Transcript Document

Achievement Level Descriptors &
College Content-Readiness
Webinar 1
November 15, 2012
Overview
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Overview of Achievement Level Descriptors
(ALDs)
The ALD-Writing Workshop
– Who attended
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– Achievement Level Descriptors created
Definition of College Content-Readiness
The Draft Achievement Level Descriptors
The Feedback Process
Overview of Achievement Level Descriptors
What are achievement level descriptors (ALDs)?
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Achievement (performance) levels
– Aggregate students into groups based on test
performance
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Achievement level descriptors define the types of
knowledge, skills, and processes expected of or
demonstrated by students in each level of
achievement
– ALDs have described either what students should be
able to do or can do
– ALDs inform stakeholders of how to interpret student test
scores in relationship to the content standards
– ALDs typically are used for standard setting or score
reporting
What can ALDs become?
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ALDs define the intended interpretations of
test scores
– In the past, they have only informed standard
setting and/or score interpretation
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In the future, Smarter Balanced will use
ALDs for
– test development
– standard setting
– score interpretation
Family of ALDs
Policy ALDs
• Are broad statements that are utilized by high-level policy makers (e.g., state superintendent)
• Set tone and rigor for the assessment and for the Range, Threshold, and Reporting ALDs
Range ALDs
• Describe expectations for whole of student performance in an achievement level
• Are specific to a grade and content area
• Are utilized by item writers or test developers
Threshold ALDs
• Describe expectations for student performance at the entry point of an achievement level
• Are specific to a grade and content area
• Are used by standard setters
Reporting ALDs
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Describe student performance at the entry point of an achievement level
Are specific to a grade and content area
Are used by stakeholders
Are not part of this contract
ALDs and the Development Cycle
Test Development
Standard
Setting
General to all
grade content areas
Policy
ALD
Advanced
Specific to a single
grade content area
Range ALD
Advanced
Threshold ALD
Just Advanced
Policy
ALD
Proficient
Policy
ALD
Basic
General
Score
Reporting
Reporting ALD
Just Advanced
Range ALD
Proficient
Threshold ALD
Just Proficient
Reporting ALD
Just Proficient
Range ALD
Basic
Specific
Smarter Balanced Achievement Levels
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Lowest
Level
Highest
Level
Smarter Balanced has four achievement levels
– Intended alignment with PARCC & NAEP
Smarter
1
2
PARCC
1
2&3
NAEP
Below Basic
Basic
3
4
Proficient
4
5
Advanced
PARCC—Level 4 is college ready
 Smarter Balanced – Level 3 is college content ready
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Questions?
The ALD Writing Workshop
The ALD Writing Workshop
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Oct 1–5, 2012 in Las Vegas, NV
30 K-12 panelists
– All governing states represented
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21 higher education (HE) panelists
– All but one governing state represented
Workshop Overview
Oct 1
• Policy ALDs created
• College content readiness defined
• HE & K-12 represented
Oct 2-3
• Grade 11 ALDs created
• HE & K-12 represented
Oct 4-5
• Grades 3 – 8 ALDs created
• HE & K-12 represented
Workshop Materials
Policy ALDs
• Smarter Balanced overall claim
• Smarter Balanced specific content claims
Range ALDs
• Smarter Balanced assessment targets
• Common Core State Standards
Threshold
ALDs
• Range ALDs
Workshop Feedback
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More than 80 percent of panelists agreed
that
– The process would results in valid ALDs
– They supported the rigor of the ALDs
College Content Readiness
College Content Readiness
Students who perform at the College Content-ready level in
English language arts/literacy demonstrate subject-area
knowledge and skills associated with readiness for entry-level,
English language
transferable credit-bearing English and composition courses.
arts/literacy
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 creditbearing mathematics or statistics courses. These students also
demonstrate quantitative reasoning skills necessary for
introductory courses in a variety of disciplines.
College Readiness Policy Framework
Level
Policy ALD
College ContentReadiness
Implications for Grade 12 and College Placement
Four Demonstrates deep Student is exempt
command of the
from developmental
knowledge and skills course work.
associated with
college and career
readiness.
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.
Three Demonstrates
sufficient command
of the knowledge
and skills associated
with college and
career readiness.
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.
Student is exempt
from developmental
course work,
contingent on
evidence of
continued learning
in Grade 12.
College Readiness Policy Framework
College ContentReadiness
Level
Policy ALD
Implications for Grade 12 and College Placement
Two
Demonstrates partial
command of the
knowledge and skills
associated with
college and career
readiness.
Student needs
support to meet
college readiness
standard.
States/districts/colleges may implement Grade 12
transition courses or other programs for these
students. States also may choose to retest these
students near the conclusion of Grade 12. Colleges
may evaluate additional data (courses completed,
grades, placement test scores, etc.) to determine
placement in developmental or credit-bearing courses.
One
Demonstrates
minimal command of
the knowledge and
skills associated with
college and career
readiness
Student needs
substantial
support to meet
readiness
standard.
States/districts/colleges may offer supplemental
programs for these students. States also may choose
to retest these students near the conclusion of Grade
12. Colleges may evaluate additional data (courses
completed, grades, placement test scores, etc.) to
determine placement in developmental or creditbearing courses.
Key Issues To be Determined
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Recommended time limit on
recognition of scores
Validation Criteria
Career Readiness
Comparability with PARCC
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Questions?
Draft Achievement Level Descriptors
Policy ALDs
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General descriptors that articulate the goals and
rigor for the final performance standards
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.
Range ALDS
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Define expected knowledge and skills of all students in a particular
achievement level
Depict the expected grade-level learning progression by content
category
Guide item development
Assessment
Target
Target A. Represent and
solve problems involving
multiplication and division.
Level 1
Level 2
Level 3
Level 1 students should be
able to represent
multiplication and division
problems within 100
involving equal groups of
objects.
Level 2 students should be
able to use multiplication
and division within 100 to
solve one-step real-world or
mathematical problems
using arrays . They should
be able to interpret the
meaning of multiplication of
two whole numbers and to
determine the unknown
number in a multiplication
equation relating three
whole numbers.
Level 3 students should be
able to select the
appropriate operation
(multiplication or division)
to solve one-step real-world
or mathematical problems
involving measurement
quantities of single-digit
whole numbers. They
should be able to
determine the unknown
number in a division
equation relating three
whole numbers and to
interpret the meaning of
whole number quotients of
whole numbers.
Level 4
Level 4 students should be
able to use multiplication
and division within 100 to
solve one-step real-world or
mathematical problems
involving measurement
quantities of two- or threedigit whole numbers.
Threshold ALDS
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Define expectations for students at the
threshold of the achievement level
Guide the standard setting workshop
Level 3
The student who just enters Level 3 should be able to:
 Estimate liquid volumes and masses of objects using standard units of
grams, kilograms, and liters
 Generate measurement data by measuring length using rulers marked
with quarter-inch intervals and represent the data on a line plot marked
with quarter-inch intervals
 Find the area of a rectilinear figure by multiplying side lengths and by
decomposing a rectilinear figure into non-overlapping rectangles and
adding them together
 Solve real-world problems involving perimeters of polygons
ALDs
– Grade 3 English language arts/literacy ALDs
Review Cycle
Review Cycle
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Open until January 15, 2013
Feedback collected through Survey Monkey
Revisions based on feedback in late
January/early February
Final state review in February
State vote in March at Collaboration
Conference
Future adjustments based on field test
results/standard setting
Survey
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Web-based survey
A PDF version will be available for you to
preview.
Complete the web-based survey.
Questions?
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Thank you for your participation!