Transcript Common Core State Standards

Common Core State Standards
Assessments,
K-5
Mathematics
Anthony Quan—Consultant II, STEM
Belinda Lister—Math Consultant
Division of Curriculum and Instructional Services
commoncore.lacoe.edu
AGENDA
• Understanding SBAC System
• Examine assessment items
• Discuss assessment of conceptual
thinking.
Focus on Assessment and SMARTER
Balanced Assessment Consortium
A Balanced Assessment System
Summative
assessments
Benchmarked to
college and career
readiness
Common
Core State
Standards
specify
K-12
expectations
for 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
Federal Requirements
• More rigorous tests measuring student progress
toward “college and career readiness”
• Have common, comparable scores across member
states
• Provide achievement and growth information to help
make better educational decisions and professional
development opportunities
• Assess all students, except those with “severe
cognitive disabilities”
• Administer online, with timely results
• Use multiple measures
Source: Federal Register / Vol. 75, No. 68 Friday, April 9, 2010 pp. 18171-85
5
A National Consortium of States
• 28 states
representing
44% of K-12
students
• 21 governing,
7 advisory
states
• Washington
state is fiscal
agent
The Purpose of the 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
SBAC%Balanced%System%
8
Summative Assessments
• Mandatory comprehensive assessment in
grades 3 – 8 and 11 that supports
accountability and measures growth
• Assesses the full range of CCSS in English
language arts and mathematics
• Computer adaptive
– Selected response, short constructed
response, technology enhanced
• Performance tasks
– One for reading, one for writing
– Two for mathematics
9
Interim Assessments
• Optional comprehensive and content-cluster
(benchmark) assessment
• Computer adaptive
• Selected response, short constructed
response, technology enhanced, and
performance tasks
• Grounded in cognitive development theory
about learning progressions
• Available for administration throughout the
year
• May require an additional charge
10
Interim Assessments
• Medium-scale diagnostic and/or progress monitoring
assessment that evaluates student knowledge and skills
relative to a specific set of academic goals within a
limited time frame.
• Designed to provide multiple data points across time
and can inform decisions at both the classroom and the
school or district level.
• Performance tasks provide an opportunity to challenge
students to apply their knowledge and skills to respond
to complex, real-world problems.
11
Item Design Considerations
• The four claims
• SBAC screened standards for on-demand
measurability and Depth of Knowledge (DOK)
– Level 1 (Recall)
– Level 2 (Basic Skills and Concepts)
– Level 3 (Strategic Thinking and Reasoning)
– Level 4 (Extended Thinking)
• Define the sequence of learning that students need to
achieve college readiness
• Translate CCSS into test maps and item specifications
• Develop items based on learning progressions
12
Claims
• What do you believe students can do?
• Do you start with the most challenging
problems? Why?
• Do you skip the harder problems at the
end of the assignment? Why?
• Quick write your ideas about what you
believe students can do. Share with your
elbow partner.
13
Assessment Claims
• Concepts and Properties: Students can explain and apply
mathematical problems with precision and fluency.
• Problem Solving: Students can frame and solve a range of
complex problems in pure and applied mathematics.
• Communicating Reasoning: Students can clarify and
precisely conduct viable arguments to support their
reasoning and to critique the reasoning of others.
• Data Analysis and Modeling: Students can analyze
complex, real-world scenarios and can use mathematical
models to interpret and solve problems.
14
Cognitive Demand
Bloom’s – Hess’
What is Depth
of Knowledge (DOK)?
• A scale of cognitive demand (thinking) to align
standards with assessments
• Based on the research of Norman Webb,
University of Wisconsin Center for Education
Research and the National Institute for Science
Education
Four Levels of Cognitive Complexity
•
•
•
•
Level 1: Recall and Reproduction
Level 2: Skills & Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking
DOK Level 1:
Recall and Reproduction
• Requires recall of information, such as a fact,
definition, term, or performance of a simple
process or procedure
• Answering a Level 1 item can involve following a
simple, well-known procedure or formula
Recall/Reproduction:
DOK Level 1 Examples
• Calculations
• Determine the perimeter or area of
rectangles given a drawing or labels
Depth of
Knowledge
Skills/Concepts: DOK Level 2
• Includes the engagement of some mental
processing beyond recalling or reproducing a
response
• Items require students to make some decisions
as to how to approach the question or problem
• Actions imply more than one mental or cognitive
process/step
Skills/Concepts: DOK 2 Examples
• Classify plane and three dimensional figures
• Graphing linear equations
• Solving word problems
Strategic Thinking: DOK Level 3
• Requires deep understanding exhibited through
planning, using evidence, and more demanding
cognitive reasoning
• The cognitive demands are complex and
abstract
• An assessment item that has more than one
possible answer and requires students to justify
the response would most likely be a Level 3
Strategic Thinking:
DOK Level 3 Examples
• Solve a multiple-step problem and provide support
with a mathematical explanation that justifies the
answer
Extended Thinking:
DOK Level 4
• Requires high cognitive demand and is very complex
• Students are expected to make connections, relate ideas
within the content or among content areas, and select or
devise one approach among many alternatives on how the
situation can be solved
• Due to the complexity of cognitive demand, DOK 4 often
requires an extended period of time
Extended Thinking:
DOK 4 Examples
•Gather, analyze, organize, and
interpret information from multiple
(print and non print) sources to draft a
reasoned report
A Word of Caution
Verbs are not always used
appropriately...
DOK is about what follows the verb...
What comes after the verb is more
important than the verb itself.
Same Verb—Three Different DOK Levels
DOK 1- Describe three characteristics of two quadrilaterals.
(Requires simple recall)
DOK 2- Describe the difference between convex and
concave polygons. (Requires cognitive processing to
determine the differences in the two polygon types)
DOK 3- Describe a model that you might use to represent the
relationships that exist within the set of polygons. (Requires
deep understanding of polygons and a determination of
how best to represent it)
DOK is not about difficulty
For Example…
• Adding is a mental process.
• Knowing the rule for adding is the intended
outcome that influences the DOK.
• Once someone learns the “rule” of how to
add, 4 + 4 is DOK 1 and is also easy.
• Adding 4,678,895 + 9,578,885 is still a DOK 1
but may be more “difficult.”
Test Questions
Types and Desigins
• Items and the collection of items MUST
measure deeper understanding and
application of concepts.
• Therefore, a variety of item types are
necessary.
34
Item Types
• Selected-response
• Constructed-response
– Complex thinking skills, comparison and contrast,
cause and effect, patterns, conflicting points of
view, categorizing, summarizing, interpreting
information
• Extended constructed-response
– Assess knowledge and skills not easily accessed
with selected response or constructed response
(e.g., oral presentations, exhibitions, product
development, extended written response)
• Technology-enhanced
– Requires productive use of technology
35
Selected Response
• Used to cover a broad range of content.
• Assess defined problems with limited
solutions
• Should take relatively little time to
answer
• Efficient to score
Constructed Response
– Complex thinking skills, comparison and contrast,
cause and effect, patterns, conflicting points of view,
categorizing, summarizing, interpreting information
– Time required is 5 to 10 minutes.
– Scored using a rubric
– Scoring training and calibration are advised
Extended Response
– Assess knowledge and skills not easily accessed
with selected response or constructed response (e.g.,
oral presentations, exhibitions, product development,
extended written response).
– Students are often asked to justify answers.
– Require 10-20 minutes to complete.
– Require careful scorer training and calibration.
Performance Task Items
• Collections of questions and real-world tasks connected
to a single theme or scenario:
– A student may be presented with reading material on
a given topic, and asked questions about the reading
– That may be followed by reading on the same topic,
but from a different perspective, with questions on
that reading, plus some compare/contrast questions
– Finally, the student may be provided additional
readings on the same, or an associated topic, and
asked to take a position or provide an argument
– Each performance task could take place across more
than one sitting of 45-60 minutes each
39
What is Computer
Adaptive Testing (CAT)?
• Adapts to the student’s ability level
• Assessment “engine” delivers short series
of moderately difficult grade items
• Depending on student’s initial performance
delivers items that are either more or less
difficult
• Process continues until student’s
performance level is determined.
40
Benefits of Computer
Adaptive Testing (CAT)
Faster
results
Shorter test
length
• Turnaround in weeks compared to months today
• Fewer questions compared to fixed form tests
Increased
precision
Tailored to
student ability
Greater
security
Mature
technology
• Provides accurate measurements of student growth
over time
•
Item difficulty based on student responses
• Larger item banks mean that not all students receive
the same questions
• GMAT, GRE, COMPASS (ACT), Measures of Academic
Progress (MAP)
41
IT Readiness Tool
• Evaluation of rules, policies, infrastructure,
hardware, software, staffing
• Required data collection about systems
deemed essential to successful
implementation
• Will guide SEA, LEA, or school through a
process of establishing strategies to address
technology needs identified
• Tool used for ongoing system evaluation and
monitoring
42
*With media taking a prominent role in both the gathering of
information and the presentation of new knowledge products, it is
recommended that schools be equipped with:
projection/presentation stations
internet connectivity
media creation stations
writing centers
internet stations to support distance learning course
offerings
• video and still cameras with computer software for
media production
•
•
•
•
•
***Recommendations from the NYLA (New York Librarian Association)
Equity Issues
•
•
•
•
Availability of Technology
Accessibility of Technology
Integrating it into the Curriculum
Teacher knowledge and comfort
Accessibility and Accommodations
• Students with Disabilities
– California participates on Students with
Disabilities Workgroup
– Students with severe cognitive disabilities:
• (1%) are not assessed with the SBAC
assessments and will still take the
California Alternate Performance
Assessment (CAPA).
45
Accessibility and Accommodations
• English Language Learners
– SBAC received enhanced funding from the
Department of Education, which was not
provided to PARCC.
– Translation support for mathematics
assessments; exploring the possibility of also
translating in ELA.
– Translations in five languages (Spanish and
American Sign Language are the first two
languages with the others to be decided)
46
System Portal for
Online Delivery
• System Portal contains information about Common
Core State Standards, Consortium activities, web-based
learning communities, and assessment results
• Dashboard gives parents, students, practitioners, and
policymakers access to assessment information
• Reporting capabilities include static and dynamic
reports, secure and public views
• Item development and scoring application support
educator participation in assessment
• Feedback and evaluation mechanism provides
surveys, open feedback, and vetting of materials
47
SBAC Scoring and Results
• Final summative score from the SBAC
assessment system will combine Computer
Adaptive Testing (CAT) results with results from
two or three performance task assessments
administered.
• CAT provides a summary score almost
immediately, and since teachers will be involved
in the scoring of performance tasks, those
results will be available very soon after the
assessment is completed.
48
Formative Tools
and Processes
• Instructionally sensitive, on-demand tools and
strategies aimed at improving teaching,
increasing student learning, and enabling
differentiation of instruction
• Processes and tools are research-based
• Includes model units of instruction, publicly
released assessment items, formative
strategies, and materials for professional
development
49
Opportunities and Challenges of Transitioning to New
Assessment System
•
•
•
•
•
•
•
Richer assessment of and for learning
Use of technology as a tool
Adaptive testing
Universal access
National expertise
Preparation for 21st Century Skills
College and Career ready students
50
Opportunities and Challenges of Transitioning to New
Assessment System
•
•
•
•
•
Change is difficult
Technology infrastructure
Fiscal climate
Communications efforts
Implementation planning
51
Other SBAC Considerations
Technology
Cost
Long-term
Governance
 Paper/pencil option locally available during a transition
period
 Administration window reduces pressure on computer
labs
 On average, SMARTER states pay $31 per student for
current assessments
 Cost estimate for SMARTER Balanced: Summative
assessment $19.81/ student; Optional interim
assessments $7.50/ student
 Developing a business plan for post-2014
 Seeking additional funding for ongoing support
 Member states will be actively involved in determining the
future of the Consortium
52
DOK Resources
• Hess, K. (2004) Applying Webb’s Depthof-Knowledge (DOK) levels in reading,
writing, math, science, social studies,
– http://www.nciea.org/publications/DOKreading
_KH08.pdf
– http://www.nciea.org/publications/DOKmath_K
H08.pdf
53
Resources
• Full text of the Common Core California Standards:
http://www.scoe.net/castandards/index.html (Outside
Source)
• Information about the common core:
http://www.corestandards.org/ (Outside Source)
• Information about the common core including
implementation timelines: http://www.cde.ca.gov/ci/cc/
• SBAC information: www.k12.wa.us/SMARTER (Outside
Source)
• Center for K-12 and Performance Management at ETS:
http://www.k12center.org/publications.html (Outside Source)
• SBAC FAQ:
http://www.cde.ca.gov/ta/tg/sa/documents/qasbac11a12.pdf