CCSS Assessments Overview CCSS Literacy Team Seminar, Day 1 October 19, 2011
Design and Organization of CCSS
Design & Organization
College & Career Readiness Anchor Standards NOT adopted by CA DoE
Three appendices NOT adopted by CA DoE
College/Career Ready (CCR) Students…
…demonstrate independence …build strong content knowledge …respond to varying demands of audience, task, purpose, and discipline …comprehend as well as critique …value evidence …use technology and digital media …understand other perspectives and cultures
What is not included in CCSS:
How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for ELLs and students with special needs Everything needed to be college and career ready
Design & Organization
Shared responsibilities for students’ literacy development Focus on results rather than means Media skills blended throughout Four strands:
Reading (including Reading Foundational Skills, K-5) Writing Speaking and Listening Language
Reading Design & Organization ď ˝
Three sections: 1. 2. 3.
Literature Informational Text Foundational Skills (K-5)
Reading Framework for NAEP 2009 Grade Literary Informational 4 50% 50% 8 45% 55% 12 30% 70%
Reading Design & Organization ď ˝
Four key areas 1. 2. 3. 4.
Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
Writing Design and Organization 1. 2. 3. 4.
Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing
Writing Design and Organization Text Types and Purposes
1.
}
Production and Distribution of Writing
1.
}
Clear, coherent, appropriate, process, technology
Research to Build and Present Knowledge
1.
} 1.
Arguments, informative/explanatory texts, narratives
Short and sustained; multiple sources; literary or informational
Range of Writing
NAEP 2011 Writing Framework Grade
To Persuade To Explain
To Convey Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
What does this mean for me? Think-Write-Pair-Share Use the template to note 2-3 points that are significant for the work that you do Use the template to note an area of the CCSS that you plan to explore further Share your notes with a table partner
Background of CCSS Assessments Who are the players?
SBAC & PARCC Two national state-based consortia overseeing development of assessments for CCSS, under auspices of Race to the Top SBAC: SMARTER Balanced Assessment Consortium PARCC: The Partnership for Assessment of Readiness for College and Careers
SBAC: SMARTER Balanced Assessment Consortium
29 states representing 48% of K-12 students • 19 governing, 10 advisory states • Washington state is fiscal agent •
• • •
•
Develop a system of comprehensive and innovative assessments... ...for grades 3–8 and high school... ...aligned to the Common Core State Standards in English language arts and mathematics, so that... ...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching
SMARTER Balanced Assessments
Assessment: SBAC Focus
•Assessments are aligned to college and career readiness standards •Must assess students annually in grades three through eight in English-language arts and mathematics and once in grades ten through twelve –Current federal requirements
•Required technology component
Seven SMARTER Balanced Principles An integrated system: summative, interim, formative Design with evidence of student performance: evidence-based design Teacher involvement: prototype design; item/task writing; scoring State-led with transparent governance: engagement in policy & implementation decisions
Seven SMARTER Balanced Principles Continuously improve teaching & learning: regular feedback of student progress; professional development supports Useful information on multiple measures: progression-based scores; extended response items & performance tasks Adhere to established professional standards
SMARTER Balanced Assessments
Summative 2. Interim 3. Formative 1.
Summative Assessment (Computer Adaptive) • Required comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
Summative Assessment (Computer Adaptive) Assess the full range of Common Core Measures current student achievement & growth
across time Can be given once or twice a year (mandatory window: last 12 weeks of instructional year) Variety of question types: selected response, short constructed response, extended constructed response, tech enhanced, performance tasks (2 per year per content area)
Interim Assessment (Computer Adaptive) • Optional comprehensive and content-cluster assessment to identify specific needs of each student • Timing & content are customizable • Available for administration throughout the year • Includes variety of tasks included in summative assessments with clear examples of expected performance • Measured on same scale as summative assessments • Fully accessible for instruction and professional development • Teachers included in item and task design and scoring
Formative Processes and Tools • Optional online resources for… •
Aligning instruction to CCSS
•
Classroom evidence of student learning
•
Formative assessment guides
• Aligned to CCSS, focused on increasing student learning and enabling differentiated instruction • “Best practices” support through online learning modules, including model units of instruction and formative strategies • Comprehensive information portal with access to info about student progress and student performance history
Time to Process Share with a neighbor new opportunities these assessments provide ď ˝ Share with another neighbor new challenges these assessments pose ď ˝ Be prepared to share opportunities and challenges ď ˝
Other Features of the Assessments
Online Reporting
Static and dynamic reports, secure and public views Individual states retain jurisdiction over access and appearance of online reports Dashboard gives parents, students, practitioners, and policymakers access to assessment information Graphical display of learning progression status (interim assessment) Feedback and evaluation mechanism
Responsible Flexibility for Implementation
Computerized testing Paper/pencil option locally during 3-year transition Spring 2011: statewide survey of tech
End-of-course tests Test-builder tool to use interim items for EoC tests
Best practices procedures Common protocols for item development, accommodation and translation
Evidence-Based Design Overview
Evidence-Based Design Framework: “Assessment Triangle� Observation
Interpretation
Cognition
Models of Cognition Describe how students acquire knowledge and develop competence in a particular area Reflect recent and credible scientific evidence of typical learning processes and informed experiences of expert teachers Describe typical learning progression toward competence, including milestones
Observation Models A set of specifications for assessment tasks that will elicit illuminating responses from students ď ˝ The tasks or situations are linked to the cognitive model of learning and should prompt students to say, do, or create something that provides evidence to support inferences about students’ knowledge, skills, and cognitive processes ď ˝
Interpretation Interpretations use the evidence from observations to make claims about what students understand and can do Claims
Frame a manageable number of learning goals around which instruction can be organized Guide the specification of appropriate evidence Provides a basis for meaningful reporting to different interested audiences
SBAC Assessment Timeline