Cst analysis overview sdusd princ 11-16-10

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Cst analysis overview sdusd princ 11-16-10

  1. 1. Unpacking Standards through CST Released Items, Benchmark Assessment Results, and Student Work November 16, 2010 San Diego Unified School District
  2. 2. <ul><li>Whole group session </li></ul><ul><ul><li>Introduce a process </li></ul></ul><ul><ul><li>Provide a “snapshot” of each component </li></ul></ul><ul><li>Breakout groups </li></ul><ul><ul><li>Hands-on experience with three elements of the process – exposure to the practice and the type of conversation it may generate among teachers </li></ul></ul><ul><ul><li>Leadership conversation about what you might take back to your site </li></ul></ul>
  3. 4. 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
  4. 5. <ul><li>California Content Standards </li></ul><ul><li>CST Blueprints </li></ul><ul><li>CST Released Items </li></ul><ul><ul><li>Statewide item analysis statistics </li></ul></ul><ul><li>Local Assessment Information </li></ul><ul><ul><li>School or district items & item analysis stats </li></ul></ul><ul><li>Student Work </li></ul>
  5. 6. <ul><li>CST Cluster Results and Blueprints </li></ul><ul><ul><li>Select a content strand / cluster of interest based on CST results </li></ul></ul><ul><ul><li>Using the standards and test blueprints, identify big ideas that group standards within the strand/cluster </li></ul></ul>
  6. 7. 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)                      
  7. 8. <ul><li>CST Released Items </li></ul><ul><ul><li>Map sample items to the big ideas </li></ul></ul><ul><ul><li>Add item analysis data where available </li></ul></ul><ul><ul><li>Analyze the items to better understand the concepts within the standards and the rigor of the thinking required of students </li></ul></ul>
  8. 10. <ul><li>New website ( www.starsamplequestions.org ) provides access to a bank of CST released items linked to performance levels, with item analysis statistics </li></ul><ul><li>Performance level indicates which students were most likely to answer the question correctly </li></ul><ul><ul><li>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 </li></ul></ul><ul><ul><li>A “Basic” item was answered correctly by about two-thirds of students scoring at basic overall </li></ul></ul>
  9. 11. <ul><li>Map local assessment items to the big ideas from the identified strand/cluster </li></ul><ul><li>Add item analysis data if available </li></ul><ul><li>Analyze the level of rigor between local assessment items and the state items </li></ul><ul><li>Analyze student performance to identify strengths, weaknesses, possible misconceptions (e.g., distractor analysis) </li></ul>
  10. 13. <ul><li>Based on the analysis of CST Cluster Results and Local Assessment Results, predict and observe: </li></ul><ul><ul><li>What do students know or do well? </li></ul></ul><ul><ul><li>What do students need additional practice at? </li></ul></ul><ul><ul><li>What do students need additional instruction in? </li></ul></ul>
  11. 15. <ul><li>Bring in student work related to an area in which students struggled / need further instruction (e.g., a common task) </li></ul><ul><li>Map the student work to the big ideas within the strand/cluster </li></ul><ul><ul><li>What were students able to do? </li></ul></ul><ul><ul><li>Where did they struggle? </li></ul></ul><ul><li>Analyze student approaches to the concepts in the standards </li></ul>
  12. 17. <ul><li>Identify knowledge and skills that are important to student success in other subject areas </li></ul><ul><li>Think about how these skills and strategies could be supported within each content area </li></ul>
  13. 20. <ul><li>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 </li></ul><ul><li>This does not happen all in one sitting! </li></ul><ul><li>Think about how some or all parts of this process might work in your context! </li></ul>
  14. 21. <ul><li>Experience – albeit briefly – three aspects of the process </li></ul><ul><ul><li>Analyzing CST released items </li></ul></ul><ul><ul><li>Analyzing local benchmark assessment items </li></ul></ul><ul><ul><li>Identifying learning strengths and needs </li></ul></ul>
  15. 22. <ul><li>CST Released Items </li></ul><ul><ul><li>Look at each item and try to determine which aspect of the strand / cluster it assesses </li></ul></ul><ul><ul><li>Discuss the knowledge and reasoning the item requires of students </li></ul></ul><ul><ul><li>Look at the student performance data (item statistics) </li></ul></ul><ul><ul><ul><li>What might have made this item easier or more difficult for students? </li></ul></ul></ul><ul><ul><ul><li>What can you learn from the distractors (wrong answers) students selected? </li></ul></ul></ul>
  16. 23. <ul><li>Benchmark Assessment Items (Blue) </li></ul><ul><ul><li>Identify which aspect of the strand each item assesses </li></ul></ul><ul><ul><li>Discuss the knowledge / reasoning required of students </li></ul></ul><ul><ul><li>Look at the student performance data (item statistics) </li></ul></ul><ul><ul><ul><li>What might have made this item easier or more difficult for students? </li></ul></ul></ul><ul><ul><ul><li>What can you learn from the distractors (wrong answers) students selected? </li></ul></ul></ul>
  17. 24. <ul><li>CST / Benchmark Assessment Comparison </li></ul><ul><ul><li>Do the CST and benchmark items assess the standards in similar or in different ways? </li></ul></ul><ul><ul><li>Are students being asked to think / respond in similar or in different ways? </li></ul></ul><ul><ul><li>What is the comparative level of rigor? </li></ul></ul><ul><li>Learning Needs Statement </li></ul><ul><ul><li>Based on student performance on the CST released items and the Benchmark Assessment items: </li></ul></ul><ul><ul><ul><li>What do students know / do well? </li></ul></ul></ul><ul><ul><ul><li>What do students need additional practice at? </li></ul></ul></ul><ul><ul><ul><li>What do students need further instruction in? </li></ul></ul></ul>
  18. 25. <ul><li>What might be next steps at your site to help teachers further unpack the standards through test items and student work? </li></ul><ul><ul><li>Analyzing the standards through CST and local assessment items </li></ul></ul><ul><ul><li>Identifying what students know / do well, what they need practice at, what they need further instruction in </li></ul></ul><ul><ul><li>Developing common assessment tasks related to areas of student misunderstanding / weakness </li></ul></ul><ul><ul><li>Looking at student work </li></ul></ul>
  19. 26. <ul><li>Sally Bennett-Schmidt, Assessment Director </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li>858-292-3688 </li></ul></ul><ul><li>Karla Groth, EL/Assessment Coordinator </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li>858-569-3104 </li></ul></ul><ul><li>Shannon Coulter, Assessment Project Specialist </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li>858-292-3593 </li></ul></ul>

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