Common Core Assessments Presentation 08 29 2011

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Descriptions of the designs of the two multi-state Consortia building new assessments aligned to the Common Core State Standards

Descriptions of the designs of the two multi-state Consortia building new assessments aligned to the Common Core State Standards

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  • 1. The Assessment Consortia An Overview of the Designs of the PARCC and SMARTER Balanced Assessment Systems Pascal (Pat) D. Forgione, Jr., Ph.D. and Nancy A. Doorey Center for K – 12 Assessment & Performance Management at ETS8-Apr-12 1
  • 2. The Uniqueness of This Moment: Inflection Point • Thomas Friedman in “The World is Flat” points out the importance of “inflection points” in history, such as the invention of the printing press. • The Common Core State Standards (CCSS) can become an “inflection point” for American public education - establishing a common foundation for building excellence and equity for all students. CA Interactive Digital Library CT FL PA IL RI State silos of cost, effort, expertise Shared platform for collaboration, cost and effort efficiencies, sharing of best practices8-Apr-12 2
  • 3. Race to the Top Assessment ProgramCompetitive Grant, Spring 2010 Groups of 15 or more states could apply for a grant to design, develop and pilot a next generation assessment system that: • Builds upon shared standards in mathematics and English language arts (ELA) for college- and career-readiness; • Measures individual growth as well as proficiency; • Measures the extent to which each student is on track, at each grade level tested, toward college or career readiness by the time of high school completion and; • Provides information that is useful in informing:  Teaching, learning, and program improvement;  Determinations of school effectiveness;  Determinations of principal and teacher effectiveness for use in evaluations and the provision of support to teachers and principals; and  Determinations of individual student college and career readiness, such as determinations made for high school exit decisions, college course placement to credit- bearing classes, or college entrance. (US Department of Education, 2009)8-Apr-12 3
  • 4. The Comprehensive Assessment System Proposals Two Comprehensive Assessment System Proposals Funded: Partnership for Assessment of SMARTER Balanced Readiness for College and Careers Assessment Consortium (PARCC) (SBAC)  23 states and the District of  29 states, about 23 million Columbia, about 25 students in K-12 million students in K-12 Eight states in both Consortia, six states in neither. Current as of August 1, 20118-Apr-12 4
  • 5. AssessmentAssessment Consortia Consortia Memberships Memberships Washington, DC Hawaii PARCC State SBAC State Both consortia August 29, 20118-Apr-12 5 Confidential and Proprietary. Copyright © 2009 Educational Testing Service.
  • 6. Partnership for the Assessment of Readiness for College and Careers: PARCC Revised design as of June 2011, pending USED approval. 68-Apr-12
  • 7. PARCC:Two Components of the Summative Assessment In mathematics and in English language arts (ELA): PERFORMANCE ASSESSMENT + END OF YEAR ASSESSMENT • Given primarily on computer or other • Given on computer (most students), with digital devices multiple item types and technological tools • Composed primarily performance tasks with emphasis on hard-to-measure • Scored entirely by computer for standards fast results • Results returned within 2 weeks • Scores from the performance assessment and the end-of-year8-Apr-12 test will be combined for annual accountability scores. 7
  • 8. PARCC:Performance Assessment Final weeks of school year Over several sessions/class periods, students will complete a project-like task that draws on a range of skills. • ELA/literacy tasks will focus on writing effectively when analyzing texts, using PERFORMANCE ASSESSMENT evidence drawn from the texts to support • ELA • Math claims • Math tasks will require students to apply key mathematical skills, concepts and processes to solve complex problems of the types encountered in everyday life, work and decision-making. 88-Apr-12
  • 9. PARCC:End-of-Year Assessment • Consisting of a range of item types including innovative technology-enhanced items to sample the full set of grade level standards END OF YEAR • Will make major investment in enhanced item types ASSESSMENT • Will include items across a range of cognitive demand • Currently planned as a fixed-form test, PARCC will review the precision of scores for students at the tails of the performance distribution and, if needed, consider customizing for high- and low-performing students by either lengthening the test or using “staged” or “block” adaptive delivery.8-Apr-12 9
  • 10. PARCC:Speaking/Listening Assessment Final weeks of school year ELA/Literacy • Speaking • Listening Flexible timing • Required assessment, but not used for accountability • Administered in the ELA classroom, with flexible window for administration • Scored by classroom teacher using standardized rubric • Scores may be used within students’ grades8-Apr-12 10
  • 11. PARCC Supports: Formative Assessments • Formative early assessment designed to provide an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to EARLY ASSESSMENT MID-YEAR ASSESSMENT student needs Early indicator of knowledge and skills to inform Mid-Year Performance- • Formative mid-year performance tasks Based Assessment instruction, supports, PD (Potentially summative*) designed to prepare students for Summative Performance Assessment and to yield Timing of formative components is flexible instructionally useful feedback. Teachers will be given an online scoring tool to score tasks and improve * Over time, states may consider understanding of the CCSS expectations. using scores from these tasks in the summative/accountability scores. • For voluntary use, the timing of the8-Apr-12 administration is to be locally determined 11
  • 12. PARCC Supports:The Partnership Resource Center PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model content frameworks, instructional and formative tools and resources; student and educator tutorials and practice tests, scoring training modules; professional development materials; and an interactive report generation system Partnership Resource Center: • Interactive Data Tool for accessing data and creating customized reports • Model lesson plans • Formative assessment items and tasks • Professional development materials regarding test administration, scoring, and use of data • Online practice tests • Item development portal • Tools and resources developed by Partner states8-Apr-12 • Optional “ready-to-use” performance tasks for K-2 12
  • 13. PARCC Supports:Supplemental Application Grant • Transition and Implementation Planning – State Leadership Teams – Educator Leadership Cadres – Technical Working Groups • Collaboration on Instructional Tools – Framework of priority assets – Prototypes of through-course components – Set of 38 voluntary instructional units – Voluntary college-readiness tools such as model grade 12 bridge courses for struggling students • Support for Technology Transitions • Coordination with SBAC8-Apr-12 13
  • 14. The PARCC Assessment System(July 2011 revision, pending USED approval) English Language Arts and Mathematics, Grades 3–8 and High School PARTNERSHIP RESOURCE CENTER: Digital library of released items; formative assessments; model content frameworks; instructional and formative tools and resources; student and educator tutorials and practice tests; scoring training modules; professional development materials; and an interactive report generation system. Comp 5 Comp 3 Comp 4 Component 1 Component 2 EARLY ASSESSMENT MID-YEAR ASSESSMENT ELA/Literacy PERFORMANCE Early indicator of knowledge • Speaking ASSESSMENT END-OF-YEAR Mid-Year Performance- and skills to inform • Listening • ELA ASSESSMENT Based Assessment instruction, supports, PD (Potentially summative) • Math Flexible timing Timing of formative components is flexible Summative, Summative assessment Formative but not used for accountability Assessment for accountability8-Apr-12 Developed by The Center for K–12 Assessment & Performance Management at ETS, version 4, July 2011. For detailed information on PARCC, go to http://PARCConline.org. 14
  • 15. PARCC Implementation Milestones 2011-2012 Item and task development, piloting of components Release of Model Content Frameworks and prototype items and tasks Development of professional development resources and online platform 2012-2014 Field testing 2014-2015 New summative assessments in use Summer 2015 Setting of common achievement standards8-Apr-12 15
  • 16. The SMARTER Balanced Assessment Consortium SBAC 168-Apr-12
  • 17. SBAC:Two Components of the Summative Assessment PERFORMANCE TASKS + COMPUTER ADAPTIVE ASSESSMENT • Measure the ability to integrate • A computer adaptive assessment knowledge and skills, as required in given during final 12 weeks of the CCSS school year* • Each task administered in two hour- • Multiple item types, scored by long sittings. Computer, including tasks • Computer-delivered, during final 12 • Students will have the opportunity to weeks of the school year* take the summative assessment twice • Results within 2 weeks • Scores from the performance assessment and the computer adaptive assessment will be combined for annual accountability scores. * Time windows may be adjusted based on results from the research agenda and final implementation decisions.8-Apr-12 17
  • 18. SBAC:Performance Tasks Last 12 weeks of year* One reading task, one writing task and 2 math tasks per year. Examples: • ELA: Select texts on a given theme, synthesize the perspectives presented, conduct research, and write a PERFORMANCE reflective essay. TASKS • Reading • Writing • Math • Math: Review a financial document and read explanatory text, conduct a series of analyses, develop a conclusion, and provide evidence for it. • Roughly half of the performance tasks for grades 9 through 11 will assess ELA or math within the context of science or social studies.8-Apr-12 * Time windows may be adjusted based on results from the research agenda and final implementation decisions. 18
  • 19. SBAC: Computer Adaptive Assessment Last 12 weeks of year* • Composed of approximately 40 to 65 questions per content area • Uses adaptive delivery for more efficient testing and more accurate measurement of all students, across the COMPUTER performance spectrum (important in measuring growth) ADAPTIVE ASSESSMENT • Scores from items that can be scored immediately will be reported, and then updated as scores from those requiring human scoring or artificial intelligence are completed Re-take option • Students who are approved to do so may take the assessment a second time, but will see a new set of items8-Apr-12 * Time windows may be adjusted based on results from the research agenda and final implementation decisions. 19
  • 20. SBAC:Summative Components Last 12 weeks of year* • Student scores from the performance tasks and end-of-year adaptive assessment will be combined for each student’s annual score for accountability. PERFORMANCE COMPUTER TASKS ADAPTIVE • Reading • Performance tasks may begin prior to the • Writing • Math ASSESSMENT final 12 weeks of the year, based on research studies and final implementation decisions. Re-take option8-Apr-12 * Time windows may be adjusted based on results from the research agenda and final implementation decisions. 20
  • 21. SBAC Supports:Interim Assessment System INTERIM INTERIM INTERIM • Optional system of computer adaptive interim assessments • Includes multiple item types, similar to the end-of-year summative assessment, including performance tasks (delayed scoring) • The number, timing, and standards assessed (full grade level or smaller clusters) can be customized based on the local curriculum • Non-secure and fully accessible -- teachers will be able to see how their students responded to each item • Reports of student results will link teachers to related student8-Apr-12 resources and teacher professional development resources 21
  • 22. SBAC Supports:The Digital Clearinghouse Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars, released items and tasks, model curriculum units, educator training; professional development tools and resources, interactive reporting system; scoring training modules, and teacher collaboration tools. The system portal for information about the CCSS, SBAC, and assessment results: • Reporting suite with differentiated tools available to students, educators, parents, and policymakers with visualization tools • Vetted curriculum units and formative tools, processes and exemplars • Research-based instructional strategies and interventions • Issue-focused chat rooms • Released performance tasks and rubrics • Professional development modules and videos • Item development/scoring training modules and tools8-Apr-12 22 * Time windows may be adjusted based on results from the research agenda and final implementation decisions.
  • 23. SBAC Supports:Supplemental Application Grant • Support to States and Districts for Transition to CCSS – Membership in CCSSO’s “Implementing the Common Core System” – Instructional materials – identification, adaptation, development – Formative processes and tools/Professional development – Communications • Alignment of Assessments to College and Career Readiness – Validity studies to connect SBAC college-readiness determinations to evidence of success in college or careers – Enhancement of Interim system to support high school EOC exams aligned to CCSS • Support for Technology Transitions • Coordination with PARCC8-Apr-12 23
  • 24. The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT Computer Adaptive Computer Adaptive PERFORMANCE COMPUTER Assessment and Assessment and TASKS ADAPTIVE Performance Tasks Performance Tasks • Reading ASSESSMENT • Writing • Math Scope, sequence, number, and timing of interim assessments locally determined Re-take option Optional Interim Summative assessment assessment system — for accountability no stakes8-Apr-12 * Time windows may be adjusted based on results from the research agenda and final implementation decisions. 24
  • 25. SBAC Implementation Milestones 2011 - 2012 Develop, procure and review materials to populate the digital library Develop test specifications and test blueprints for summative assessments; vet state-submitted items and tasks and determine procurement needs Develop sample item/task sets and initial achievement level descriptors 2012 - 2013 Develop exemplar modules of formative assessment tasks and tools and PD modules; Conduct teacher training Pilot test items and tasks 2013 – 2014 Conduct field test of items and tasks 2015 Administer summative assessments; verify and adopt final achievement level standards8-Apr-12 25
  • 26. Will This Become an Inflection Point? Benefits: • Fewer, clearer, next-generation standards • Systems of high quality, aligned summative and formative assessments, with rapid results to teachers • Online digital libraries for sharing of instructional resources, professional development modules, student support materials, identification of effective practices, etc. • Leveraging of human and financial capital across states8-Apr-12 26
  • 27. Will This Become an Inflection Point? Challenges • Measurement challenges: » Measuring individual growth and “on track” to college/career readiness » Use of individual student growth in determinations of teacher and principal effectiveness » Aggregation and weighting of scores from multiple assessments • ESEA Reauthorization: » Will the re-authorized ESEA accountability framework align with the RTTT Assessment Program requirements? • Political Will: » Will states continue their membership in Consortia over time? • Information System: » Will it be possible to mine the data to identify “what works” and “what has8-Apr-12 worked for similar students”? 27
  • 28. GUIDE TO THE ASSESSMENT CONSORTIA: Coming Together to Raise Achievement: New Assessments for the Common Core State Standards ******** Pascal (Pat) D. Forgione, Jr., Ph.D. Distinguished Presidential Scholar and Executive DirectorCenter for K-12 Assessment and Performance Management at ETS Educational Testing Service 823 Congress Avenue, Suite 816 Austin, TX 78701 E-Mail: pdforgione@k12center.org Nancy Doorey Director of Programs ndoorey@k12center.org www.k12center.org