1. Will the high school assessment program design allow for individual student accountability?

Yes, the State Board of Education decided that the high school assessment program will allow for individual student accountability.

To design the assessments to allow for individual student accountability in some form. If the Board should decide not to use the assessments for individual student accountability, the assessments could be used for individual school and school system accountability and for diagnostic purposes. It is possible to move from individual accountability to school and system accountability but we cannot move from school or school system level accountability to individual accountability.

2. Will the high school assessment program design allow for the program to become a requirement for graduation with a Maryland high school diploma?

Yes, the State Board of Education decided that the high school assessment program can be used as a requirement for graduation with a high school diploma.

To design the test item specifications to permit the Board to use the assessments for high stakes decisions which could include receipt of a Maryland high school diploma. It was emphasized that the Core Learning Goals and improvements in instruction drive high school improvement, not the tests. The tests simply measure improvement. The Board will consider the question of the relationship of the assessment program and the diploma later in 1997. Additional public engagement and public input is to be solicited before final decisions are made.

3. Will the high school assessment program be designed to allow endorsements which reflect multiple levels of student performance?

Yes, the State Board of Education decided that the high school assessment program shall be designed to allow endorsements which reflect multiple levels of student performance.

To assure that the completed test designs are able to accommodate endorsements. They are desirable in order to provide additional opportunities for students to be recognized for achievement beyond minimum requirements. Endorsements can be of various types and could recognize excellence in overall performance, performance within a discipline, or for honors to be considered for employment and/or university entrance and placement.

4. Will the high school assessments be designed to allow scoring with multiple proficiency levels?

Yes, the State Board of Education decided that the high school assessments shall be designed to allow scoring with multiple proficiency levels.

To require the design teams to produce specifications which will allow scoring with multiple proficiency levels. There are certain psychometric considerations which must accompany a possible decision to develop multiple performance level cut points Once a multiple level design is completed, it is possible to reduce the number of cut points but it is not possible to increase the number.

5. How many tests are to be developed?

The State Board of Education decided that twelve (12) tests are to be developed.

To require the current contractors (College Board and Educational Testing service) to develop twelve (12) sets of test specifications as stated in the contract. Developing twelve (12) sets of specifications now does not lock the Board into any specific implementation calendar. The Board asked staff to examine whether or not additional core learning goals and assessments should be developed along with the original twelve. Staff is actively discussing integrated mathematics and environmental science as possible new components of the High School Assessment program. Content specialists and local school system staff are participating in the discussions.

6. Will the high school assessment program be designed to provide three annual test administrations with one makeup for each test?

Yes, the State Board of Education decided that it is acceptable to begin the program with two test administrations and one makeup for each test.

The design teams should develop sufficient specifications to allow for two annual administrations and two makeup tests. The Board may authorize additional test administrations based on needs identified during the no-fault period. The Board asked staff to examine how the teaching of half-credit courses and the awarding of half-credits might be affected by program and psychometric considerations now guiding the development of the High School Assessment program. Staff is to define the extent of the problem and make recommendations for a solution.

7. Which design option(s) is (are) preferable?

The State Board of Education decided the Preparation Plus and the Combination design options are preferable.

The design teams are to develop the Preparation Plus model for English, social studies, and science. The Combination model should be developed for mathematics. These are the design models recommended by the content teams. The Board recognized that staff has serious concerns about logistic and administrative problems with the Preparation Plus model. However, staff was directed to carefully examine possible solutions to these problems. It is possible to move from Preparation Plus to Combination once the design is complete. It is not possible to move from Combination to Preparation Plus. The Board may be asked to reconsider Preparation Plus.