Performance Level Descriptors

DEVELOPING GENERAL PERFORMANCE LEVEL DESCRIPTORS

In accordance with the requirements of Chapter 4.51 relating to the implementation of PSSA and Act 16 of 2000 (Senate Bill 652) relating to Education Empowerment, the Pennsylvania Department of Education is developing a STEE assessment. As part of this assessment, the department will develop specific performance level descriptors for STEE consistent with State Board of Education regulations, which state: “Levels of proficiencies shall be Advanced, Proficient, Basic and Below Basic.”

As a first step in carrying out the State Board’s instructions, the Department of Education developed general performance level descriptors. These are statements defining the levels of achievement required at each of the four performance levels regardless of the content area being addressed. The Page 23 STEE Assessment Handbook 17 initial set of descriptors was sent for review to approximately 1,700 people including educators, students, parents, and citizens. Revisions were made on the basis of recommendations of the survey participants, and the descriptors were finalized. The general performance level descriptors for Pennsylvania are listed below.

Advanced   The Advanced Level reflects superior academic performance. Advanced work indicates an in-depth understanding and exemplary display of the skills included in the Pennsylvania Academic Content Standards.
     
Proficient   The Proficient Level reflects satisfactory academic performance. Proficient work indicates a solid understanding and display of the skills included in the Pennsylvania Academic Content Standards.
     
Basic   The Basic Level reflects marginal academic performance. Basic work indicates a partial understanding and display of the skills included in the Pennsylvania Academic Content Standards. This work is approaching acceptable performance but has not reached it.
     
Below Basic   The Below Basic Level reflects inadequate academic performance. Below Basic work indicates little understanding and minimal display of the skills included in the Pennsylvania Academic Content Standards. There is a major need for additional instructional opportunities and/or increased student academic commitment to achieve the Proficient Level.

Since the State Board directed that specific criteria for the four levels be developed, the next step will require the determination of what STEE test scores will define each of the four levels. STEE assessment total scores for students are scaled scores. Consequently, there will be a need to determine which scaled scores in STEE assessment are required for student work to be classified as advanced, proficient, and basic levels. All scores that fall below the basic level would be defined as below basic. Two to three years of STEE assessment scores will be needed to implement this process, so STEE general performance level score ranges most likely will not be adopted by the State Board until there is sufficient data.