Transcript Document

Smarter Balanced Assessment &
Higher Education
Overview and Consortium Proposal under Consideration
Winter 2013
Bill Moore, SBCTC
Core to College Alignment Director
For more information about Smarter Balanced work
described in these slides, see
http://www.smarterbalanced.org/achievement-leveldescriptors-and-college-readiness/
Common Core State Standards
• Clear, consistent,
rigorous standards in
English language
arts/literacy and
mathematics
• Knowledge and skills
needed for college
and career success
• Developed voluntarily
and cooperatively by
states with input from
teachers and college
faculty
Source: www.corestandards.org
Major Shifts in the CCSS:
“Fewer, Higher, Clearer, Deeper”
MATH
ELA
• Focus: strongly where the
• Building content
• Coherence: Think across
• Reading, writing, and
standards focus
grades and link to major
topics within grades
• Rigor: Require conceptual
understanding, fluency,
and application
knowledge through
content-rich nonfiction
speaking grounded in
evidence from text, both
literary and informational
• Regular practice with
complex text and its
academic language
www.corestandards.org
Smarter Balanced Assessment
Consortium
•
•
•
25 states (21
governing, 4
advisory)
K-12 & Higher
Education
Leads in each
state
Washington
state is the
fiscal agent
for the
Consortium
A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need to
improve teaching
and learning
Teacher resources for
formative assessment
practices
to improve instruction
Interim
assessments
Flexible, open, used
for actionable
feedback
All students
leave
high school
college
and career
ready
Summative Assessment:
Two-pronged Approach
Computer Adaptive Test
• Assesses the full range of Common
Core in English language arts/literacy
and mathematics for students in
grades 3-8 and 11 (interim
assessments can be used in grades 9
and 10)
• Measures current student
achievement and growth across time,
showing progress toward college and
career readiness
• Includes a variety of question types:
selected response, short constructed
response, extended construction
response, technology enhanced
Performance Tasks
• Extended projects demonstrate realworld writing and analytical skills
• May include online research, group
projects, presentations
• Require 1 to 2 class periods to
complete
• Included in both English language
arts/literacy and mathematics
assessments
• Applicable in all grades being
assessed
• Evaluated by teachers using
consistent scoring rubrics
Advantages to Higher Education
Better prepared entry-level college
students will:
• Allow faculty to teach more rigorous and
creative courses;
• Reduce the need for remediation, freeing up
resources for reallocation;
• Shorten time-to-degree;
• Improve college persistence and completion
rates, as well as cost to students.
Higher Education’s Involvement Matters
Involvement of higher education will
influence:
• Definitions of college and career readiness
• Changes in high school curricula and teaching
• Structure and content of the new assessments
• 12th grade interventions for students who need
to address deficiencies, course schedules for
students who are on track, and accelerated
options for advanced students.
Reaching the Goal:
Expectations of Higher Education
What is Expected
• Participate in assessment design
• Lead work in defining college readiness and
standard-setting for 11th grade assessment
• Recognize the 11th grade assessment as a
valid measure of college-readiness as
defined by the Common Core State
Standards
• Agree on performance standards for
exemption from remediation in English and
math and use the 11th grade assessment as
evidence that students are ready for creditbearing course work without remediation
What is NOT
Expected
• Use of Smarter Balanced assessment for
admission
• Standardization of admission criteria or
standards
• Standardization of developmental or firstyear curricula
• Complete reliance on the Smarter
Balanced assessment for placement
decisions (other data points and
assessments may be used)
College Content Readiness Definitions
Students who perform at the College Content-ready level in English
language arts/literacy demonstrate subject-area knowledge and skills
English language associated with readiness for entry-level, transferable credit-bearing
arts/literacy
English and composition courses. These students also demonstrate
reading, writing, listening, and research skills necessary for introductory
courses in a variety of disciplines.
Mathematics
Students who perform at the College Content-Ready Level in
mathematics demonstrate subject-area knowledge and skills associated
with readiness for entry-level, transferable credit-bearing mathematics
or statistics courses. These students also demonstrate quantitative
reasoning skills necessary for introductory courses in a variety of
disciplines.
How well does the language in these definitions articulate what it
means to be ready for the English language arts and math
expectations students will encounter in entry college-level
courses?
Smarter Balanced
Policy Achievement Level Descriptors
Level 1
Level 2
Level 3
Level 4
The Level 1 student
demonstrates
minimal command
of the knowledge
and skills associated
with college and
career readiness.
The Level 2 student
demonstrates partial
command of the
knowledge and skills
associated with
college and career
readiness.
The Level 3 student
demonstrates
sufficient command
of the knowledge
and skills associated
with college and
career readiness.
The Level 4 student
demonstrates deep
command of the
knowledge and
skills associated
with college and
career readiness.
College
Readiness
Threshold
College Readiness Policy Framework
Smarter Balanced
Level
College
Content-Readiness
4: Demonstrates deep Student is exempt
command of the
from developmental
knowledge and skills course work.
associated with
college and career
readiness.
3: Demonstrates
sufficient command of
the knowledge and
skills associated with
college and career
readiness.
Implications for Grade 12 and College Placement
•
•
Student is exempt
•
from developmental
course work,
contingent on
•
evidence of continued
learning in Grade 12.
States/districts/colleges may offer advanced courses
(such as AP, IB, or dual enrollment) for these
students.
Colleges may evaluate additional data (courses
completed, grades, placement test scores, etc.) to
determine student placement in advanced courses
beyond the initial entry-level course.
Within each state, higher education and K-12
determine appropriate evidence of continued
learning (such as test scores or course grades).
Colleges may evaluate additional data (courses
completed, grades, placement test scores, etc.) to
determine student placement in advanced courses
beyond the initial entry-level course.
What questions or issues, if any, do you have regarding the proposed
implications noted above for students scoring at Level 3 or Level 4 on
the 11th grade Smarter Balanced assessment?