Standards of Learning
Assessment Changes
L E I GH BE N N ET T, A S S ESSMENT S U P ERVISOR
BI LL BR A ZI ER , S OCI AL S CI E NCES S UP ERV ISOR
A S HL EY E L L I S, E D. D. , DI R EC TOR OF I N STRU C TIONAL P ROG R AMS
State Required Assessment -Current
Standards of Learning (SOL) tests are online, content specific tests administered
near the completion of the course.
Cumulative, standardized tests that produce a scaled test score
400 is pass proficient, 500 is pass advanced, below 400 is a failing score
Annual assessment is required by state and federal legislation:
 Reading and Mathematics in grades 3-8
 Science in grades 3-5, 6-9 and 10-12
 History/Social Science in grades 3-5, 6-9 and 10-12
 Reading and Mathematics once in high school
http://www.doe.virginia.gov/boe/accreditation/
Introduction of TEI Items
Creation of SOL
Innovation Committee
Reduction of 5 SOL Tests
Introduction of CAT Test
Introduction of Expedited
Retakes –ES & MS
Addition of grade 3 Math
CAT
Introduction of TestNav 8
Changes In Assessment Timeline
2013
2014
2015
2016
2017
Technology Enhanced Items
Introduced in 2013 and phased in by content area over the last three years,
these test items require students to demonstrate critical-thinking and problemsolving skills, much as they do in response to classroom assignments from
teachers:
 Drag and drop
 Fill in the blank
 Hot spot (answer options which may be part of a graphic, art, numbers, or
text, that are selected in response to a question)
 Bar graph or Histogram
http://www.doe.virginia.gov/testing/
Sample Item
SOL Innovation Committee Creation
Created by Governor McAuliffe in June 2014
“…the Standards of Learning Innovation Committee will take a comprehensive
look at Virginia’s Standards of Learning system….They will be charged with
making recommendations to the Board of Education and the General Assembly
on ways to further reform SOL assessments, student growth measures, and
encourage innovative teaching in the classroom.”
Recommendations were provided to Governor McAuliffe in Nov 2014 and Nov
2015.
June 30, 2014, November 25, 2014, November 18, 2015, Press Releases from
Governor’s Office
http://education.virginia.gov/initiatives/sol-innovation-committee/
SOL Innovation Recommendations
May 24, 2016
Virginia students must graduate from high school prepared to succeed in the economy
and their communities.
The Virginia Standards of Learning should be revised to align with the Profile of a
Graduate, integrating and reaching beyond subject areas to include explicit college,
career, and citizenship learning goals.
The assessment system must assess both rigorous content standards and relevant skills
students need to master for success in college, career, and citizenship.
The School Quality Profile should provide descriptive information using multiple
measures that are evidence- based, useful in school improvement efforts, and relevant
to educators, parents, communities, and the Commonwealth.
All schools should be engaged in continuous pursuit of professional excellence. Varied
models and strategies should be available so that all schools can access the support
they may need.
https://education.virginia.gov/media/4964/2015-executive-summary-sol-innovation-committee.pdf
Reduction in SOL Testing
House Bill 930 and Senate Bill 306, Revisions to Standard 3 of the Standards of
Quality, July 2014
SOL Assessments Removed:
 Grade 3 Science
 Grade 3 History/Social Science
 Grade 5 Writing
 Grade 6 History
 Grade 7 History
*However, school divisions are still required to teach this content and to assess
it annually using an alternative assessment, per §22.1-253.13:3.C of the Code of
Virginia
http://doe.virginia.gov/testing/local_assessments/faq_local_alternative_assessments.pdf
Expedited Retakes Expanded to GR 3-8
House Bill 1490 (May 2015) allowed eligible elementary and middle school
students to have an opportunity to retake an SOL test, with parent permission. A
similar process has been in place for students taking an end-of-course SOL test.
Eligibility:
 Student is passing the course AND
 Student failed SOL test with a narrow margin (a score of 375-399) OR
 Student failed the SOL test due to extenuating circumstances OR
 Student failed to sit for the SOL test for legitimate reasons
http://doe.virginia.gov/news/news_releases/2015/03_mar27_boe.shtml
Computer Adaptive Testing
CAT is an online, SOL assessment that is customized for every student. How a
student responds to a question determines the difficulty of the next item. A
correct response leads to a more difficult item, while an incorrect response
results in the selection of a less difficult item for the student. All test items
remain at the student’s current grade level.
The CAT format of the Math SOL does not permit students to go back and
change their answer, once they have moved on to the next item.
Spring 2015: grade 6 Math
Spring 2016: grades 6-8 Math & grade 3 Math
Spring 2017: grades 6-8 Math, grades 3-5 Math & Reading
http://www.doe.virginia.gov/testing/test_administration/cat/index.shtml
Benefits of Computer Adaptive Testing
Shorter tests mean less time spent in assessment
Increased engagement for all students due to the adaptive nature of the test
A finer measure of what students know and don’t know
SOL Test Item Comparison
SOL Test
Number of
Number of
Test Items
Test Items
on Standard on Standard
Traditional
CAT
SOL Test
Number of Number of
Test Items
Test Items
on Standard on Standard
Traditional
CAT
Gr 3 Reading
47
33
Gr 6 Math
60
53
Gr 3 Math
50
32
Gr 7 Math
60
53
Gr 4 Reading
47
33
Gr 8 Math
60
53
Gr 4 Math
60
39
Gr 5 Reading
50
33
Gr 5 Math
60
39
TestNav 8
VDOE has been working to expand the types of devices approved for use in the
administration of online SOL tests. By transitioning to a new version of test
delivery software, TestNav 8, Virginia school divisions gain the flexibility of
administering online SOL tests on a wider variety of devices, including touchscreen devices. This change impacts the online environment for all students.
TestNav 8 is not available for use on smart phones, due to the limited screen
size.
LCPS expects to gradually expand the devices available to students beginning in
the 2017-18 school year.
http://www.doe.virginia.gov/testing/sol/practice_items/testnav8.shtml
Assessment Changes Under ESSA
VIRGINIA’S CURRENT ASSESSMENT FRAMEWORK
Reading and Mathematics tests administered annually to students in grades 3-8.
Science tests are administered in grades 5 and 8. High school students enrolled in a
Science course (for credit) for which there is an SOL test, must be tested.
EVERY STUDENT SUCCEEDS ACT (ESSA)
Reading and Mathematics tests administered annually to students in grades 3-8
Science tests must be administered to students at least once in grades 3-5, 6-9, 1012.
Every student enrolled in a course (for credit) with an associated SOL test, must be
tested.
Virginia currently permits the use of the SAT, ACT and AP tests as a substitute to
certain SOL tests.
Students with a significant cognitive disability have the same assessment criteria
listed above and are assessed with the VAAP in grades 3-11.
Reading, Math, Science and History must be assessed at least once during high
school.
ESSA permits states to identify one “nationally recognized high school assessment”
that can be used in place of the statewide assessment in high school.
The VGLA in Reading is administered to eligible ELL students in grades 3-8.
The VMAST in Reading and Algebra I is administered to eligible SPED students
seeking a credit accommodation for their standard diploma.
The VSEP is administered to eligible SPED students in high school level courses
seeking a verified credit for their diploma.
Students with a significant cognitive disability have the same assessment criteria
listed above and may be assessed using an alternate assessment.
No alternative assessments may be administered to students with a disability,
outside of those with a significant cognitive disability.
ESSA – Regulations
Highlights from final regulations:
Deferred implementation of new accountability systems to 2018-2019 SY
Deferred plan submission due dates - Virginia’s ESSA plan will be submitted by
September 18, 2017
State accountability systems must address:





Academic achievement;
Academic progress;
Graduation rates;
Progress in English Learners gaining proficiency; and
School quality
16
Proposed Changes to Diplomas (SOA)
Proposed changes are subject to BOE approval and would begin with the 2018-19 SY.
Discipline Area
Standard Diploma
Advanced Studies
Diploma
Proposed Change
English
Math
2
1
2
2
1
1
Laboratory Science
History/Social Sciences
Student Selected Test
Totals
1
1
1
6
2
2
1
9
1
1
No longer required
4
Proposed Changes to Diplomas (SOA)
Only students enrolled in a course with an associated SOL test that require the
verified credit for that course to meet graduation requirements must be tested.
All students must test in math once at the high school level, even if they have
met their diploma requirements through coursework in middle school.
Due to federal accountability requirements, high school students will need to
test in Reading, rather than Writing.
The state will permit the award of locally verified credits for the successful
completion of an authentic performance assessment in History/Social Sciences.
The award of a locally verified credit has been expanded to reading and math for
all students; however, only one verified credit is permitted.
The Value of SOL Assessment Data
Summary SOL performance reports inform school and/or grade level
instructional practices and are used in the development of School Improvement
Plans.
Summary SOL performance reports also identify areas of growth and deficit by
subgroup, which may be used to modify tiering and/or interventions.
Individual student reports can be used to document growth or regression to be
shared with the next year’s teacher. This can be used to give the teacher a clear
view of the needs of their incoming class, which is vital for initial instructional
planning.
When combined with other local growth/benchmark assessment data,
documents growth over successive years, as a result of school and/or division
interventions.
Standards of Learning
Assessment Changes
L E I GH BE N N ET T, A S S ESSMENT S U P ERVISOR
BI LL BR A ZI ER , S OCI AL S CI E NCES S UP ERV ISOR
A S HL EY E L L I S, E D. D. , DI R EC TOR OF I N STRU C TIONAL P ROG R AMS
Traditional Assessment