Assessment and Accountability

Research shows that as we use data from a broad array of assessments we better inform educators of various areas of growth and change. Therefore, educators are better prepared to meet school and student needs. Statewide consistency of purpose is our goal as we work towards school improvement and the improvement of student learning for all students. West Virginia, as a state, has always sought high standards through the state's accountability practices. Today, we look forward to meeting the standards of West Virginia's components for a balanced approach to 21st Century Assessment

Required for all students in West Virginia

(WESTEST 2) WEST VIRGINIA EDUCATIONAL STANDARDS TESTS - Includes Online Writing

Grades 3-11 with a 12 Grade Math Retest for all students who did not meet college readiness benchmark in the areas of reading, math and science. WESTEST 2 Online Writing: Grades 3-11 (Writing Scores are integrated into WESTEST 2 Reading/Language Arts Scores. Federal requirement for all students except students identified by APTA.

  • WESTEST 2 (Grades 3-11) is a criterion-referenced test that measures student mastery of the West Virginia Content Standards and Objectives (CSOs) by the content area and grade level of the student’s enrollment. The purpose of the WESTEST is to measure student mastery of the CSOs. The assessment results are used to determine achievement levels, re-direct instruction and assist in school improvement efforts in reading/language arts, mathematics, science and social studies. However, WESTEST 2 results are used to calculate accountability to meet the NCLB accountability requirements in grades 3-8 and 11 in reading/language arts and mathematics (See AYP Calculation Chart). CTB/McGraw-Hill is the vendor for WESTEST 2.
  • WESTEST 2 Online Writing is a component of the reading/language arts portion of WESTEST 2. This criterion-referenced test is designed to measure the writing ability of West Virginia students and is administered to all students in grades 3-11 who are not required to take the West Virginia Alternate Performance Task Assessment (APTA). WESTEST 2 Online Writing assesses student writing skills based on Standard 2: Writing of the 21st Century Reading and English Language Arts Content Standards and Objectives for West Virginia Schools. The purpose of the WESTEST 2 Online Writing is to inform instruction in the important area of written communication and to assist teachers in improving the writing skills of West Virginia students to meet national educational standards, higher education goals and global economic demands.



HEAP – Health Assessment
Grades 6, 8 and High School Health Courses. Ongoing for all students prior to completion of the course. WV Code 18-2-9 (b) requirement and WVBE Policy 2520.5.

FitnessGram – Physical Fitness Assessment
Grades 4, 5, 6, 7, 8 and High School Physical Education Courses. Ongoing for all students prior to completion of the courses. WV Code 18-2-7a (d) requirement and WVDE Policy 2520.6.

Required of select student groups

(NAEP) NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

Grades 4, 8 and 12 for a stratified random sample of 2,500 to 3,000 students per grade. State NAEP is administered every other year in the areas of Reading, Mathematics and Writing for 4th, 8th and 12th grade. Federal Requirement and to also qualify for federal technology funds.

National Assessment Educational Progress (Grades 4, 8) is a criterion-referenced test of the national NAEP Standards. NAEP assesses specific academic areas in students who are randomly selected in grades 4, 8 and 12. NCLB requires NAEP reading and mathematics assessments to be administered to fourth and eighth grade students every two years. West Virginia State Code and policy require all schools selected in NAEP to participate in NAEP assessments at the fourth, eighth and twelfth grades. There are no individual student, school or county results provided for this assessment. The purpose of this assessment is to assess and report what students know and should be able to do. NAEP assessments results will be used as 1) an informal validation of the state assessment results in grades 4 and 8 for reading, mathematics and science and program evaluation. The federal government pays for this program; ETS has the current federal contract.

(APTA) ALTERNATE PERFORMANCE TASK ASSESSMENT

Grades 4, 6 and 11 for a target population of approximately 2,600 students with significant cognitive disabilities in the areas of Reading/Language Arts and Mathematics and Science. Federal Requirement and to also qualify for federal technology funds.

Alternate Performance Task Assessment - APTA (Grades 3-8 and 11 in Mathematics and Reading/Language Arts and in Grades 4, 6, and 11 in Science)
is a criterion-referenced test that measures student mastery of the West Virginia Extended Content Standards and Objectives (CSOs) by the content area and grade level of the student’s enrollment. The purpose of the APTA is to measure student mastery of the Extended CSOs for students whose significant cognitive disabilities do not allow them to access the general statewide assessment, even with accommodations. The assessment results are used determine achievement levels, to re-direct instruction and assist in school improvement efforts in reading/language arts and mathematics. Additionally, APTA results are used to calculate accountability to meet the NCLB accountability requirements in grades 3-8 and 11 in reading/language arts and mathematics.

WORK KEYS
Grade 12 is for a target population of students in career/technical education concentration in the areas of Applied Mathematics, Reading for Information, and Locating Information for career/technical education concentration. Federal Carl Perkins Act Requirement.

Global 21 Career/Technical Education (CTE) Performance Assessment
Grades 9-12 for career/technical education students who complete a career concentration. Federal Carl Perkins Act Requirement

WESTELL
Grades K-12 for a target population of students who are not native English speakers, or have a home language other than English in the area of English language acquisition. Federal Requirement and to also qualify for federal technology funds.

Early Learning Scale
The Early Learning Scale, developed by the National Institute of Early Education Research (NIEER) is a formative, on-going, performance-based assessment tool for the classroom which provides teachers the opportunity to observe children’s development over time, informs intentional teaching, and is user-friendly to facilitate parent communication. Data for the Early Learning Scale is derived from ongoing assessment techniques occurring on a daily basis. The Early Learning Scale was included in the 2010 revisions to the WV Early Learning Standards (WVBE Policy 2520.15).

Teaching Strategies GOLD
Teacher Strategies GOLDTM (formerly Creative Curriculum.net) is an early childhood assessment system that helps teachers accurately pinpointing where children are in their development and learning. It's a teacher-friendly, easy-to-understand approach to observation, documentation, portfolio-building, and reporting--the essential components of a high-quality assessment system. This assessment system supports teachers and promotes appropriate teaching practices that help all children build the foundation they need for school success.Teacher Strategies GOLD provides documentation for the required federal Annual Performance (OSEP) Report for children ages 3-5 with an Individualized Education Program (IEP).

ACT EXPLORE* (Grade 8)
A norm-referenced assessment that generates measures of English, mathematics, reading, and science skills for 8th grade students. In addition, information about students' educational career plans, interest, high school course work plans and self-identified needs for assistance is gathered and reported. West Virginia State Board of Education Policy 2510: Assuring the Quality of Education Regulations for Education Programs requires that career awareness, exploration activities and ACT EXPLORE* results be used by 8th graders to develop their individualized plans for the 9th and 10th grades. The purpose of this assessment is to provide career awareness, exploration activities; additionally, it is used by 8th graders to develop their individualized plans for the 9th and 10th grades. Assessment results assist students/parents/educators in decision-making about educational career plans, interest and high school course work plans. ACT* is the vendor for ACT EXPLORE*.

ACT PLAN* (Grade 10)
A norm-referenced assessment that generates measures of English, mathematics, reading and science skills for 10th grade students. Information about students' educational career plans, interest, high school course work plans and self-identified needs for assistance are also gathered and reported. The purpose of this assessment is to provide career awareness, exploration activities; additionally, it is used by 10th graders to revise their individualized plans for the 11th and 12th grades. These assessment results assist students/parents/educators in decision-making about educational career plans, interest, and high school course work plans. ACT* is the vendor for ACT PLAN*.

Optional Assessments

Golden Horseshoe
8th Grade Test of West Virginia Studies: Available to Grade 8 for students enrolled in West Virginia Studies classes prior to completion of the course.

(PIRLS) Progress in International Reading Literacy Study
An international comparative study of the reading literacy of young students. PIRLS studies the reading achievement and reading behaviors and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries.

(PISA) Program for International Student Assessment
A a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling.

(ODBIA) Online District Benchmark Interim Assessment
A set of instructional benchmarks designed to assess student progress over the course of the school year.  These instructional benchmarks are available on the Acuity Platform website. The benchmark forms are designed to be administered quarterly in the content areas of mathematics, reading/language arts, science and social studies. All forms, representing a quarterly instructional time period, are based on the West Virginia 21st Century CSOs. The four benchmark forms, based on a broad curriculum map and following the WESTEST 2 blueprint, will be delivered by WVDE over the course of the year to the districts/schools.  They can be used to assess student progress in grades 3-11.

(OTA) Online Technology Assessment
Built on the National Education Technology Standards for Students and the work of the Partnership for 21st Century Skills, the techSteps framework provides a robust set of K-8 technology literacy standards.  The techSteps curriculum includes a set of electronic activity books for each grade level.  Using these guides, students are launched into real-world applications such as Microsoft Word, Excel, PowerPoint, and Internet Explorer.  Here they learn new technology skills as they work through meaningful Math, Science, Language Arts, and Social Studies activities.  Authentic assessment is possible because students are building their own information products using real-world software applications.  Assessment and reporting options are available to meet teacher and district needs.  For example, each learning activity includes an assessment rubric tied to the technology literacy standards. 



Statewide Supports
Acuity
A web-based platform that provides schools with assessment, feedback, scoring and reporting. Acuity provides interim and formative assessments designed to inform teaching and improve student learning.

Creative Curriculum.net
Creative Curriculum.net is an on-line early childhood assessment, reporting and planning system for monitoring the progress of early learning standards in Pre-K.

DIBELS or Other Informal Assessments
These measures were designed to assess early literacy: Phonological Awareness, Alphabetic Principle, and Fluency with Connected Text. The measures are linked to one another, both psychometrically and theoretically.

Riverdeep
Destination Reading and Math provides a collection of curriculum-based software lessons to enhance student achievement. Riverdeep lessons provide educators the tools and training they need to provide effective, individualized, standards-based reading and math instruction and assessment. By closely linking instruction with ongoing assessment, Riverdeep software lessons help teachers to guide students toward improved student achievement in the classroom and on high- stakes tests.

techSteps

West Virginia is required 1) to report basic student technology literacy data for 8th grade students and 2) to qualify for federal technology funds. The techSteps teachAttain points are used in the determination of basic technology literacy for the federal reporting system called EDEN. techSteps is not an assessment instrument; it is an instructional tool that allows WVDE to garner the level of technology literacy of 8th grade students as federally required. Districts and school not using techSteps will not be able to report student’s process at 8th grade as it relates to technology literacy.

TechSteps framework provides a robust set of K-8 technology literacy standards.  The techSteps curriculum includes a set of electronic activity books for each grade level.  Using these guides, students are launched into real-world applications such as Microsoft Word, Excel, PowerPoint, and Internet Explorer.  Here they learn new technology skills as they work through meaningful Math, Science, Language Arts, and Social Studies activities.  Authentic assessment is possible because students are building their own information products using real-world software applications.  Assessment and reporting options are available to meet teacher and district needs.  For example, each learning activity includes an assessment rubric tied to the technology literacy standards. 

TestMate Clarity
This flexible data storage and custom reporting software solution allows our educators to produce reports on WESTEST. These reports can be utilized for local and county accountability studies or to meet longitudinal tracking requirements. Allowing us to manage test data more effectively and enhance your overall understanding of test results.

Odyssey
A CompassLearning’s assessment tools that help track progress and empower each student to discover his or her own unique path to success. Odyssey assessment solutions assess student performance, diagnose strengths and weaknesses as well as provide formative assessment strategies, allowing the teacher to monitor progress and provide summative feedback to measure growth. The product allows educators to build and customize assessments to align with local, state, and national standards, address key content areas, accommodate a variety of learning styles and levels, and enhance students’ ability to achieve on high-stakes tests.

West Virginia Writes
Web-based, online essay scoring tool that provides students with the opportunity for unlimited practice sessions for writing essays on a variety of prompts. The program saves teaching time and offers students the valuable practice they need to build writing skills and confidence. West Virginia Writes is available for all West Virginia public school students in grades 3-12 at no cost to counties or schools. This program offers 1) assessment, 2) feedback, 3) scoring and 4) reporting.

The West Virginia Department of Education utilizes a National Technical Advisory Comittee (TAC) and a State TAC to advise on the design, development and use of state designed and/or funded assessments.

West Virginia assessments under WV-MAP do not provide native language versions of state assessments for limited English proficient students, but rather provides appropriate accommodations that assure meaningful participation in state assessments. Accommodations for limited English proficient students are explained in depth in the LEP section of the West Virginia Guidelines for Participation in State Assessments.

Dr. Lynn Shafer Willner, a Senior Research Scientist and English Language Learning (ELL) Specialist with The George Washington University Center for Equity and Excellence in Education was instrumental supporting the West Virginia Department of Education (WVDE)  collaboration which addressed the refinement of West Virginia’s state assessment policy for including and accommodating English language learners.