New Jersey’s Alternative Assessment Experience: New Jersey’s Alternative Assessment Experience A presentation to the Comparable HSA Task Force
April 22, 2005
Standards-based exit exam, required for graduation: Standards-based exit exam, required for graduation Purpose: “The test shall measure those basic skills all students must possess to function politically, economically and socially in a demographic society.”
High School Proficiency Assessment Description: High School Proficiency Assessment Description Language arts literacy and mathematics
Multiple-choice, short answers, writing prompts
Untimed
Graduation requirement for Class of 2003 and beyond
No waivers or appeals process
High School Proficiency Assessment Administration: High School Proficiency Assessment Administration Allows extensive accommodations for special needs students and English language learners
Administered in March of Grade 11
Retests in October and March of Grade 12
Remediation is responsibility of district, and is required
High School Proficiency Assessment Special Needs and ELL Students: High School Proficiency Assessment Special Needs and ELL Students Alternate Proficiency Assessment for students with severe disabilities
Exemptions granted at discretion of school, based on IEP (students must take, but have no passing requirement)
ELL students tested in native language
Special Review Assessment (SRA) - Description: Special Review Assessment (SRA) - Description Consists of two components: remedial coursework and performance assessment tasks (PATs)
Language arts literacy and mathematics
Based on same content, and same standards
Untimed
Available in several languages
Special Review Assessment Administration and Scoring: Special Review Assessment Administration and Scoring Student continues to take regular HSPA
SRA administered and scored by teacher
Administered when teacher deems student is ready (anytime)
District responsible for auditing scoring of PATs
Special Review Assessment Eligibility: Special Review Assessment Eligibility
Data: Data
In the last two years, 12,000 special education students were granted exemptions from testing requirements (received diplomas)
Twenty-five to 30 percent of special education students given exemptions to passing the HSPA actually pass it when they take it
SRA Participation Trends 2002-2004: SRA Participation Trends 2002-2004
Data (continued): Data (continued) One in five students are taking the SRA in order to graduate
In 2003, 25% of graduates received their diplomas without passing the HSPA
SRA takers/passers
Special education students granted exemptions
Problems Identified by NJ Department of Education: Problems Identified by NJ Department of Education Administrations were so widespread that they could no longer ensure:
Systematic use of the SRA process and adherence to PAT selection and scoring criteria
Security of test materials (storage)
Fair conditions for test administration and scoring
Reliability of scoring by teachers
Districts could certify standards were met
Additional Concerns: Additional Concerns High levels of participation in SRA by general education students signals instructional issue
Reduction of SRA participation by special needs students, and an increase in exemptions signals low standards for these students
Three opportunities to pass the HSPA are not sufficient
NJ is the only state allowing their alternative assessment to be administered and scored on a local level
Stakeholder Perceptions: Stakeholder Perceptions Commissioner: Some students may need more than 4 years in high school
Students and teachers: SRA is the “easy way out”
Minority advocates: SRA has resulted in a second-class diploma
Business and higher education: Meaning of NJ diploma is unclear
New Jersey’s Recommendations: New Jersey’s Recommendations Discontinue the SRA process
Move the initial administration of the HSPA from March to October of Grade 11
Continue the use of exemptions from passing tests as a graduation requirement for certain special education students
Develop sheltered-English or translated versions of the HSPA for ELL students
Use the sheltered-English version for some special education students
Proposed Instructional Adjustments: Proposed Instructional Adjustments Earlier risk identification and intervention
Availability of a menu of remedial programs
Increase number of HSPA opportunities
Collaborate with two-year colleges to develop programs
Certificates of Attainment will be available to students who complete all other graduation requirements
Proposed Instructional Adjustments: Proposed Instructional Adjustments Continue use of the GED path
Institute a limited appeal process for students who have:
Attendance rate of 95% in last two years of school
Attended and fully participated in summer programs
Letters from parent, guidance counselor, and principal attesting to effort made and barriers encountered in attaining proficiency in curriculum standards
New Jersey’s Advice to Maryland: New Jersey’s Advice to Maryland Avoid any assessment that is administered and scored locally
If we choose to implement a comparable assessment, keep it for strictly documented cases only
Concentrate efforts on instructional and remedial programs
Summary Quotes from New Jersey: Summary Quotes from New Jersey “SRA is like boxing with jello – it keeps going in different directions.”
NJ Director, Office of Assessment
“SRA is a political solution to an educational problem.”
NJ Commissioner