Statewide Curriculum

1)      data on student achievement in reading/language arts, mathematics, science, and English language proficiency to meet the requirements of the federal No Child Left Behind Act (NCLB);

2)      information to support program evaluation and improvement; and

3)      information to families and the public information on the performance of the students and schools.

 

The state assessments are constructed to meet rigorous technical criteria, include universal design elements and accommodations so that students can access test content, and gather reliable student demographic information for accurate reporting.  School improvement is supported by:

• providing a test design based on the state-level Grade Level/Span Expectations (GLEs/GSEs) and publishing distributions of emphasis of the GLEs/GSEs on the tests and practice tests;

• reporting results by GLEs/GSEs subtopics and subgroups, and releasing items from each year's test; and

• hosting test interpretation workshops to understand results.

Student level results are provided to schools and families to be used as one piece of evidence about progress and learning that occurred on the prior year’s grade level expectations.  The results capture a snapshot of a student’s performance and should be used cautiously together with school assessment information.

 

The New England Common Assessment Program (NECAP)

 

The New England Common Assessment Program (NECAP) is the result of collaboration among New Hampshire, Rhode Island and Vermont to build a set of assessments for grades 3 through 8 and high school to meet the requirements of the No Child Left Behind Act (NCLB). The states decided to work together for three important reasons to:

• Bring together a team of assessment and content specialists with experience and expertise greater than any individual state.
• Provide the capacity necessary for the three states to develop quality, customized assessments consistent with the overall goal of improving education.
• Allow the sharing of costs in the development of customized assessment program of a quality that would not be feasible for any individual state.

NECAP was designed primarily to provide detailed school-level results and accurate summary information about individual students in Mathematics, Reading and Writing. NECAP Science assessment will begin in 2008. NECAP results are intended to evaluate how well students and schools are achieving the targets contained in the Grade Level/Span Expectations developed and adopted by the three states. These assessments are designed to measure the content and skills that students are expected to have at that grade.

NECAP results are used primarily for school improvement and accountability:

• Achievement level data are used in the state accountability system required under NCLB.
  

• Detailed school and district data help schools improve curriculum and instruction.
  

• Assessment data inform classroom teachers as they plan instruction.
  

• Individual student data are used to support student information gathered through classroom instruction and assessment.

NECAP was not designed to provide, in isolation, detailed student-level diagnostic information for formulating individual instructional plans. However, NECAP results can be used, along with other measures, to identify students' strengths and weaknesses. NECAP is only one indicator of student performance and should not be used for referring students to special education or for making promotion and/or graduation decisions.

In order to provide a valid assessment of students' attainment of the Grade Level/Span Expectations, a variety of test item types need to be used within the NECAP tests. Therefore, multiple-choice items, short-answer items, constructed response items, and extended-response writing prompts were used as follows:

• Multiple choice
  Multiple-choice items are efficient for testing a broad array of content in a relatively short time span.

• Short answer
  Open-ended items ask students to generate a short response to a question.

• Constructed response (four points) Complex items that require students to give a longer response

• Extended-response
  Topics or questions designed to prompt students to respond in depth.
  
  

For further NECAP information, please refer to The New England Compact.

Adapted from: The New England Common Assessment Program: Guide to Using the 2005 NECAP Reports, 2005.

 

Rhode Island State Assessment Schedule for 2006 - 2007

 

 

New England Common Assessment Program (NECAP)
Content Area:	Dates of Testing:	Grades Tested:
Reading, Mathematics:	October 3 - 25, 2006	3, 4, 5, 6, 7, 8
Writing:	October 3 - 25, 2006	5 and 8
Reading, Writing, and Mathematics Pilot Test:	November 11 - 14, 2006	11
Science Pilot Test:	May 14 - 24, 2007	4, 8, 11

 

The Rhode Island Alternative Assessment (RIAA)
Content Area:	Dates of Testing:	Grades Tested:
Reading:	Sept., 2006 - April, 2007	2, 3, 4, 5, 6, 7, 8, and 10
Mathematics:	Sept., 2006 - April, 2007	2, 3, 4, 5, 6, 7, 8, and 10
Science:	TBA	TBA

 

English Language Proficiency Assessment (ACCESS)
Content Area:	Dates of Testing:	Grades Tested:
English Language Proficiency:	March 1 - 23, 2007	2, 3, 4, 5, 6, 7, 8, 10, 11, 12

 

Early Reading Assessment [Developmental Reading Assessment, (DRA)]
Content Area:	Dates of Testing:	Grades Tested:
Reading:	May 2 - 31, 2007	K, 1

 

Current High School Assessment [New Standards Reference Examinations in Language Arts and Mathematics, (NSRE)]
Content Area:	Dates of Testing:	Grades Tested:
English Language Arts:	March 12 - 16, 2007	11
Mathematics:	March 19 - 23, 2007	11