Overview of the April 2008 Survey on the Assessment of Essential Skills
Three questions focused stakeholder input on the types of assessments that today’s 8th graders should be able to use to demonstrate proficiency on the Essential Skills. High level summary of the 347 responses:
- Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.
71% (246) Agree/Strongly Agree10% (34)Neutral18% (63)Disagree/Strongly Disagree
More information is on pages 2 to 11, including response summaryand comments.
- Nationally recognized tests such as SAT, ACT, and others should be an option for students to demonstrate proficiency in some of the essential skills for high school graduation.
72% (249) Agree/Strongly Agree13% (45) Neutral15% (51) Disagree/Strongly Disagree
More information is on pages 12 to 19, including response summary and comments.
- Districts should be required to administer local performance assessments/work samples in grades 3-8 as well as high school to help ensure students are prepared to demonstrate proficiency in the essential skills for high school graduation.
55% (190) Agree/Strongly Agree14% (50) Neutral30% (105) Disagree/Strongly Disagree
More information is on pages20to 31, including response summary, and comments.
ODE disseminated links to the Assessment of Essential Skills Discussion Draft and accompanying survey to statewide networks on Thursday evening, April 3rd.Demographic questions about the responders’ primary residence and primary role in implementing the new Oregon diplomawere added to the survey on Fridayafternoon, April 4th. By that time, 108surveys had already been completed. The survey closed on Friday, April 11th. Summary statistics regarding responder demographics is provided on page 32. Although a demographic break down of responses to individual questions is not given,demographic information is provided for accompanying comments. It is noteworthy that many of the concerns expressed in the comments were addressed in the discussion document.
Statewide networks received requests to give input that would help inform the Board’s decision on the proposed diploma requirements for high school graduates in 2011-12 relating to assessment of Essential Skills. Links to the discussion document and survey were disseminated to networks including:
- Assessment Advisory
- Contacts at OEA, COSA, and OSBA
- Content and Assessment Panels (English/language arts, mathematics, science, social sciences)
- Curriculum Directors
- District Test Coordinators
- Oregon Associations of ESDs’ Instructional LeaderCouncil
- Oregon’s Technical Advisory Committeeon large-scale
- Participants in the Achievement Standards Setting (parents, teachers, administrators, higher education)
- Standards and Assessment Task Force
- Superintendents
Reference to the discussion draft, including the Board’s March 13th leanings on the assessment of Essential Skills, are included on pages33– 40of this handout.The discussion draft is also included in the Assessment of Essential Skills,OAR 581-022-0615docket.
Note: Pages 2 – 40 of this handout will be on the web at:
Summary of Responses for Question 1: Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.Response / Count / Percent
No response given / 4 / 1.2%
1 - Strongly Agree / 111 / 32.0%
2 – Agree / 135 / 38.9%
3 – Neutral / 34 / 9.8%
4 – Disagree / 26 / 7.5%
5 - Strongly Disagree / 37 / 10.7%
347 / 100.0%
Comments Regarding Question 1: Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.
Comments from Respondents that Strongly Agree
●OAKS should be the primary measure of proficiency. Alternatives should be available for students who need other avenues to measure the same proficiciencies. (Educator - Elementary, WillametteValley)
●We have invested much in our State Assessment system. We need it to be usable for more than just an accountability tool. We add value (and relevance) to it when it can be an instrument for verifying the acquisition of at least some essential skills. (Early responder*)
●Must be linked to earning a diploma. (Early responder*)
●Strongly agree, IF more reasonable and attainable standards for reading and math are established that are realistic for use in a graduation standard that all Oregon students have a chance at meeting. Maintaining the old CIM performance level will be a barrier to many students who deserve. (Early responder*)
●Used as an option rather than as a requirement would be fine. The use of these for graduation requirement would need to be standardized-could they be used in place of the student taking acourse in the tested subject? That would need to be standardized. Whichever way is chosen, the test should reflect the rigor of the subject rather than being watered to the point that the testbecomes a joke item. (Early responder*)
●For 2nd grade - 8th grade only, then ACT after that. Testing along with work samples...... A student should be able to show proficiency other than testing (Educator - High School, WillametteValley)
●I'd prefer the standard be a little lower, like 231 or 232. (Other Stakeholder, WillametteValley)
●Not all students are good test takers. If they can show their learning through other methods then we are honoring differentiation and different learning styles. (Educator - Elementary,
WillametteValley)
●I strongly believe that there should be alternate pathways that are not based on a test. (Early responder*)
●In determining class standing and scholarship eligibility as well as simple proficiency, specificdata is necessary. (Early responder*)
●This option would add weight to the value of state testing. Teachers and students already are overloaded with a tremendous amount of work, do not add more to their plates.(Educator - High School, East of Cascades)
●The system is already in place for math, reading, writing and science. Let's use it to fullest advantage. (Other Stakeholder, Other)
●We need to use the systems we have in place. Changing the rules, the instruments used, the procedures followed, etc. etc. just makes it confusing as we District Testing Coordinators try tokeep teachers and building staff up to date on protocols to follow. Use what folks have learnedto do before shifting around. (Educator - High School, WillametteValley)
Comments Regarding Question 1: Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.●Currently, students don't have a strong motivation to pass the test because, in most schools, it doesn't count toward graduation. (Educator - High School, WillametteValley)
●The OAKS assessments provide a good snapshot of student abilities. It is really quite necessary to tie them to graduation for them to be taken seriously by students, their families, and the school districts. The past CIM requirements were considered insignificant by most students, families, and school staffs. Poor record-keeping and implementation practices took place. (Educator - Elementary, East of Cascades)
●Used as one option is the pertinent phrase. (Educator - High School, WillametteValley)
●Yes, it should be used as one option, but not the only option. There needs to be multiple opportunities/pathways for students to demonstrate proficiency in all of the essential skills.
(Early responder*)
●You can not have two scores though - one that means 'proficient' and one that makes you eligible for a diploma. (Educator - High School, East of Cascades)
●Please help make these assessments more meaningful. (Early responder*)
●As long as there are other avenues for them to also demonstrate proficiency. (Early responder*)
●As long as the tests become one way to satisfy the requirement there is a reason to actually test students besides generic report cards. The question that arises is once a student passes the test is additional evidence of the essential skills necessary? Can an incoming freshman take and pass these tests and thus effectively be excused from further proof of the new essential skills. (Educator - High School, East of Cascades)
●If OAKS assessments fail to measure what we believe are essential skills they should be redesigned they do. (Early responder*)
●But emphasis is on the word one option. There MUST be others. (Educator - High School,
WillametteValley)
●Yes, to demonstrate proficiency in some of the essential skills. OAKs results alone should not be the final determination of a student's overall performance. (Other Stakeholder, Other)
●A culture of OAKS performance as a reflection of the achievement of a student as a valued member of an educational community, instead of a punitive task, would go a long way toward changing students' view of state testing. (Other Stakeholder, WillametteValley)
●Credibility through portfolios may be another process that could be used since many of the most capable don't make much of an effort on the state tests. (Educator - OUS, East of Cascades)
●For accountability purposes, it needs to be housed outside the local district to ensure high expectations are achieved. (Educator - High School, WillametteValley)
Note: *Role and residence questions were not available for Early responders.
Comments Regarding Question 1: Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.Comments from Respondents that Agree
●If you are going to spend money on these tests, you might as well make them relevant and practical (Educator - High School, Other)
●If we have to assess essential skills our district feels that we should use the assessments that the students are currently using and not add one more test to their schedule.
(Educator - High School, East of Cascades)
●One option being the key (Educator - High School, OregonCoast)
●should be uses as ONE option. Other options should be available (Educator - High School,
WillametteValley)
●Emphasis on the ONE option to demonstrate proficiency. (Educator - High School, WillametteValley
●I agree that it should be one option, as long as other paths (such as work samples) are also offered as ways to demonstrate proficiency. Too many kids don't test well, despite being proficient in a skill or subject. (Educator - High School, WillametteValley)
●There should be other options, too. (Educator - High School, WillametteValley)
●I want it to be only a part, not the only assessment. (Educator - Middle School, East of Cascades)
●Only as ONE of many options. (Educator - Middle School, WillametteValley)
●But only if the terrible disruptions can be solved, this problem is just poor testing!
(Educator - High School, WillametteValley)
●As long as students can demonstrate proficiency in other ways, not required to have SWA or an SAT (thinking about SPED and ELL). (Educator - High School, WillametteValley)
●Only as a support for other assessments, not as a stand-alone assessment upon which other decisions rest. (Educator - Middle School, WillametteValley)
●The words one option" and "some of the essential skills" are critical." (Early responder*)
●The key is that OAKS should be one option to demonstrate proficiency. The AESRP that is proposed needs to strongly consider other assessments and ways to demonstrate proficiency aside from multiple-choice, standards-based tests. (Other Stakeholder, WillametteValley)
●There should be more than one option. OAKS performance standards need to reflect the diploma level (not 10th grade). (Other Stakeholder, WillametteValley)
Note: *Role and residence questions were not available for Early responders.
Comments Regarding Question 1: Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.Comments from Respondents that Agree (Continued)
●Better than a nationally normed TEST (Early responder*)
●I am worried that we are holding students accountable for meeting an ultimate benchmark when they have never met any of the previous benchmarks. Where is the logic in such a practice?
(Other Stakeholder, Other)
●Only if there are other options available for the class of 2012 by Sept. 1 2010. Assuming that a RIT score of 236 remains the requirement to pass an OAKS assessment in math and reading,some students are going to need other viable options. (Educator - Middle School, WillametteValley)
●If the criteria and assessment is limited to true and attainable essentials in the areas of reading, writing, math and science. First, however, one needs to clearly delineate the difference between skills and knowledge and then provide evidence than those items are clearly the most essential and not just preferences or pet projects. (Parent, WillametteValley)
●However, considering the percentage of high school students meeting AYP, current cut scoresmust be amended to reflect the 'essential' nature of the diploma requirements. Currently, less than 60% of students would be eligible. This would be true of all students, but particularly those in particular sub-groups.
(Early responder*)
●Along with work sample verified proficiency. (Other Stakeholder, WillametteValley)
●It should not be the only option. Those students with disabilities (physical or learning) need to have an alternate method of demonstrating their proficiency. (Early responder*)
●I think the State has invested a lot of time and energy into developing these tests, and the teachers of Oregon have become accustomed to the standards which have driven these assessments. It would be a mistake to start all over. (Early responder*)
●Students should be given a wide variety of options. There cannot be a 'one size fits all' for graduation, as graduation is just a step along the way (for many students). What is needed for a college-bound student to graduate should not necessarily be the same thing as what a straight-into-the-workforce student needs to graduate, unless the only things you are requiring for graduation are the ability to do basic math, read at a decent level (10th grade perhaps?), and understand the role of a citizen.
(Educator - High School, East of Cascades)
●With reasonable accommodation (Early responder*)
●An option, yes; but are high numbers of students currently able to meet these cutoff scores?
(Educator - High School, OregonCoast)
Note: *Role and residence questions were not available for Early responders.
Comments Regarding Question 1: Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.Comments from Respondents that Agree (Continued)
●Yes, as long as there are other options for students with learning and behavioral problems.
(Early responder*)
●It could be used as ONE of a series of indicators. It should not be the only measure as thereare too many factors influencing how kids do on standardized tests. BETTER measures are class work on assignments and tests. (Educator - Elementary, East of Cascades)
● The OAKS Math test does need to be supplemented with a math worksample scored officially by the state (not locally). (Early responder*)
●Keep to my agreement is the phrase used as one option. There should be alternate ways for a student to demonstrate proficiency as per item 2 and 3 below." (Early responder*)
●I think that it is one option, not really a great one, but there are many other ways to assess thatare better and more important, like portfolios! (Parent, OregonCoast)
Note: *Role and residence questions were not available for Early responders.
Comments Regarding Question 1: Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.Comments from Respondents that are Neutral
●I believe teachers and students should be held accountable but I am not sure that a multiple choice computerized test is the way to do it. (Educator - Middle School, WillametteValley)
●Not as it stands alone, only in conjunction with work sample requirements. Depends on which
Essential Skills. (Early responder*)
●As a parent, I cannot make comments on a test I have never seen. (Parent, WillametteValley)
●This is more of the same on steroids - more of the cut score issues that didn't work about the CIM and AYP. We shouldn't be generating an exit test. OAKS is ok as a test but the cut scores (like 236)are inappropriately high for HS graduation. (Other Stakeholder, WillametteValley)
●While I recognize that the OAKS only represent some of the essential skills, I would suggest that a demonstration of comprehension of application of science and an understanding of
Oregon's terrestrial and ocean environments be included as an additional essential skill area.
(Other Stakeholder, OregonCoast)
●The key word being one. There has got to be a way to use more hands-on real life project performance-based teaching and evaluation methods that will still meet the reporting requirements for the state. (Parent, OregonCoast)
●I am not familiar enough with the OAKS to know the implications of this decision. (Educator -
High School, Southern Oregon)
●I would agree that this be one option. However, the wording in the discussion draft indicates the Board is leaning toward this being a REQUIREMENT. Therefore, I would support it being ONE possible way of demonstrating proficiency, but not the exclusive way. In no way should this communication be construed as support for the way the current draft is written. (Educator
- High School, WillametteValley)
●This sounds like a loaded question. What does 'one option' mean, and what does 'some of the . . . skills' mean? (Other Stakeholder, Other)
●Some standardized measures should be used, but class work and everyday performance are more important. (Educator - Elementary, WillametteValley)
Note: *Role and residence questions were not available for Early responders.
Comments Regarding Question 1: Oregon’s statewide OAKS assessments should be used as one option for students to demonstrate proficiency in some of the essential skills for high school graduation.Comments from Respondents that Disagree
●These tests have a lot more story problems which makes one realize you need to be able to be good at this. Some students are not and thus there scores go down yet they are great achievers. (Early responder*)
●Seems to be a lot like CIM (Educator - High School, WillametteValley)
●Oaks doesn't adequately assess student knowledge with a multiple choice test (Educator - Middle
School, East of Cascades)
●It should be considered as one option, but not THE option. The ability for a student to get a diploma should not hinge on whether or not they were able to succeed in one test. That is too limiting. (Educator - High School, Southern Oregon)