The WebXam project is proud to announce the launch of a system to support Ohio Career-Technical Education in measuring gain through a pretest-instruction-posttest model. Representing a shift from posttest-only models, this document explains procedures for student gain measurement using pretests and posttests written to Ohio Career-Technical Education course outlines. Note that only course-based pathways will have pretests, and that implementation will occur over several years as the test development process follows revision of Career Field Technical Content Standards and creation of course outlines.
The use of pretests is recognized by the Ohio Department of Education as a method to help document student gain, along with the observations and measurements conducted directly by the instructor and other local district staff. CETE, the maintainer of WebXam, is an ODE Approved Vendor under Category B for the Ohio Teacher Evaluation System (OTES; http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System). A set of Frequently Asked Questions maintained by the Ohio Department of Education, Office of Career-Technical Education is located at the ODE website and provides more detail.
For the 2014-2015 school year, we have made the following changes to the Test Security Rule Book for Ohio Career-Technical Education Testing:
- This document covers both pretests and posttests.
- Teachers of the course being tested may be in the room during testing to assist the proctor with technology or behavior problems, but the teacher should not proctor the test.
- Proctors do not need to be registered in WebXam.
- Students attending a virtual school must come to a testing center and be observed by a qualified proctor.
- Headphones must be used if test is read aloud by computer using screen reader software.
The Secondary Student Upload form in WebXam allows a district to upload student data to WebXam. The upload file can be in one of two formats:
- Excel file format
- Fixed-length field plain text file format that is exported from some student data systems such as DASL
There is one change to the format this year. In previous years, WebXam accepted only CTE Program of Concentration codes. We now accept CTE Program of Concentration, CTE Subject Code, or both.
Purpose: Teacher test reviews, held either onsite at CETE or offsite at local districts, allow CTE teachers (who should NOT proctor tests for their own students) to review the operational forms of tests once per test form lifecycle. WebXam staff expects no information to be shared with others, as outlined in the non-disclosure agreements that teachers will be asked to sign. In addition, the support and IT staff time required to conduct the teacher reviews mandates a charge for each teacher who comes to CETE. Please read these instructions carefully to make sure that you do not waste your time and resources or those of the district.
Rescoring of 2013-2014 Field Tested Assessments
During 2013-2014, a field test of newly-written End-of-Course (EOC) tests was conducted by the maintainers of WebXam, CETE at The Ohio State University, who coordinated with the Ohio Department of Education. The field test process, just like the large group review involving instructors, is an important part of psychometric quality assurance. The purpose of field testing is to examine scores on both individual items and entire modules. This QA process helps CETE staff to select quality items to create operational test forms.
Some of the WebXam cutoff scores have been adjusted this year. This has caused instances
in which a few students who had passed certain modules last year could be shown as failures.
CETE and the Ohio Department of Education have repaired this problem
so that any student who passed a modular sequence last year will now still be reported with a passing score. Read below for additional detail.
On May 23, 2014, at a workshop conducted by Central Region Tech Prep Center at Delaware Area Career Center‘s North Campus, Jim Austin and Dan Keck of CETE presented on WebXam to administrators and teachers associated with career-technical education (CTE) programs.
As announced to the WebXam mailing list and in our February newsletter, testing of field tested assessments is now closed. The list of field tested assessments is available in this prior announcement: http://news.webxam.org/2014/02/deadlines-for-testing-and-uploading-4/ . These assessments will be available again in 2014-2015.
The Ohio CTE assessments in WebXam are designed as post-tests, to be taken after students have received the relevant instruction in their CTE program. However, we are aware that many districts, looking for assessments to use to measure Student Learning Objectives, have been using WebXam tests in the junior year as a pre-test and in the senior year as a post-test.
In order to analyze score data properly, we need to know how assessments are being used. Beginning April 24, when you as an administrator or teacher log in to WebXam and activate a test for students to take, you will be asked whether the students have received instruction in the content – in other words, whether it is a post-test or a pre-test. Please see the blue box and the rounded box below it in the screenshot.
The activation procedure is the same, except for the added step of responding to the pre-test/post-test question. The score reporting procedure is also the same: scores for all tests taken this year will be included in score reports.
Please contact WebXam Support with any questions.
The names of the End-of-Course Tests in the 47MC Biomedical Pathway Test have been changed to align to the course names published by The Ohio Department of Education. The content of the End-of-Course Tests has not changed. The test items and standards covered are the same as before – only the names have changed.
Please refer to the following chart for the changes.
|Old name in WebXam
||Current name in WebXam
||Principles and Practices of Biomedical Technology
||Biochemistry of Health
|Molecular Biology Techniques
||Biotechnology for Health and Disease
|DNA and Protein Analysis
||Genetics of Disease