What is the Wisconsin Student Assessment System (WSAS)?
The WSAS is a comprehensive statewide program designed to provide information about what students know in core academic areas and whether they can apply what they know. The WSAS includes:
- the Wisconsin Knowledge and Concepts Examination (WKCE) at grades 4, 8, and10 in Science and Social Studies,
- the Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) at grades 4, 8, and10 in Science and Social Studies,
- the Smarter Balanced Assessment (Smarter) in grades 3-8 in English Language Arts (ELA) and Mathematics,
- Dynamic Learning Maps (DLM) at grades 3-11 in ELA and Mathematics,
- ACT Aspire at grades 9 and 10, and
- The ACT at grade 11 for ELA and Mathematics, Science, and Writing.
- ACT WorkKeys at grade 11
The federal No Child Left Behind Act required all states to test all students in reading and mathematics in grades 3 through 8 and once in high school. Student performance on these assessments is reported in proficiency categories and used for accountability determination at the school, district and state levels.
Click on a main topic to jump to information below:
- Dynamic Learning Maps
- Assessment for ELLs
- Smarter Balanced Assessment
- ACT High School Assessments
- Phonological Awareness LIteracy Screening
- National Assessment of Educational Progress
- Assessment Resources for Families
- Test Preparation
- Data and Results
The WKCE is customized to measure the Wisconsin Model Academic Standards (WMAS) and is developed and designed by the Department of Public Instruction and Wisconsin educators in conjunction with CTB/McGraw-Hill. This standardized test is composed of some items specifically designed for Wisconsin and a some com
mercially developed questions used in schools across the country. Students in grades 4, 8, and 10 take tests in Science, and Social Studies. WKCE is administered to all students enrolled in grades 4, 8, and 10 in Wisconsin public schools during the fall of each school year.
The WKCE provides information about student attainment of subject-area proficiency to students, parents, and teachers, and information to support curriculum and instructional planning. The WKCE is designed to meet the requirements of NCLB accountability goals and Wisconsin Statutes.
For more information go to http://oea.dpi.wi.gov/assessment/WKCE
The Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD)is administered to a student with significant cognitive disabilities when the Individualized Education Program (IEP) team determines that the student is unable to participate in the Wisconsin Knowledge and Concepts Examination (WKCE), even with accommodations. The WAA-SwD is administered to students in grades 4, 8, and 10 in Science and Social Studies (through a teacher rater form).
The WAA-SwD provides information about student achievement and to allows school district staff to use test results to improve educational programs. The WAA-SwD is designed to meet the requirements of the NCLB accountability goals, IDEA, Wisconsin Statutes, and to provide students, parents, teachers, and schools with information about how students are progressing in relation to the Wisconsin Model Academic Standards through the Wisconsin Extended Grade Band Standards. In February 2009, Wisconsin educators further developed the performance level dsecriptors (PLDs) located within the Extended Grade Band Standards.
Students assessed with the WAA-SwD typically have significant limitations in cognitive functioning, in adaptive behavior, and in academic functioning expressed in conceptual, social, and practical adaptive skills. Often, these students are identified as having a Cognitive Disability; however, students with some other types of disabilities (e.g., Autism, Traumatic Brain Injury, etc.) may also satisfy the criteria for participation on the WAA-SwD.
The WAA-SwD provides individual and school-level achievement information to districts, schools, and students. In addition to providing results for use in state and federal accountability programs, WAA-SwD results may be used:
- to provide parents and guardians with information about the academic performance of their children,
- to identify grade level curricular strengths and weaknesses, and
- to prescribe a course of intervention or enhancement, corrective instruction, or specialized services
For more information go to http://oea.dpi.wi.gov/assessment/WAA
English Language Learners (ELLs), including immigrant students and ELLs with disabilities, are required to participate in all state or federally required language and academic content assessments as prescribed in Title III of the No Child Left Behind ACT of 2001 and state statute. ELL designation is noted with an ELP code of 1-5 in the Individual Student Enrollment System(ISES).
Districts will need to first determine if the student has recently arrived in the United States before making assessment and accountability decisions. Recently arrived refers to a student that has attended a U.S. school for less than 12 months.
A recently arrived ELL may be exempt from one required administration of the state’s reading assessment. Recently arrived students must participate in all other content areas, with or without accommodations.
If necessary a list of accommodations may be found at http://oea.dpi.wi.gov/assessment/ELL/accommodations.
For more information go to http://oea.dpi.wi.gov/assessment/ELL
The Smarter Balanced Assessment Consortium (Smarter Balanced) is a state-led consortium working to develop next-generation assessments that accurately measure student progress toward college- and career-readiness
The components of the Smarter Balanced Assessment include:
1. A summative assessment administered during the last 12 weeks of the school year (measuring students’ cumulative progress from the past school year). Smarter summative assessments are administered in English Language Arts (ELA) and Mathematics for grades 3-8.The summative assessment will consist of two parts: a computer adaptive test, and performance tasks that will be taken on a computer but will not be computer-adaptive. The summative assessment will provide valid, reliable, and fair measures of students’ progress toward, and attainment of, the knowledge and skills required to be college- and career-ready; and via computer-adaptive testing, efficient and precise measurement of achievement, and quick turnaround of results.
2. Optional interim assessments administered at locally determined intervals. These assessments will provide educators with actionable information about student progress throughout the year. Like the summative assessment, the interim assessments will be computer-adaptive and include performance tasks.
3. Formative assessment practices and strategies (measuring students’ understanding and progress periodically throughout the school year) are the basis for a digital library of professional development materials, resources, and tools aligned to the Common Core State Standards and Smarter Balanced claims and assessment targets. Research-based instructional tools will be available on-demand to help teachers address learning challenges and differentiate instruction. The digital library will include professional development materials related to all components of the assessment system, such as scoring rubrics for performance tasks.
For more information go to http://oea.dpi.wi.gov/assessment/Smarter
In compliance with 2011 Assembly Bill 40 Act 20 and the 2013-15 biennial state budget, Wisconsin will assess high school students in 9th, 10th, and 11th grades beginning with the 2014-2015 school year.
The Wisconsin Department of Public Instruction is entering into a partnership with ACT®, Inc. to comprehensively assess Wisconsin high school students:
- 9th grade students will take the ACT Aspire™ Early High School assessment in the Fall and Spring
- 10th grade students will take the ACT Aspire™ Early High School assessment in Spring
- 11th grade students will take The ACT® Plus Writing and the ACT® WorkKeys® Assessment System in the Spring
ACT Aspire™ Early High School - ACT Aspire assesses student readiness in English, math, reading, science, and writing. ACT Aspire is an online assessment in Wisconsin except for students who require accommodations through Braille, Large Print or American Sign Language who will take ACT Aspire in a paper and pencil format.
The ACT® Plus Writing - The ACT Plus Writing consists of four multiple-choice tests: English, Mathematics, Reading, and Science; and a 30-minute essay test that measures writing skills. ACT Plus Writing will be a paper and pencil test in Wisconsin for the 2015 administration
ACT® WorkKeys® - ACT WorkKeys is an applied skills assessment system that helps students compare their skills to the skills real jobs require. Wisconsin students will take three WorkKeys assessments: Locating Information, Reading for Information, and Applied Mathematics. ACT WorkKeys will be a paper and pencil test in Wisconsin for the 2015 administration.
All students will be administered these assessments except for the 1% of students with significant cognitive disabilities who will be assessed with an alternate assessment. ACT®, Inc. has provided testing services for more than 50 years and their assessments have evolved over the years to reflect the nation's view of education to embrace lifelong learning and prepare students to be college and career ready after high school graduation. It is anticipated that contract negotiations between the Wisconsin Department of Public Instruction and ACT, Inc. will be completed during the Spring of 2014.
For more information go to http://oea.dpi.wi.gov/assessment/ACT
Wis. Stats 118.016(1) requires an early literacy screener to be administered to all 4 year old kindergarten to 1st grade students enrolled in public school districts and charter schools for the 2013-14 school year and beginning in the 2014-15 school year to expand this requirement to also include all 2nd grade students enrolled in public school districts and charter schools. This assessment provides administrators, teachers, and parents with valuable information necessary to improve the reading skills of students. Results are used to identify reading problems early on and to inform instruction. The data from the screener is not part of the statewide accountability system.
The Phonological Awareness Literacy Screening (PALS), developed by the University of Virginia, has been purchased under a state contract to serve as the required literacy screener.
NAEP also known as the Nation's Report Card, is the only nationally representative and continuing assessment of what America’s students know and can do in school. Since 1969, NAEP has provided valuable information on student achievement to policymakers, educators, and the general public. The National Center for Education Statistics in the U.S. Department of Education, is responsible by law for carrying out the NAEP project. The National Assessment Governing Board, appointed by the Secretary of Education but independent of the Department, sets policy for NAEP and is responsible for developing the frameworks and test specifications that serve as the blueprint for the assessments.
NAEP is a survey assessment. It provides results for populations and groups of students. It is not a testing program designed to provide individual student, school, or district results (except for a select group of urban districts that participate in the Trial Urban District Assessment).
For more information go to http://oea.dpi.wi.gov/assessment/NAEP
|Parents Guide To New Assessments in Wisconsin - This information handout gives an overview of new assessments (which measure student proficiency against more rigorous standards), sample test items, an overview of accountability for students, teachers, and schools, what parents can expect, benefits of new assessments, and additional resources for parents.|
Spanish Translation (2013-14 version)
Smarter Balanced Assessment Information for Families (2014-15 version)
This brochure answers common questions asked by students and families about the Smarter Balanced Assessment. It explains its purpose, describes what scores will be provided, and how they will be used. It also identifies who will be tested and when, and what the test looks like.
WAA-SwD Student/Parent Pre-Test Brochure (2014-15 version)
PALS Information for Families- This brochure answers common questions asked by families about the PALS. It explains its purpose, describes what scores will be provided, and how they will be used.
ACT High School Assessments Information for Families - This brochure answers common questions asked by families about the ACT High School Assessments. It outlines the ACT, WorkKeys, and the ACT Aspire, explains their purposes, describes what scores will be provided, and how they will be used. It also identifies who will be tested and when.
ACCESS for ELLs® Information for Families Brochure- This brochure answers common questions asked by families about the ACCESS for ELLs®. It explains its purpose, describes what scores will be provided, and how they will be used.
|Alternate ACCESS for ELLs™ Information for Families Brochure - This brochure answers common questions asked by families about the Alternate ACCESS for ELLs™. It explains its purpose, describes what scores will be provided, and how they will be used.|
|NAEP Information for Families - Brochure for families which contains a general overview of NAEP.|
- When possible, it is beneficial to establish a daily routine for meals, homework, chores, bedtime, and family time
- Provide students with a study area at home
- Encourage students to practice good study habits and set aside time every day for homework
- Encourage students to participate in practice sessions
- Ensure students get a good night's sleep and a nutritious breakfast before taking a test
- Remind students to listen to and read all directions and to tackle the test one question at a time instead of thinking about the entire test
- Encourage students to answer all test questions
- Offer praise and encouragement for achievement and improvement
Reading/English Language Arts Test Preparation
- Read to students and encourage them to read to you
- Encourage students to read the newspaper, magazines, and recreational books; and encourage students to discuss what they have read
Mathematics Test Preparation
- Play games that involve numbers and/or computation
- Encourage students to make connections between their everyday lives and what they are learning in math class
- Encourage the use of math everyday through measuring recipes, adding prices at the store, creating a budget, explaining graphs and charts in the newspaper or magaizine articles, and taking measurements while doing home projects or sewing
Science Test Preparation
- Encourage participation in science competitions, fairs and other activities
- Share your enthusiasm/interest for science
- Explore nature centers, zoos, and science museums
- Sample items for science
Social Studies Test Preparation
- Encourage discussion of current events and how it affects human rights, governments, and geography; make comparisons to similar events
- Sample items for social studies