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Summary of Ohio Proficiency Testing
--Download Original File (includes graphs)-- The state of Ohio is phasing out the ninth grade proficiency tests, and replacing them with the “Ohio Graduation Test” or the “OGT.” This new test is aligned to Ohio’s new educational content standards, which were approved by the State Board of Education in English language arts, mathematics, science and social studies. Beginning in March, 2005, sophomores in will be the first class responsible for taking and passing the OGT in all five areas as a graduation requirement (This is the graduation class of 2007). Students who do not pass may retake any of the five sections failed multiple times before graduation. Once a section is passed, the student does not need to retake that section, even if he or she needs to retake another section. Unlike the previous proficiency test, first taken in ninth grade, the new OGT is considered a more difficult measure, encompassing materials learned through the tenth grade. After the first taking in the spring of the sophomore year, students will have additional chances in the fall, spring and summer of each year through graduation. Also unlike the previous proficiency tests, the OGT contains multiple types of questions, rather than only multiple choice questions. Full descriptions of each section of the OGT test can be found on the ODE website (http://www.ode.state.oh.us/proficiency/PDF/OGTGuide.pdf). In brief, each section of the test is built in the following as described in the following paragraphs. Reading A reading section contains 32 multiple-choice, four short-answer and two extended-response test items that measure student achievement related to the academic content standards: acquisition of vocabulary; concepts of print, comprehension strategies and self-monitoring strategies; informational, technical and persuasive text; and literary text. The reading test is made up of short stories, poetry, essays and newspaper articles in assessing students. Writing A writing section includes 10 multiple-choice test items, one short-answer question and two writing prompts that measure student achievement related to the writing process, writing applications, and writing conventions. The writing test is designed to assess a student’s ability to employ the processes of writing, to write in different styles and to utilize writing conventions. The test measures the determination and organization of a student’s writing. It also measures grammatical choices and the student’s understanding revision and editing. Mathmatics The mathematics section of the OGT contains 32 multiple-choice, five short-answer questions, and one extended-response test item. The test measures student achievement related to the content standards: numbers, number sense and operations; measurement; geometry and spatial sense; patterns, functions and algebra; data analysis and probability; and the mathematical processes. Calculators are provided for students when taking the mathematics portion of the OGT. Science The OGT in science contains 32 multiple-choice, four short-answer, and two extended-response test items that measure student achievement related Earth and space sciences, life sciences, physical sciences, science and technology, scientific inquiry, and scientific ways of knowing. Science questions in the OGT test are intended to present data and information in a mixture of formats including text, data, tables, graphs, diagrams, maps and drawings. To guarantee a variety of ways for students to demonstrate science skills and comprehension, each OGT test item for science will focus on one of four categories: 1) Recalling and identifying valid science information and principles; 2) Communicating science concepts and analyses of science data; 3) Using scientific inquiry and technological design; and 4) Applying science concepts and ways of knowing. Social Studies The social studies OGT contains 32 multiple-choice, four short answer, and two extended-response test items that measure student achievement related history, people in societies, geography, economics, government, citizenship rights and responsibilities, and social studies skills and methods. This test encompasses world studies from 1750 to the present, and United States studies from 1877 to the present. Many test items will present data and information as text, tables, charts, graphs, maps and illustrations. Takers should be able to apply this data and information when responding to questions presented in the test items. Expectations and Exceptions Though the OGT is required for all students graduating starting in 2007, there it is not an “all or nothing” proposal. Students who wish to graduate but have not passed all five sections of the OGT may do so if they meet all of the following criteria. The student in question must have passed four of the five tests and have missed passing the fifth test by no more than 10 points. The student has had a 97 percent attendance rate through all four years of high school and must not have had an expulsion while in high school. The student has a grade point average of at least 2.5 out of 4.0 in the subject which he or she has not passed and have completed the curriculum requirement in that subject area. The student must have participated in any intervention programs offered in trying to assist the student and must have had a 97 percent attendance rate in any program offered outside the normal school day. Finally, the student must obtain letters of recommendation from the principal and each teacher in the subject area not yet passed. Also, English-limited students, or ESL students, must achieve passing scores on the OGT in order to be awarded a diploma. Alternative Assessments Alternative assessment information taken from the following ODE web sites: http://www.ode.state.oh.us/proficiency/alternate_assessment/AltAssmt_Fact_Sheet_10-03.pdf While students with disabilities are expected to participate in the state’s testing program, a limited number of students will be permitted to participate in an alternative assessment program. These students must be selected by IEP teams on the basis of severe disability, not on expected performance. Severe disability refers to students with severe limitations to cognitive functioning whose access to the general curriculum instruction is predominantly focused on the acquirement of necessary life skills. Many students with severe disabilities have intricate medical, communication, developmental, and/or adaptive requirements. Often, these students need assistive technology devices for communication, travel, and/or self-care. The state limits the total number of students who may participate in alternative assessment to 1% of the total student population. It should be noted that students must participate in alternative assessment in an all or none fashion. Students may not participate in regular assessment for some subjects and in alternative assessment for others. Alternative assessment is conducted as a part of the student’s daily instruction over a period of several months, beginning in the fall of the school year. Evidence gathered is sent to a scoring contractor. Scores are graded and reported to parents in the same fashion as the regular proficiency tests. The scores are reported in four categories or domains. For grades 3, 4, and 6, they are performance, support, complexity and settings/interactions. For the Ohio Graduation Test (OGT), the domains are performance, independence, context, and settings and interactions. Additionally, citizenship, science and writing alternative assessments are IEP based, while reading and math alternative assessments are standards based. Some information in this section is taken from presentation material found at: http://www.ode.state.oh.us/proficiency/webcasts/Elementary_Assessment_Presentation_Oct17,2003.ppt It is not only graduating students who are required to participate in state testing; younger students are also required to take state mandated tests. Proficiency tests are given in grades 4 and 6. Achievement tests in reading are given in grade 3, and diagnostic tests are given in kindergarten through grade 3. K-3 Beginning with the fall of 2004, kindergarten readiness screening results will be reported to the state. Kindergarten readiness is based on skills that students bring to kindergarten (end of pre-K standards). These scores must be taken within the first six weeks of school. While required of all students, this should be considered diagnostic information rather than a proficiency score. Similar diagnostic information, covering reading, writing, and mathematics are required for students in grades 1 and 2, as well as for students in grades 3 through 8 if their buildings are in School Improvement status. Students in grade 3 are required to take a reading achievement test and a writing diagnostic test. These tests, covering kindergarten through grade 3 were developed to assist teachers and school professionals in identifying students in need of special assistance or interventions. Detailed information and reports about these tests can be found on the ODE website at the following address: http://www.ode.state.oh.us/proficiency/Diagnostic_Achievement/default.asp Grades 4-6 Currently, students in grades 4 and 6 are required to take state proficiency or achievement tests. These tests cover five subjects: reading, writing, mathematics, citizenship and science. Exceptions and adjustments may be made according to a student’s IEP, but it should be noted that these adjustments follow similar rules as for the OGT. Beginning in the fall of 2005, a new series of testing will begin for all students in grades 3-8. These changes will be phased in, and will be complete in fall of 2007. Considering these changes, the K-3 rules currently in place, and the new OGT, Ohio’s testing schedule will be as follows (Taken from the ODE website at: http://www.ode.state.oh.us/proficiency/Rules/Rules_Book_10-27-03.pdf): Kindergarten: Readiness Assessment Grades 1-2: Diagnostic tests in Reading, Writing and Mathematics. Grade 3: Achievement test in Reading and Mathematics. Diagnostic test in Writing, Science and Social Studies. Grade 4: Achievement test in Reading and Mathematics. Diagnostic test in Writing, Science and Social Studies. Grade 5: Achievement test in Reading, Mathematics, Science and Social Studies. Diagnostic test in Writing Grade 6: Achievement test in Reading and Mathematics. Diagnostic test in Writing, Science and Social Studies. Grade 7: Achievement test in Reading and Mathematics and Writing. Diagnostic test in Science and Social Studies Grade 8: Achievement test in Reading and Mathematics, Science and Social Studies. Diagnostic test in Writing. Grade 10: OGT (Reading, Writing, Mathematics, Science and Social Studies Grades 11+: Repeat administrations of individual sections of the OGT to those students who have not passed. Though scores for the new implementation of tests are not available, scores from past proficiency testing shows that while marks are improving, a large percentage of the student population is not passing the required tests. As an example, the following graph represents the percentage of students in sixth grade considered proficient in reading and math. (see original file) Taken from: http://www.ode.state.oh.us/proficiency/PDF/4-6%20Highlights%202002.pdf As can be seen, roughly 60 percent of students are considered proficient in both math and reading, up from about 44 percent in 1996. Specific 2002 grade 6 scores were as follows: The scores for the two years are similar, showing some improvements and some losses. For both years, the percentage of students not proficient at Reading, Math, and Science are above 35%. Though improving, much work needs to be done. Subject pass results for grade 9 proficiency sections for the class of 2006 are as follows: Though better, the high school scores are still low, and many students must take the ninth grade test multiple times through their twelfth grade year in order to pass. A large portion of job time for many professionals in the schools is spent working with some aspect of proficiency testing. High school counselors, school psychologists, teachers, etc. have the goal of assisting students in meeting graduation requirements. By the time a student reaches the higher grades, it is often too late to fix things, so a “teaching for the test” mentality ensues. I have sat in on many IEP meetings where professionals focus their discussion on “getting the student to pass the test.” As the rules are currently in a state of flux, and as the tests are reportedly being made more difficult, moving to a tenth grade level from the former ninth grade level, I fear this drive towards passing will increase. The state seems to think that the vast majority of students should be able to participate in these requirements, but a close look at the student population may reveal the impossibility of such expectations. If school officials weren’t boxed into the rigidity of the testing requirements, better methods of teaching and assessment could be developed for the struggling proportions in our schools. All workers in pupil personnel services are required to know the laws concerning proficiency, assessment, diagnostic, and OGT testing and exceptions. School psychologists are often considered to be the people who keep schools legal in the areas of assessment, intervention, etc. Professionals should also learn to work within the confines of the laws to establish the best teaching and intervention methods possible. Teachers will have to learn to teach for the test without seemingly doing so. Curriculum must be adjusted to include the required materials, but teaching must be adjusted to give living knowledge to the students, rather than lists of facts which must be memorized for an upcoming state exam. Filed under: EDC 539 & 573 Administration of Pupil Personnel Services & Orientation to the Educational ProcessCopyright: May, 2004 - David Profitt |
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