Transcript Foundation for Item and Task Development

Purpose of the Smarter Balanced
Assessment Consortium
• To develop a comprehensive and innovative
assessment system* for grades 3-8 and high school in
English language arts and mathematics aligned to the
Common Core State Standards, so that . . .
• . . . students leave high school prepared for
postsecondary success in college or a career through
increased student learning and improved teaching.
* To be operational across Consortium states in the 2014-15 school year
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Why Define College-Readiness
Expectations?
• “General” high school track is “Ticket to Nowhere”*
• Overall cost of remediation in the US estimated at
over $3.7 billion annually
– Cost of “double teaching” at community colleges plus reduced
potential income of college dropouts (WV ― $3.8m)
• Student pipeline transition and completion rates* from
ninth grade to college (150% of program time):
– US average: 20.5 percent
– West Virginia: 16.6
*Sources: Haycock (1999); Alliance for Excellent Education (August, 2006); NCHEMS
Information Center data (2008):
http://www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2008&level=na
tion&mode=graph&state=0
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Common Core State Standards (CCSS)
• Preceded by American Diploma Project (piloted 20012003)
• Initiated by National Governors Association and Council
on Chief State School Officers initiative (2009-2010)
• Provide benchmarks for all students in English language
arts and mathematics
• To date, adopted by 45 states and 3 territories
• Require new assessment system
• West Virginia customized CCSS>>>Next Generation
Standards
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Common Core State Standards
•
•
•
Define knowledge
and skills students
need for college and
skilled employment
Provide clear,
consistent standards
in English language
arts/literacy and
mathematics
Were developed by
states with input from
K-12 teacher and
college faculty –
adopted by 45 states
and 3 territories
Source: www.corestandards.org
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• 25 states
representing
40% of K-12
students
Smarter Balanced
Assessment Consortium
• 21 governing,
advisory states
• Washington
state is fiscal
agent
• WestEd provides
project
management
services
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Smarter Balanced Assessments
• Online administration, with timely results
• Computer-adaptive technology
• Variety of question types: selected response, short
constructed response, extended constructed response,
technology enhanced, and performance
• Formative, interim, and summative assessments, for more
responsive teaching and better advising
• Impact on teaching and learning
• Common, comparable scores across member states and
across consortia
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010, pp. 18,171-85
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Higher Education Collaboration
• Involved 175 public and 13 private
•
•
•
systems/institutions of higher education
in application
Two higher education representatives
on the Executive Committee
Higher education lead in each state
and higher education faculty
participating in work groups
Goal: The high school assessment
qualifies students for entry-level, creditbearing coursework in college or
university
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Smarter Balanced Goals for Higher
Education
• Colleges and universities recognize the Smarter Balanced
Grade 11 assessment as a valid measure of college contentreadiness as defined by the Common Core State Standards.
• Colleges and universities agree on a common performance
standard in English language arts/literacy and mathematics for
college content-readiness.
• Colleges and universities use the Smarter Balanced
assessment as evidence that students are ready for creditbearing course work and can be exempted from remediation.
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Reaching the Goal with Higher
Education Partnership
What IS Asked of Higher
Education
What is NOT Asked of Higher
Education
•Lead role in standard-setting for 11thgrade assessment
•Use of Smarter Balanced assessment
for admission
•Agreement on performance standards
for placement in the most common
credit-bearing entry-level courses:
• College Algebra
• Freshman Composition
•Standardization of postsecondary
admissions standards
•Complete reliance on the Smarter
Balanced assessment for placement
decisions
•Participation in assessment design
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Benefits to Higher Education
• Better-prepared entering students, who know what is
required of them
• Less need for remediation
• Better use of effort, time, and resources
• Improved postsecondary persistence and completion
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Challenges for Higher Education
• Attitudes/Views: “College isn’t for everyone.” / “College isn’t
professional or skilled ‘training.’”
• Structural issues:
– K-12 and higher education are separate systems, separately
funded, separately governed
– Not part of faculty reward system—additional responsibility for those
already overworked and underpaid
• Institutional and faculty governance
– Lowering of standards?
– Intrusion into faculty prerogative
– Too “one-size-fits-all” for intellectual or pedagogical good
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Timeline for Higher Education
Sept. 2012
March 2013
Spring 2014
Summer
2014
2014-15
Fall 2016
State Higher Education Implementation Plans Completed
College Content- Readiness Policy and Preliminary
Achievement Level Descriptors Approved
* October: Higher Education faculty and K-12 teachers and
content experts create first draft.
* November - January: Draft available for review/comment
* December: Regional Leadership Meetings
* March: State Consensus Vote
Full-Scale Field Testing
Standard-Setting
First Year of Operational Testing
First students entering higher education with Smarter
Balanced scores
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Sample Items and
Performance Tasks
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Foundation for Item and Task Development
Items and Performance
Tasks
Smarter Balanced Item
and Task Specifications
Smarter Balanced
Content Specifications
Source: http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/CCSS-for-ELA-LiteracyPresentation.pdf
Common Core State
Standards
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A Balanced Assessment System
Common
Core
Standards
specify K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
All students
leave high
school
college and
career ready
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
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Summative Assessment:
Purpose, Benefits and Limitations
Purpose
Benefits
• Accountability for K-12
at the state, district,
school and
classroom/teacher level
•Accurate information
about individual
students’ achievement,
growth over time, and (in
11th grade) readiness for
college in English and
math.
•Far more sophisticated
and comprehensive
measure of student
knowledge and skills than
most existing K-12
accountability or
placement exams.
•Linked to known, highquality content standards
(Common Core).
•Early warning for
students not yet college
ready.
Limitations
•Summative exams are
not diagnostic in nature.
•Will not measure
readiness for advanced
mathematics (Calculus)
requiring 12th grade
instruction.
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ELA/Literacy: CCSS Implications for Assessment
FROM:
Focusing only on reading skills
Focusing on complexity of what students
can read too
Assessing literary terminology
Assessing literary terminology
Assessing through range of items that
require students to draw evidence from
text; use CR items to require a variety of
complex performances
Measuring ELA only
Source: http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdf
TO:
Focusing on complexity of what students
can read too
Students taking time to read and reread,
study, and ponder
Assessing literary terminology
Assessing through range of items that
require students to draw evidence from
text; use CR items to require a variety of
complex performances
Focusing on text-based writing prompts
(arguments and informative essays)
Measuring literacy across disciplines
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The Smarter Balanced ELA/Literacy Claims
• Claim 1: Students can read closely and analytically to
comprehend a range of increasingly complex literary and
informational texts. Reading, literary and informational text.
• Claim 2: Students can produce effective and well grounded
writing for a range of purpose and audiences.
• Claim 3: Students can employ effective speaking and listening
skills for a range of purposes and audiences.
• Claim 4: Students can engage in research/inquiry to investigate
topics, and to analyze, integrate, and present information.
Source: http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/
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Item Development and Commitment to the
CCSS
• Texts worth reading
• Questions worth answering
• Text dependent questions
• A range of thinking
• Real 21st century contexts
• Untimed
• Contextualized writing with requirement
to use information from multiple texts.
• A range of domains
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The Smarter Balanced Mathematic Claims
• Claim 1: Students can explain and apply mathematical
concepts and interpret and carry out mathematical procedures
with precision and fluency.
• Claim 2: Students can frame and solve a range of complex
problems in pure and applied mathematics, making productive
use of knowledge and problem solving strategies.
• Claim 3: Students can clearly and precisely construct viable
arguments to support their own reasoning and to critique the
reasoning of others.
• Claim 4: Students can analyze complex, real-world scenarios
and can construct and use mathematical models to interpret and
solve problems.
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Next Generation Standards Progression
K
1
2
3
4
5
6
7
8
HS
Counting &
Cardinality
Number and Operations in Base Ten
Number and Operations –
Fractions
Ratios and Proportional
Relationships
Number &
Quantity
The Number System
Expressions and Equations
Algebra
Operations and Algebraic Thinking
Functions
Geometry
Measurement and Data
Functions
Geometry
Statistics and Probability
Statistics &
Probability
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WV HS Math Curriculum (Algebra I,
Geometry, and Algebra II)
• Math I
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•
•
•
•
•
Partnerships between quantities
Linear and exponential
relationship
Reasoning with equations
Descriptive statistics
Congruence, proof and
construction
Connecting algebra and
geometry through coordinates
• Math III
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•
•
•
Inferences and conclusions
Polynomial, rational, and radical
Trig functions
Modeling with functions
• Math II
•
•
•
•
•
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Extending number system
Quadratic function & equations
Expressions and equations
Probability
Proof and trig.
Circles
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College ContentReadiness Definition and
Policy Framework
(DRAFT)
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College Content-Readiness Definition
Students who perform at the College Content-Ready level in English
language arts/literacy demonstrate subject-area knowledge 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, transferable, credit-bearing English and
composition courses. These students also demonstrate reading, writing,
listening, and research skills necessary for introductory courses in a
English Language Arts/Literacy 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.
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Policy Framework for Grade 11 Achievement
Levels
Level
Policy ALD
College Content Readiness
Implications for Grade 12 and College Placement
4
Demonstrates deep
command of the knowledge
and skills associated with
college and career
readiness.
Student is exempt from
developmental course work.
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 an initial
entry-level course.
3
Demonstrates sufficient
command of the knowledge
and skills associated with
college and career
readiness.
Student is exempt from
developmental course work,
contingent on evidence of
continued learning in Grade
12.
Within each state, higher education and K–12 officials 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 an initial entry-level course.
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Policy Framework for Grade 11 Achievement
Levels cont.
Level
Policy ALD
College Content Readiness
Implications for Grade 12 and College Placement
2
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 creditbearing courses.
1
Demonstrates minimal
command of the knowledge
and skills associated with
college and career
readiness.
Student needs substantial
support to meet college
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 credit-bearing courses.
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