COMMON CORE ASSESSMENT SELECTION WORK GROUP MAY 3, 2013 OREGON DEPARTMENT OF EDUCATION.

COMMON CORE ASSESSMENT SELECTION WORK GROUP

MAY 3, 2013OREGON DEPARTMENT OF EDUCATION

WELCOME

• Significance of this work

• Importance of impartial evaluation

OBJECTIVESMay 3rd I. Understand current assessment context

and needsII. Determine which assessments will be

evaluatedIII. Determine how to weight the features in

the assessment evaluationIV. Begin evaluating the Common Core

assessments against the criteria

OBJECTIVESMay 10th

I. Finish evaluating the Common Core assessments against the criteria

II. Determine best assessmentIII. Develop Common Core assessment

recommendation

AGENDAWelcome and objectives 1:00-1:10

Discuss expectations 1:10-1:20

Understand current assessment context and next assessment needs, options

1:20-2:00

Determine the weight for each feature 2:00-2:25

Break 2:25-2:35

Evaluate the Common Core assessments against the criteria

2:25-3:45

Break 3:45-3:55

Evaluate the Common Core assessments against the criteria

3:55-4:55

Wrap up 4:55-5:00

EXPECTATIONS: DISCUSSION

Assumptions

• That you’ve read the fact sheets• That you’re ready to engage in the discussion with an open

mind

Rules of Engagement

• Each member of the workgroup will have an opportunity to contribute to the comparison of assessments.

• Appropriate : Open mind to all options and discussion • Not Appropriate: Predetermination about which assessment is right for

Oregon

EXPECTATIONS:

WORK GROUP Who Role/Task Expectations

Work group Evaluate Common Core assessment options.

Make a recommendation to as to the assessment that will best meet the needs of our students, our schools, and our state.

Critically evaluate each assessment option.

Incorporate your professional and personal experiences with Oregon education into your evaluation.

EXPECTATIONS: ODEWho Role/Task Expectations

ODE

Facilitate the work group and, as needed, collect additional assessment information that is already publicly available.

Abstain from providing opinions about assessment preferences

Follow up on requests from work group for additional information and obtain relevant information that is publicly available.

• Rob Saxton and Derek Brown, Facilitation

• Doug Kosty, Facilitation support

• Cristen McLean, Time keeper

• Steve Slater and Rachel Aazzerah, Assessment information support

UNDERSTAND CURRENT ASSESSMENT CONTEXT AND NEEDS

OBJECTIVE I

CONTEXT:

WORK GROUP TASKWhat: Reading, Writing, Mathematics state-wide assessment.

Through 13-14 school year

14-15 school year and beyond

Assessed standards

Oregon state content standards

Common Core

Assessment OAKS [This is your task]

CONTEXT:

ASSESSMENT COSTS

New assessment will cost more because the following factors, at least:

• New level of assessment authenticity – higher quality assessment

• Opportunity for comparability across states

• Opportunity for assessment system that includes more than just summative data

CONTEXT:

ASSESSMENT COSTS

But we will have access to other cost-saving measures, including:

• Ability to share resources with other states using same assessment system

• Ability to leverage broader base for expertise

• Economy of scale for alignment costs, including:

• Alignments of state to state comparability• Alignment of assessment to college readiness and college

placement

CONTEXT:

ASSESSMENT OPTIONSAssessment Developer CostACT (ASPIRE) “Competitively priced”

NWEA (MAP) --

Partnership for the Assessment of Readiness for College and Careers (PARCC)

22

Smarter Balanced Assessment Consortium

22-27

Renaissance Learning (STAR)

3,200 one time cost for Reading and Math assessments.860 annually

College Board (SAT) 50

CONTEXT: REQUIREMENTS

Aligned to Common Core State Standards

Available in reading, writing, and mathematics

Available at 3-8 and high school

Online administration

Comparable across multiple states

Operational in 2014-15 academic year

CONTEXT: REQUIREMENTS

See hand out: Requirement Table

Which assessments should we evaluate?

Assessment Developer Evaluate?

ACT (ASPIRE) Yes

NWEA (MAP) Yes

Partnership for the Assessment of Readiness for College and Careers (PARCC)

Yes

Smarter Balanced Assessment Consortium Yes

Renaissance Learning (STAR) No

College Board (SAT) No

CONTEXT:

REACTIONS AND INTRODUCTIONS

Please introduce yourself and say:

• Name • Role and district or organization• One challenge you anticipate in this transition• One opportunity this transition presents

DETERMINE HOW TO WEIGHT THE FEATURES IN THE ASSESSMENT EVALUATION

OBJECTIVE II

WEIGHTING:

PROCESS (25 MIN)

1. Introduce features and criteria, including rationale (5 min)

2. Individually review features and criteria (10 min)

3. Discuss different weights for the features (5 min)

4. Each person anonymously votes on weight for each feature (5 min)

ODE calculates mean weight for each feature (during break)

Feature weighting finalized (after break)

WEIGHTING:

INTRODUCE FEATURES

See hand out: Feature Description

As a group discuss structure of feature and criteria information.

5 minutes

WEIGHTING:

INDIVIDUAL REVIEW


Individually review each feature and criteria.

10 minutes

WEIGHTING:

DISCUSSION


Discuss how much should each feature be weighted?

5 minutes

1. Quality Assessment2. Accommodations Available3. Suite of Resources Available

4. Aligned with college and career

5. Oregon can contribute to content

WEIGHTING:

VOTING

See hand out: Feature Weight Vote

Place your vote for how much should each feature be weighted?

5 minutes

WEIGHTING:

FINAL WEIGHTFeature Final Percent

1. Quality Assessment 32

2. Accommodations Available 23

3. Suite of Resources Available 28

4. Aligned with college and career 7

5. Oregon can contribute to content 10

BEGIN EVALUATING THE COMMON CORE ASSESSMENTS AGAINST THE CRITERIA

OBJECTIVE III

EVALUATING:

PROCESS (20 MIN EACH)

1. Each participants individually reviews fact sheet and write notes about which assessment best meets the criteria and why (10 min)

2. Participants discuss their selections (5 min)

3. Participants will take additional notes (5min)

Schedule:

• Three criteria

• Break

• Three criteria

• Wrap up

EVALUATING:

SCHEDULE

• Evaluate assessments against 2 criteria (including a longer one)

Break

• Evaluate assessments against 4 criteria

Wrap up

EVALUATING:

1.1 (FIRST ONE, 30 MIN)

1. Individually review Criteria 1.1 Fact Sheet

Take notes on Assessment Evaluation Sheet: Feature 1. Assessment Quality (10 min)

2. Discuss selections and rationales (15 min)

3. Take additional notes on Assessment

Evaluation Sheet (5 min)

EVALUATING:

1.2 (NOW, 20 MIN)






EVALUATING:

1.3






BREAKPlease be back by 3:55.

EVALUATING:

1.4






EVALUATING:

2.1


Take notes on Assessment Evaluation Sheet: Feature 2. Accommodations Available (10 min)




EVALUATING:

2.2


Take notes on Assessment Evaluation Sheet: Feature 2. Accommodations Available (10 min)




WRAP UP

Process

1. Please put all of your material in the envelope on your desk.

2. Seal the envelope and sign your name across the seal.

3. Leave the envelope on your desk.

Thank you for your hard work today – see you on May 10th.

COMMON CORE ASSESSMENT SELECTION WORK GROUP MAY 3, 2013 OREGON DEPARTMENT OF EDUCATION.

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Transcript of COMMON CORE ASSESSMENT SELECTION WORK GROUP MAY 3, 2013 OREGON DEPARTMENT OF EDUCATION.