Transitioning NAEP Mathematics to a Digitally Based Assessment

• In Event: 58.074 - Discussion and Demonstration of New Digitally Based Assessments for NAEP

Abstract

The mathematics transition to digitally based assessment (DBA) also begun with the national DBA start-up in 2015, followed by a pilot in 2016, and the first operational, state-level DBA administration in 2017. This assessment allows for the use of interactive item types, universal design features, and enhanced data collection and reporting.

The mathematics DBA will provide opportunities to improve the measurement of mathematics skills, collect evidence of students’ cognitive processes through observable data, and improve student engagement.

As described for the reading assessment, the DBA start-up for mathematics involved adapting the current assessment content that was also used in the pencil & paper operational assessment administered for national and state-level reporting in 2015. However, a small number of tools and item types that use computer affordances for entering, recording, and scoring responses where added. Also as with reading, these two measures provide the mechanism for bridging across the change in mode and assessing NAEP’s ability to extend the existing trend lines. In 2016 a pilot was conducted of new, innovative digitally based items in mathematics at grades 4 and 8. In 2017, based on the results of the 2016 pilot, the first operational DBA at grades 4 and 8 will be administered. This assessment will be a combination of the DBA version of the paper-and-pencil items administered in 2015 and the newer, more innovative items piloted in 2016. Results from the 2016 DBA pilot will be shared during this symposium. We will also discuss findings from the bridge study and the lessons learned so far in the transition to DBA.

With the introduction of the new mathematics DBA comes the opportunity to provide students with newly developed assessment tools. At grade 4, students are provided with an in-system four-function calculator. At grades 8 and 12, students are provided with an in-system scientific calculator. The development of interactive item types also allows students to respond to items using a newly developed, innovative equation editor and interactive measurement tools. A scratchwork tool permits students to make notations on the screen, a text-to-speech tool allows students to hear text and stimulus descriptors read allow, and a zoom tool allows students to increase the size of the text and stimulus materials. Examples of these items and tools will be provided during this part of the symposium.

Author

• Luis Enrique Saldivia, ETS