Transcript Transitioning California to a Balanced Assessment System

Transitioning California to a
Balanced Assessment System
TOM TORLAKSON
State Superintendent
of Public Instruction
September 19, 2014
State and Federal Program Directors’
Meeting
Peter Callas, Administrator
Chris Smith, Consultant
Assessment Programs Support and Outreach
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Objectives
TOM TORLAKSON
State Superintendent
of Public Instruction
• The California Assessment of Student
Performance and Progress (CAASPP) Assessment
System
• Spring 2014 Smarter Balanced Field Test
• Achievement Level Setting Panels for Smarter
Balanced Assessments
• Smarter Balanced Field Test Feedback
• Operational Smarter Balanced Assessments
‒ Summative Assessments
‒ Interim Assessments
‒ Digital Library
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TOM TORLAKSON
State Superintendent
of Public Instruction
Smarter Balanced
– English–language Arts (ELA)
– Mathematics
• Summative assessments
• Interim assessments
• Formative assessment
processes (Digital Library)
California Standardized Test (CST)
California Modified Assessment (CMA)
California Alternate Performance
Assessment (CAPA)
• Science
• Alternate assessments
– ELA and mathematics (Field Test)
Standards-based Test in Spanish (STS)
• Reading/language arts
Grade two diagnostics
• ELA and mathematics
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Spring 2014
Smarter Balanced Field Test
TOM TORLAKSON
State Superintendent
of Public Instruction
• The Smarter Balanced Field Test was administered
March 18 through June 6, 2014.
• Each school was assigned a six-week window, and
conducted testing anytime within that assigned window.
• The Smarter Balanced Field Test was computer-based
only.
• Because this was a Field Test, no student results will be
reported.
• Data from the sample will be used to determine item
reliability and validity and initial performance level
scores.
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Spring 2014 Smarter Balanced
Field Test (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
• About 3.2 million California students were
anticipated to participate in the Field Test
• Approximately 3.19 million students
completed testing
• Accounts for more than 73% of all Smarter
Balanced testing
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Spring 2014
Smarter Balanced Field Test (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Ninety-five percent of student participants
took a sample of items from both English–
language arts/literacy (ELA) and
mathematics.
• The remaining 5 percent of student
participants took a sample of items from
one subject, either ELA or mathematics.
• All students completed one performance
task in one subject.
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Smarter Balanced
Field Test Feedback
TOM TORLAKSON
State Superintendent
of Public Instruction
• Mid-testing Surveys for LEA
Coordinators
– Testing Window One
• 102 respondents
– Testing Windows Two and Three
• 344 respondents
• Post-testing Survey
– Released June 27, 2014
– Designed for LEA coordinators, technology
coordinators, and teachers and
administrators
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Smarter Balanced
Field Test Feedback (cont.)
Post-Test Survey:
TOM TORLAKSON
State Superintendent
of Public Instruction
• 1,344 Respondents
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424 LEA CAASPP coordinators
508 site coordinators
585 test administrators
155 LEA technology coordinators
168 school-site technology coordinators
• Feedback was sought on specific Field Test areas
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Training
Troubleshooting/support
Information, tools, and resources
Technology
Scheduling
Universal tools, designated supports, and accommodations
CALPADS/TIDE
TA Interface, appeals, and online reporting management system
(ORS)
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– Field Test Format
Smarter Balanced
Field Test Feedback (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
Focus Groups:
• Focus Groups designed to gather input
from participants regarding their
experience with the Field Test held in July
and August 2014.
– LEA coordinators, administrators, and test
administrators
– Parents and students
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Smarter Balanced
Field Test Feedback (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
LEA coordinators, technology coordinators,
and teachers and administrators:
• Anxiety was high, but actual test experience was very
positive
• The Field Test prepared all for future computerbased testing
– High level of coordination was required
• Technology upgrades were needed prior to testing
– The most frequently mentioned testing devices used were
Chrome Books, Windows PCs/Laptops, and MacBooks
• CalTAC received strong positive feedback for their
support when issues arose.
– Long hold times were often encountered and had to be
alleviated
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Smarter Balanced
Field Test Feedback (cont.)
Parents and Students:
TOM TORLAKSON
State Superintendent
of Public Instruction
• Parents indicated that communication about the new
assessments was made available in a variety of
formats.
– Facebook, e-mail links, letters from the school, orientation to
the new testing system, etc.
• Communication and explanation of the computeradaptive nature of the test will be helpful for the
current year.
• More information about the Practice Tests and their
availability for use outside of school would have been
appreciated.
• Students pointed out that the use of the Practice
Tests made the transition to the Field Test easier.11
Achievement Level Setting
for Smarter Balanced
Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
• This fall, educators, parents, and
business/community members will participate in
online and in-person panels to provide
recommendations for setting achievement levels
for the Smarter Balanced summative and interim
assessments.
– In-person panel; October 13–19
– Online panel; registration deadline—September 26
http://smarterbalanced.measinc.com/EventCode/100614
o Comments taken October 6–17
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A Balanced Assessment System
Summative
assessments
Benchmarked to
college and career
readiness
TOM TORLAKSON
State Superintendent
of Public Instruction
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Educator resources
for
formative
assessment
practices
to improve instruction
Teachers and
schools have
information and
tools they need
to improve
teaching and
learning
Interim assessments
Flexible, open, used
for actionable
feedback
All students
leave
high school
college
and career
ready
TOM TORLAKSON
State Superintendent
of Public Instruction
Smarter Balanced
Summative Assessment
2014̶ 15
• Grades 3-8 and 11
• Grade 11 used for Early Assessment
Program (EAP) purposes
• Test windows:
– Grades 3-8; students will have received
66% of instructional days
– Grade 11; students will have received
80% of instructional days
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Additional CAASPP Assessments
2014-15
CST, CMA, & CAPA
TOM TORLAKSON
State Superintendent
of Public Instruction
–Science*
–Grades: 5, 8 &10
• Alternate Assessment to replace CAPA
–ELA and mathematics
–Grades: 3–8 & 11
–Testing window: TBD
• STS
–Reading Language Arts*
–Grades 2–11
•Testing window: 85 percent of instructional days
*Paper-pencil only
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Interim Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
• The Smarter Balanced Interim Assessments comprise interim
comprehensive assessments (ICAs) and interim assessment
blocks (IABs)
• ICAs and IABs are alike in the following ways:
– The quality criteria used for the ICA and IAB items are the same
as those used for the summative assessment.
– ICAs and IABs use the same universal tools, designated
supports, and accommodations.
– They will be available to all California teachers
• Fixed form of ICAs and IABs will be available in Winter 2015
– ICA and IAB use is optional.
Interim Comprehensive
Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
ICAs mirror the summative assessment:
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Use the same blueprints as the summative.
Assess the same range of standards.
Have the same item types and formats.
Include performance tasks.
Require the same amount of administration time.
Provide information regarding student readiness for
the end-of-year summative assessment
Interim Assessment Blocks
TOM TORLAKSON
State Superintendent
of Public Instruction
IABs assess fewer sets of skills and:
• Use the same targets, by grade level, as
the summative blueprints.
• Consist of short, focused sets of items.
• Provide information about a student’s
strengths and needs in relation to the
standards.
• Offer varied blocks by grade level and
subject area.
Definition of the Formative
Assessment Process
TOM TORLAKSON
State Superintendent
of Public Instruction
Formative assessment is a
deliberate process used by teachers
and students during instruction
that provides actionable feedback
that is used to adjust ongoing
teaching and learning strategies to
improve students’ attainment of
curricular learning targets/goals.
It is also called “assessment for learning.”
Four Attributes of the
Formative Assessment Process
TOM TORLAKSON
State Superintendent
of Public Instruction
Clarify
intended
learning
Act on
evidence
Elicit
evidence
Interpret
evidence
What the Digital Library Is Not …
TOM TORLAKSON
State Superintendent
of Public Instruction
A bank of
assessment
items
A library for general
public (will require
registration and login)
A learning management
system in which
educators can register for
training or receive credit
by completing specific
online courses
A site to freely post
resources
Criteria for Resources
TOM TORLAKSON
State Superintendent
of Public Instruction
• Aligns with Common Core State
Standards
• Incorporates formative assessment
practices
• Demonstrates high-quality
instruction
• Addresses learner differences
• Is engaging/user-friendly
Smarter Balanced
Digital Library Preview
TOM TORLAKSON
State Superintendent
of Public Instruction
• Smarter Balanced invites local educational agencies
(LEAs) and school staff to preview the Digital Library
from June 3 through September 30, 2014.
• The preview will demonstrate initial functions and
provide a limited set of resources to help educators
understand the future utility of the Digital Library.
• Digital Library Preview user registration information
was sent to LEA CAASPP coordinators.
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For Further Information
TOM TORLAKSON
State Superintendent
of Public Instruction
CDE CAASPP Office
http://www.cde.ca.gov/ta/tg/ca/
[email protected]
916-445-8765
CDE Smarter Balanced Web Page
http://www.cde.ca.gov/smarter/
CDE Testing and Accountability Web Page
http://www.cde.ca.gov/ta/
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