1 March 2011 SBE Presentation on CCSS Assessment Consortia CCCOE Curriculum Council March, 2011.

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March 2011 SBE Presentation on CCSS Assessment Consortia

CCCOE Curriculum Council

March, 2011

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Why a Board Item in March 2011?

PARCC requires Notification of participation in consortium within 5

months after a change in state officials Select participation in either or both or no consortia Select level of participation

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The Assessment Consortia

PARCC The Partnership for the Assessment of Readiness for

College and Careers Consortium

SBAC The SMARTER Balanced Assessment Consortium

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Assessment Consortia Theories of Action Distributed Summative Assessment

PARCC

Assessment Based on Iterative Integrated Interaction SBAC

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Consortia Were Funded to …

Develop CCSS assessments that adhere to ESEA Requirements Both Consortia are to develop

formative assessments with multiple formats assessments that use computer technology to create

a faster feedback loop on results

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ESEA Assessment Requirements

Testing in ELA and Math grades 3 through 8 once in grades 10 through 12

Testing in Science grades 5, 8, and 10

Note: These are the assessments required by

ESEA

not those that will factor into the accountability

system

Also note: The competitive grant does not include the development of science assessments

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44 States + DC Have Adopted the Common Core State Standards

* Maine and Washington have adopted the CCSS provisionally** Minnesota adopted the CCSS in ELA only

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PARCC States

Varied State Roles• Fiscal Agent (Procurement State)

• Governing States

• Participating/Advisory States

Southeast vs. Northwest

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CA and the Two Consortia CA is a member of

PARCC A consortium of 25 states Procurement state is

Florida Achieve (American

Diploma Project) is the managing partner

Received $170 million

CA could join or switch to SBAC Consortium of 31 (many

Western) states Procurement state is

Washington WestEd is the managing

partner Received $160 million

$10 million more to develop high school assessments Nearly 63% of K-12 in US

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Both PARCC and SBAC

Received an additional $15.9 million to help states transition to the

common core state standards and the common assessments

Scheduled to “go live” in 2014-15

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Distributed Summative Assessment

PARCC’s March Presentation to CA SBE

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PARCC’s Stated Goals

1. Pathway to college and career readiness for ALL students Involve IHEs & have EAP characteristics

2. High quality assessments that measure authentic student performance Short answer, performance base & longer open response in

addition to MC

3. Support Educators in the classroom PD & Real-Time Student Achievement Data

4. Keep students on the path to success Coordinated K-16 system

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START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 3

75%

Through-Course 4

90%

End-Of-Year

Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

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START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 1 and 2:

ELA-1 and ELA-2: One or two tasks involving reading texts, drawing conclusions, and presenting analysis in writing.

Math-1 and Math-2: One to three tasks that assess one or two essential topics in mathematics (standards or clusters of standards).


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Through Course Assessments

Shouldn’t be thought of as “mini-tests.” They will look like assignments or tasks Could be open-ended May take a few days to complete

Sample Item: Given a set of texts, students are to write a letter to their congress person that advocates a position on whether congress should limit oil drilling.

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Through-Course 3 and Through-Course 4 (ELA only):

ELA-3: Performance task(s) that require evaluating information from within a set of digital resources, evaluating their quality, selecting sources, and composing an essay or research paper.

ELA-4 (speaking and listening): Students will present their work from ELA-3 to classmates and respond to questions. Teachers will score, using a standardized rubric, and can use results in determining students’ class grades.

Math-3: Performance task(s) that require conceptual understanding, procedural fluency, and application of mathematical tools and reasoning.

START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

25%

Through-Course 2

50%

Through-Course 3

75%

Through-Course 4



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START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 3

75%

Through-Course 4

90%

End-Of-Year

End-of-Year:

EOY: Comprehensive, computer-scored assessment that includes a range of item types, including innovative, technology-enhanced items. Enables quick turnaround of student scores.

A student’s summative score—used for accountability purposes—will include his/her performance on Through-Courses 1, 2, and 3

as well as the End-of-Year assessment.



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Assessment Based on Iterative, Integrated Interaction

SBAC’s March Presentation to CA SBE

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SBAC Building Assessments Based on Student Input State-of-the-art adaptive online exams The online system will provide information to teachers

and others on the progress of all students including students with disabilities, English language learners

and low- and high-performing students. The system will include:

the required summative exams (offered twice each school year);

optional formative, or benchmark, exams; and a variety of tools, processes and practices that will

assist teachers in understanding what students are and are not learning on a daily basis

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Computer Adaptive Testing

Items selected for individual students based on past performance

Accurate measurement across performance scale

Efficient – less testing time needed Adaptive tests tailors test questions for the

level of the student. enables the collection of very accurate scores Provides a detailed and unique record of student

paths of student development

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Assessment Design

The Consortium will provide the following by the 2014-15 school year:3. Formative tools and resources

4. Responsible flexibility

5. Distributed summative assessment

a. Content clusters throughout a course

b. Most appropriate time for each student

c. Scores rolled up

Smarter Balanced Assessment Consortium

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Optional Interim Assessments

Non-secure and fully accessible Timing and content customizable Include performance tests Helps identify specific student needs Teachers are included in the item and task

design Comprehensive Information Portal

Includes student progress and performance history

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Assessment Design

Type of Component

Type of Data produced

Frequency Number of items

Administration Mode

Scoring Method

Summative assessing Common Core

Scale score for achievement and growth

Once annually 1-2 opportunities

30 Selected response3 Extended constructed response7 Technology enhanced1 Performance event

Computer Adaptive, SR, ECR, TE

Computer Delivered: teacher administered performance event

Computer Adaptive: automated computer scoring

Performance EventCombination of AI and teacher

Smarter Balanced Assessment Consortium

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Comparing the Consortia

PARCC vs. SBAC

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Overall assessment system mix of constructed response items, performance tasks, and

computer enhanced, computer-scored items.

Assessments for grades 6-12 will be administered via computer

while 3-5 will be administered via paper and pencil (in the short term).

Grade K-2 will be developed but are optional

Combination of artificial intelligence (AI) and human scoring will be employed;

states will individually determine the extent to which teachers will be involved in scoring.

PARCC’s Administration and Scoring

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SBAC Benefits

Better service for ELs and SWDs Consistent Identification of needs for stable

and mobile students

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PARCC’s Implementation Support

Consortium-wide strategic planning institutes to map out and monitor implementation

Collaborative efforts to develop curricular and instructional tools

Multi-state leadership cadres of educators deeply engaged in use of assessments and tools

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SBE Question Areas

What is the difference between being college ready and community college ready?

How address/adapt for English Learners?

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CA’s English Learners and PARCC

Look at traditional accommodations Item development is sensitive to language load of

questions being asked EL is highest growth subgroup in MA so we are very

sensitive to these issues My hope is this will signal a language rich curriculum

that focuses on vocabulary and reading and writing Are resources ($$) allocated to states based on the

number of students each state serves? P=no

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Compare

Presenters 2 east coast vs 4 (3 of which west coast) – 1 univ professor spoke english as a second language – UC Davis

Use latest of technology Very much state led – states are at the table

constantly; committed to communication; newsletter

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Two Funded Assessment Consortia Partnership for Assessment of Readiness for

College & Careers (PARCC) http://www.fldoe.org/parcc/ http://www.achieve.org/files/CCSS&Assessments.

pdf

SMARTER Balanced Consortium (SBAC) http://www.k12.wa.us/smarter/ http://www.wested.org/cs/we/view/rs_press/100

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Pamela Tyson, PhDDirector, Educational Services

Contra Costa County

Office of Education

[email protected]

1 March 2011 SBE Presentation on CCSS Assessment Consortia CCCOE Curriculum Council March, 2011.

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Transcript of 1 March 2011 SBE Presentation on CCSS Assessment Consortia CCCOE Curriculum Council March, 2011.