Transcript CAPT Overview of the Third Generation

Connecticut Academic
Performance Test
Spotlight on Assessment
University of Connecticut
Neag School of Education
March 28, 2008
Connecticut Academic Performance Test
The purposes of the CAPT are to:
 establish high performance standards for all high school
sophomores on a comprehensive range of important skills
and knowledge;
 emphasize the application and integration of skills and
knowledge in realistic contexts;
 promote better instruction and curriculum by providing
information on students, school, and district strengths and
weaknesses; and
 provide an expanded measure of accountability for CT’s
educational system at the high school level.
Connecticut Academic Performance Test
Generation of the test – time period when the skills and
knowledge assessed by the test and the test design are
consistent across years.
First Generation: 1995 – 2000
Second Generation: 2001 – 2006
Third Generation: 2007 - ?
CAPT: Third Generation
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Reading Across the Disciplines
– Response to Literature
– Reading for Information
Writing Across the Disciplines
– Interdisciplinary Writing, Session 1 and 2
– Editing & Revising
Mathematics
Science
CAPT: Third Generation
Response to Literature
 Students read a published short story and respond to four
open-ended questions.
 Four dimensions assessed: forming an initial understanding,
developing any interpretation, making connections, and
taking a critical stance.
 Four questions scored holistically on a 1 to 6 scale. Two
readers score each response for a total of 2 – 12 points.
 Administration time: 70 minutes.
CAPT: Third Generation
Reading for Information
 Students read three non-fiction articles and respond to a
total of 6 open-ended (2 points each) and 12 multiplechoice questions ( 1 point each).
 The test measures how well students interpret or explain
each article and evaluate the way the authors wrote the
articles.
 Administration time: 45 minutes.
CAPT: Third Generation
Interdisciplinary Writing, Session 1 and 2
 Students read two non-fiction articles on a contemporary issue
and write a persuasive essay.
 The test measures how well students take a clear and
persuasive position on the issue and use information from the
articles to support their position.
 Each essay scored on a scale of 1 to 6. Two readers score
each essay for a total of 2 – 12.
 Administration time: 65 minutes for each session.
CAPT: Third Generation
Editing & Revising
 Students read three passages and answer a total of 18
multiple-choice questions.
 The test assesses a student’s ability to correct common
errors in organization, word choice, syntax, capitalization,
punctuation, usage, and spelling.
 Administration time: 25 minutes.
CAPT: Third Generation
Mathematics
 Test assesses a student’s ability to compute and estimate,
solve problems, and communicate their understanding
across four content standards:
– Algebraic Reasoning
– Numerical and Proportional Reasoning
– Geometry and Measurement
– Working with Data: Probability and Statistics
 Test includes 8 open-ended and 24 grid-in items.
 Administration time:150 minutes.
CAPT: Third Generation
CAPT Mathematics
Content Strand
OE Item
( 3 Points)
Grid Item
(1 Point)
Total
Points
Algebraic Reasoning
2
6
12
Numerical and Proportional
Reasoning
2
6
12
Geometry and
Measurement
2
6
12
Probability and Statistics
2
6
12
Totals
8
24
48
CAPT: Third Generation
Science
 Test assesses students’ understanding of important scientific
concepts and their application to realistic problems.
 Five Content Strands:
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Energy Transformations
Chemical Structures and Properties
Global Interdependence
Cell Chemistry and Biotechnology
Genetics, Evolution and Biodiversity
Test includes 5 open-ended and 60 multiple-choice items.
Administration Time: 100 minutes
CAPT: Third Generation
CAPT Science
Conceptual
Understanding
Scientific Inquiry,
Literacy, & Numeracy
MC Items
( 1Point)
MC Items
( 1 Point)
OE Items
( 3 Points)
Total
Points
Energy Transformations
8
4
1
15
Chemical Structures and
Properties
8
4
1
15
Global Interdependence
8
4
1
15
Cell Chemistry and
Biotechnology
8
4
1
15
Genetics, Evolution, &
Biodiversity
8
4
1
15
Totals
40
20
15
75
Content Strands
CAPT: Third Generation
SCORE
RANGES
Mathematics
Science
Reading
A.T.D.
Writing
A.T.D.
Level 5:
Advanced
290-400
295-400
283-400
286-400
Level 4:
Goal
260-289
265-294
251-282
250-285
Level 3:
Proficient
221-259
215-264
205-250
210-249
Level 2:
Basic
191-220
290-214
174-204
182-209
Level 1:
Below Basic
100-190
100-189
100-173
100-181
CAPT: Third Generation
Who must take the test?
 All grade 10 students must take the CAPT.
 Students who are English language learners in their first
year in a U.S. school may be exempted from Reading and
Writing (must take the Mathematics and Science tests).
 Accommodations are available for special education and
504 students.
CAPT: Third Generation
Who scores the test?
 The CAPT testing contractor scores the test using trained
readers – various sites throughout the country.
 All scoring criteria and training materials are developed
by Connecticut advisory committees/state department
staff.
CAPT: Third Generation
Are any alternate assessments available?
 Students with significant cognitive impairment are assessed
through the CAPT Skills Checklist.
 Coming Soon – a modified assessment for certain lowability special education students.
CAPT: Third Generation
What reports are issued from the test?
 Each student receives an individual student report, labels,
and Certificate of Mastery (if they reach the Goal level or
Above).
 Various school and district reports are also generated.
CAPT: Third Generation
www.captreports.com
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State by District/School Report
Performance Level Summary Report
Overall Summary Report
Sub-Group Report
Participation Rate Report
Skills Checklist Report
CAPT: Third Generation
What additional CAPT resources are available?
Go to www.ct.gov/sde
 Teacher Handbooks
 Released Items
 Program Overview
 Interpretive Guide
CAPT Study:
Predictor of Success in College
First Steps” An Evaluation of the Success of CT Students Beyond
High School (Coelen and Berger, 2006)
Major Findings:
 CAPT scores were more consistent than SATs in predicting
academic success in college.
 The higher the CAPT score, the more likely the student would:
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go to college
avoid remediation
get a higher grade point average
graduate from college
Raised Bill No. 411 (February, 2008)
The Board of Governors of Higher Education shall establish a program to
provide scholarships for attendance at public institutions of higher education
for students who perform on the tenth grade state-wide mastery examination
pursuant to section 10-14n of the 2008 supplement to the general statues and
in high school. Under the program, each student who (1) scores in the top
twenty-five percent of students in such student’s school district on all of the
components of such mastery examination, as determined by the Commissioner
of Education, and (2) had at least a “B” average in high school shall receive a
scholarship in the amount that equals the sum of the tuition and fees charged
by the public institution of higher education at which the student is accepted
and enrolls. (to be effective July 1, 2008)
CAPT and No Child Left Behind
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CAPT is used as the high school assessment for Adequate Yearly
Progress under NCLB.
NCLB Goal – all students proficient in Math and Reading by 2014.
Each district and school is expected to make adequate yearly
progress toward meeting state standards. Progress is measured for
all students by sorting test results for students who are economically
disadvantaged, from racial or ethnic minority groups, have
disabilities, or have limited English proficiency.
If the district or school continually fails to make adequate progress
toward the standards, then they will be held accountable.
CAPT and No Child Left Behind
AYP Status for 2007
• Of 805 elementary and middle schools, 265 did not make AYP – an
improvement over last year’s 290.
• Of Connecticut’s 182 public high schools, 50 did not make AYP – 10
more than last year.
• Of the state’s 171 school districts, 32 did not make AYP – the same
as in 2006.
See 2007 No Child Left Behind press release for further information.