysis and interpretation of the source materials than might ordinarily be possible in a single item. Each task might consist of one or more hand-scored constructed- response items or technology-enhanced graphic-response items that require the student to construct, rather than select, a response.

Part II: End-of-Year Assessment


1 This guide is adapted from the American History Test Specifications and American History Model Curriculum by the Ohio

Department of Education: http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Social-Studies



2
The EOY assessment will cover the entire content of the course as specified in this document. It will be administered as close as possible to the end of the year (after approximately 90% of the course has been completed). All EOY assessment items will be scored by computer, making possible a very quick return of scores. Like the PBA, the EOY assessment will contain a combination of item types, but approximately 50% of the points on the examination will come from selected-response (multiple-choice) items. The remainder will be a combination of technology-enhanced items (short-answer and graphic-response items).

American History Summative Assessment Blueprint
The test blueprint tables below and on the following pages display the distribution of item types across the two parts of the assessment. Table 1 shows the distribution of item types in the two parts of the assessment separately. Table 2 shows the distribution of content topics by reporting category. Table 3 shows which Content Statements may be included on the Performance-Based Assessment. Note that all assessed content statements may be included on the EOY.
Table 1: Item Types





Item Format

Points

per

Item

Min

Items

Max

Items

Min

Points

Max

Points

Total

Points

Performance- Based

Multiple-Choice

1

0

0

0

0

20


Graphic-Response

2

2

5

4

10

Graphic-Response or Short-

Answer

1

0

0

0

0

Hand-Scored Short Constructed

Response

2

3

6

6

12

Hand-Scored Extended

Constructed Response

4

0

1

0

4

End-of-Year

Multiple-Choice

1

18

24

18

24

44


Graphic-Response

2

8

12

16

24

Graphic-Response or Short-

Answer

1

0

8

0

8

Hand-Scored Short Constructed

Response

2

These item types will not appear on the EOY exam.



Hand-Scored Extended

Constructed Response

4

3
Table 2: Content Topics by Reporting Category




Reporting

Category

American History Topic(s)*

Percent of

Total Content

Statements

Points

A


Historical Thinking and Skills

28%

18


Historical Documents

B


Industrialization and Progressivism

39%

25


Foreign Affairs from Imperialism to Post-World War I

Prosperity, Depression and the New Deal

From Isolation to World War II

C


The Cold War

33%


21


Social Transformation in the United States (1945–1994)

United States and the Post-Cold War World (1991–Present)

* Every Summative Assessment will contain at least one item from every topic on this table.



Table 3: Content Statements on the PBA


Reporting

Category

American History Topic(s)

Content Statements Eligible

for Use on the Performance

Based Assessment

A


Historical Thinking and Skills

CS 2-4

Historical Documents

CS 5-9

B


Industrialization and Progressivism

CS 10-14

Foreign Affairs from Imperialism to Post-World War I

CS 15-16

Prosperity, Depression and the New Deal

CS 17-20

From Isolation to World War II

CS 21-22

C


The Cold War

Not assessed on the PBA

Social Transformation in the United States (1945–1994)

Not assessed on the PBA

United States and the Post-Cold War World (1991–Present)

Not assessed on the PBA

4
Description of Item and Stimulus Types


The several types of items on the examination fall into two categories: those scored by machine and those that require human scorers to evaluate the response.
Item Types
Machine-scored: Machine-scored items are scored automatically by the testing software to yield an immediate score. The machine-scored items in this examination are multiple-choice, short-answer and graphic-response.
A multiple-choice item consists of the following:

A brief statement that orients the student to the context of the question (optional).

A stimulus (document, data table, graphic, etc.) on which the question is based (optional). A question.

Four answer options.
Multiple-choice items may include such distractors as erroneous conclusions, inaccurate associations, inaccurate examples, inappropriate relationships, misinformation, and unrelated information.
A short-answer item consists of the following:

A brief statement that orients the student to the context of the question (optional).

A stimulus (document, data table, graphic, etc.) to which the question refers (optional). A question or prompt.

A response area (the student types a response to answer the question).


A graphic-response item consists of the following:

A brief statement that orients the student to the context of the question (optional).

A stimulus (document, data table, graphic, etc.) to which the question refers (optional). A question or prompt.

A graphic-response interface on which the student manipulates objects using a computer mouse to create a

response to the question. The graphic-response interface may be a map, a chart or graph, a picture, or a diagram on which the student must position objects correctly.

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