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Cst analysis overview sdusd princ 11-16-10
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Cst analysis overview sdusd princ 11-16-10 Cst analysis overview sdusd princ 11-16-10 Presentation Transcript

  • Unpacking Standards through CST Released Items, Benchmark Assessment Results, and Student Work November 16, 2010 San Diego Unified School District
    • Whole group session
      • Introduce a process
      • Provide a “snapshot” of each component
    • Breakout groups
      • Hands-on experience with three elements of the process – exposure to the practice and the type of conversation it may generate among teachers
      • Leadership conversation about what you might take back to your site
  •  
  • 2008 2009 2010 Cluster Average % Correct “ Gap” to Min. Prof. Average % Correct “ Gap” to Min. Prof. Average % Correct “ Gap” to Min. Prof. Word Analysis & Vocabulary (11) 65% -5 67% -1 68% 0 Reading Comp. (18) 64% -5 67% -1 71% 0 Literary Response & Analysis (13) 59% -5 62% -2 66% -1 Written Conventions (16) 60% -5 64% -3 67% -2 Writing Strategies (17) 57% -2 59% +3 59% +5
    • California Content Standards
    • CST Blueprints
    • CST Released Items
      • Statewide item analysis statistics
    • Local Assessment Information
      • School or district items & item analysis stats
    • Student Work
    • CST Cluster Results and Blueprints
      • Select a content strand / cluster of interest based on CST results
      • Using the standards and test blueprints, identify big ideas that group standards within the strand/cluster
  • GRADE 7 ENGLISH LANGUAGE ARTS Reading Comprehension Structural Features of Informational Materials (RC 2.1, 2.2, 2.3) Comprehension & Analysis of Grade-Level Appropriate Text (RC 2.4, 2.5) Expository Critique (RC 2.6)                      
    • CST Released Items
      • Map sample items to the big ideas
      • Add item analysis data where available
      • Analyze the items to better understand the concepts within the standards and the rigor of the thinking required of students
  •  
    • New website ( www.starsamplequestions.org ) provides access to a bank of CST released items linked to performance levels, with item analysis statistics
    • Performance level indicates which students were most likely to answer the question correctly
      • An “Advanced” item was answered correctly by about two-thirds of students scoring advanced on the overall test, and by fewer students at lower levels
      • A “Basic” item was answered correctly by about two-thirds of students scoring at basic overall
    • Map local assessment items to the big ideas from the identified strand/cluster
    • Add item analysis data if available
    • Analyze the level of rigor between local assessment items and the state items
    • Analyze student performance to identify strengths, weaknesses, possible misconceptions (e.g., distractor analysis)
  •  
    • Based on the analysis of CST Cluster Results and Local Assessment Results, predict and observe:
      • What do students know or do well?
      • What do students need additional practice at?
      • What do students need additional instruction in?
  •  
    • Bring in student work related to an area in which students struggled / need further instruction (e.g., a common task)
    • Map the student work to the big ideas within the strand/cluster
      • What were students able to do?
      • Where did they struggle?
    • Analyze student approaches to the concepts in the standards
  •  
    • Identify knowledge and skills that are important to student success in other subject areas
    • Think about how these skills and strategies could be supported within each content area
  •  
  •  
    • We are introducing a multi-step process that can help teachers better understand the standards through the lens of how they are assessed and what they look like in student work
    • This does not happen all in one sitting!
    • Think about how some or all parts of this process might work in your context!
    • Experience – albeit briefly – three aspects of the process
      • Analyzing CST released items
      • Analyzing local benchmark assessment items
      • Identifying learning strengths and needs
    • CST Released Items
      • Look at each item and try to determine which aspect of the strand / cluster it assesses
      • Discuss the knowledge and reasoning the item requires of students
      • Look at the student performance data (item statistics)
        • What might have made this item easier or more difficult for students?
        • What can you learn from the distractors (wrong answers) students selected?
    • Benchmark Assessment Items (Blue)
      • Identify which aspect of the strand each item assesses
      • Discuss the knowledge / reasoning required of students
      • Look at the student performance data (item statistics)
        • What might have made this item easier or more difficult for students?
        • What can you learn from the distractors (wrong answers) students selected?
    • CST / Benchmark Assessment Comparison
      • Do the CST and benchmark items assess the standards in similar or in different ways?
      • Are students being asked to think / respond in similar or in different ways?
      • What is the comparative level of rigor?
    • Learning Needs Statement
      • Based on student performance on the CST released items and the Benchmark Assessment items:
        • What do students know / do well?
        • What do students need additional practice at?
        • What do students need further instruction in?
    • What might be next steps at your site to help teachers further unpack the standards through test items and student work?
      • Analyzing the standards through CST and local assessment items
      • Identifying what students know / do well, what they need practice at, what they need further instruction in
      • Developing common assessment tasks related to areas of student misunderstanding / weakness
      • Looking at student work
    • Sally Bennett-Schmidt, Assessment Director
      • [email_address]
      • 858-292-3688
    • Karla Groth, EL/Assessment Coordinator
      • [email_address]
      • 858-569-3104
    • Shannon Coulter, Assessment Project Specialist
      • [email_address]
      • 858-292-3593