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   WHY USE IT?

CCSS learning analytics for educators

The primary goal of the Race To the Top Assessment program is to restore by 2020 the United States’ position as the world leader in college graduates, and toward that goal the program is funding SBAC and PARCC to develop assessments that inform instruction effectiveness and improve student performance.   orgLib empowers teachers with a free tool and relevant contents toward meeting the goals of the RTTA program.

Prepare for SBAC and PARCC computer-based assessments

Empower teachers with an additional tool to help prepare students for SBAC and PARCC computer-based tests with access to assessments that utilize technology-enhanced items covering both lower and higher level thinking skills to increase the likelihood that students will become better prepared and better problem solvers.

Protect Student Privacy

Handle data securely and ethically and keep the student identities anonymous. In Guest mode there is no information collected from the students and the teachers. In Group mode, the maximum length of student ID is 5 characters and that is the only information orgLib collects from students. In Group mode, orgLib collects only teacher email addresses and that is the only information orgLib collects from teachers.

orgLib does NOT collect any sensitive information such as the student’s first and last name, social security number, birth date, previous schools, address and medical history. orgLib does NOT monitor student's keystroke and does NOT analyze data about student’s actions, patterns, and preferences. See orgLib's privacy policy for more details.

Automated scoring for constructed response items

Most of orgLib's questions are in constructed response format and measure students' complex skills where students under Common Core are required to show and apply what they know, and not just selecting the right answer from a multiple choice question.

Offline-Online

Support offline reviews and creating paper tests. Offer teachers worksheets that are formatted similarly to web-based online assessments using web controls (textbox, radio buttons, checkboxes) as answer receivers to allow students submitting answers offline in a very similiar way to submitting answers online since teachers do not always have access to a computer lab when assessments need to be taken.

Common Core aligned question items and formative - interim - summative assessments

Access to 8,000+ items and 1,800+ assessments aligned to common core state standards

Teacher Preperation for Accountibility

Empower teachers with automated test scoring and access to accurate and timely data that meet district and state reporting requirements to eliminate achievement gaps and improve learning of all students. The push for accountability in schools has started with:

  • 43 states adopting common core and two consortia, PARCC and SBAC, preparing assessments that are aligned to common core, computer-based, computer-scored and adaptive. The ratings of schools and teachers are directly associated with students' performance on assessments provided by PARCC and SBAC.

  • states and districts conforming to implement statewide longitudinal data systems introduced by 2010 National Education Technology Plan and Race to the Top Assessment initiatives. SIS (school information systems) provide standardized test results to SIF (school information frameworks) which provide its data to state's and districts' longitudinal data systems that inform key decision makers and as a result the rating of schools and teachers is associated with students' performance on assessments provided by PARCC and SBAC.
One of the measurements to evaluate teachers will be based on analytical data generated from:
  • summative exam results provided from Comprehensive Assessment Systems (CAS) to federal decision makers
  • formative and interim exam results provided from Instructionally Supportive Student Assessment (ISSA) to district and state decision makers
Schools and districts have started preparing to be technologically ready for the requirements of the new generation of assessments provided by PARCC and SBAC with:
  • getting more hardware
  • getting more software
  • getting more bandwidth
  • getting more IT support in schools
Teachers on the other hand will need two things to be technologically ready for the new generation of assessments:
  • time in school day to let students practice taking common-core-aligned, computer-based, computer-scored and adaptive tests.
  • tools that allow students practice computer-based tests, meet district requirements and adhere to privacy guidlines by the Department of Education

Learning Analytics for Teachers

Using orgLib CCSS Math Assessment System educators can pro-actively assess and access instantly learning analytics and reports that are similar to the analytical data that will be provided to district, state and federal decision makers to:
  • learn what students know and can do while keeping student identities anonymous
  • measure school accountability
  • measure instructional practice and improvement
  • evaluate teachers
CCSS learning analytics for educators

The more teachers deploy orgLib assessments in their classrooms and access their learning analytics the sooner teachers can identify:
  • 1-n standards that they need to re-teach because students did not get to mastery the standards
  • 1-n students that need tutoring because of poor performance in certain standards
  • 1-n patterns that are otherwise obscured