Transcript Social Studies: Every Student, Every Day Creating Citizenship Through Literacy Columbia Metropolitan Convention Center Columbia, SC South Carolina Council for the Social Studies Annual Conference An Update on Social Studies Assessment in 2008-09 South Carolina Department of Education Leslie W.

Social Studies:
Every Student,
Every Day
Creating
Citizenship
Through
Literacy
Columbia
Metropolitan
Convention
Center
Columbia, SC
South Carolina
Council for the
Social Studies
Annual
Conference
2008
An Update on
Social Studies
Assessment
in 2008-09
South Carolina
Department of
Education
Leslie W. Skinner,
PhD, NBCT
Before we say
“Goodbye PACT, Hello PASS,”
let’s celebrate how far we’ve come in the last 6 years!
Social Studies
Percent Passing (Basic and Above)
100
90
80
70
60
50
40
30
20
10
0
Gr. 3
Gr. 4
2003
Gr. 5
2004
2005
Gr. 6
2006
Gr. 7
2007
Gr. 8
2008
In June 2008, Act 282 was passed by the State
Legislature. The legislation called for the development
of a new statewide assessment program for grades 38 in the areas of ELA, mathematics, science and
social studies. The new program, now named the
Palmetto Assessment of State Standards (PASS), will
be aligned to the state standards and used for school,
district, and federal accountability purposes beginning
in the 2008-09 school year.
How is PASS going to compare to
PACT?
 PACT
 Four tests: ELA,
mathematics, science,
social studies
 PASS
 Five tests: writing, ELA,
mathematics, science,
social studies
 All tests in May
 Writing in March; all other
tests in May
 ELA and math: a
combination of multiplechoice and constructedresponse items
science and social studies:
multiple choice only
 Except extended-response
item on writing test,
multiple-choice only
How is PASS going to compare to
PACT (continued)?
 PACT
 Read aloud at grade 3
 Total scores for each
test
 Scores reported at
four levels: Below
Basic, Basic,
Proficient, and
Advanced
 PASS
 No tests to be read
aloud
 Reports will include
information at the
standard-level as well
as total scores
 Scores reported at
three levels: Not Met,
Met, and Exemplary
Act 282 calls for census and sample testing
at the same grade levels in science and
social studies that were most recently
utilized in PACT.
• This means that students in
– grades 4 and 7 will take both subject-area tests.
– grades 3, 5, 6, and 8 will be randomly assigned from
the grade-level school roster to take either the
science or social studies test.
Accommodations?
•All students in grades 3-8 (or ages 8-13) must participate in
PASS testing or SC-Alt.
•IEP teams determine appropriate accommodations in
environment, procedures or presentation that allow knowledge
and skills, rather than disabilities, to be assessed.
•Accommodations are to provide access, but may not change
constructs tested. If they do, the test scores would be considered
invalid.
•Testing accommodations must match those used by the student
in instruction and classroom assessment during the school year.
Keep in mind, however, that not all instructional accommodations
are allowable on the state assessments.
•Accommodations may not alter in a significant way what the test
measures or affect the comparability of scores.
PASS results, including standard-level
information, will be reported by June 16,
beginning in 2010.
•Scores in PASS’s initial year (2009) will be
available in Fall 2009, as performance level
standard setting of PASS will take place in
Summer 2009.
•Sub-scores (by academic standard) will not
be scale scores or raw scores. Feedback will be
similar to that provided by HSAP.
Item and test development is currently
proceeding…
•Our contract is with Pearson Educational
Measurement.
•We have item writers trained to our standards
and support documents.
•SCDE reviews/manages all aspects.
•Item review by content and bias review
committees is scheduled for December 2008.
•Test blueprint and information is on the Office
of Assessment Web page.
•Release items will also be available.
Palmetto Assessment of State Standards (PASS)
Social Studies Test Blueprint for Grades 3–8
The PASS social studies tests measure the 2005 South Carolina Social
Studies Academic Standards in grades three through eight.
There are five to seven broad standards at each grade level. Each standard is
followed by detailed indicators. The test items will be aligned to the broad
standards, guided by the scope of the detailed indicators for each standard.
All test items are 1-point, four-option, multiple-choice questions. The third
grade test has 45 questions; tests for the remaining grades increase in
length corresponding to the number of standards.
The items are distributed approximately evenly across the standards,
according to this table:
Palmetto Assessment of State Standards (PASS)
Social Studies Blueprint
Grade
Number of
Standards
Number of
Items
Items per
Standard
3
5
45
8-10
4
6
50
8-10
5
6
50
8-10
6
6
55
8-12
7
7
60
8-12
8
7
60
8-12
Release Items
Following is an item (test question) from
each grade (3-8), with the standard, the
most closely-related indicator, and
results for that item . . .
Grade 3: South Carolina Studies
Standard 3-2: The student will demonstrate an
understanding of the exploration and settlement
of South Carolina and the United States.
Indicator 3-2.4: Compare the culture,
governance, and geographic location of different
Native American nations in South Carolina,
including the three principal nations- Cherokee,
Catawba, and Yemassee- that influenced the
development of colonial South Carolina.
What kind of homes did the Catawba,
Cherokee, and Yemassee have?
A. stone houses
4%
B. tepees of animal hides
50 %
C. wood and bark houses
35 %
D. mud brick pueblos
11 %
Grade 4: United States Studies
to 1865
Standard 4-6: The student will demonstrate an
understanding of the Civil War and its impact on
America.
Indicator 4-6.1: Compare the industrial North
and the agricultural South prior to the Civil War,
including the specific nature of the economy of
each region, the geographic characteristics and
boundaries of each region, and the basic way of
life in each region.
Which statement best describes the South
in the 1800s?
A. Most white southerners owned large
plantations.
60%
B. Most southerners settled in large cities. 7%
C. Most white southerners owned small
farms.
18%
D. Most southerners hired indentured
servants.
15%
Grade 5United States Studies: 1865 to
the Present
Standard 5-1: The student will demonstrate an
understanding of Reconstruction and its impact
on racial relations in the United States.
Indicator 5-1.3: Explain the effects of
Reconstruction on African Americans, including
their new rights and restrictions, their
motivations to relocate to the North and the
West, and the actions of the Freedmen’s
Bureau.
Which best describes Southern politics during
Reconstruction?
A. Freed slaves served as public officials for
the first time.
28%
B. Carpetbaggers had difficulty voting or
holding elected office.
12%
C. The Democratic Party was in control of
most state legislatures.
D. State governments had more power than
the federal government.
29%
31%
Grade 6: Ancient Cultures to 1600
Standard 6-3: The student will demonstrate an
understanding of the Middle Ages and the
emergence of the nation-states.
Indicator 6-3.3: Summarize the course of the
Crusades and explain their effects, including
their role in spreading Christianity and in
introducing Asian and African ideas and
products to Europe.
How did the Crusades affect Europe?
A.Europeans became more critical of
capitalism.
B.Europeans became more critical of
the Catholic Church.
C.The Crusaders brought new foods
and products back to Europe.
D.The Crusaders brought new ideas
about law and government to
Europe.
11%
30%
19%
40%
Grade 7- Contemporary Cultures:
1600 to the Present
Standard 7-3: The student will demonstrate an
understanding of political, social, and economic
upheavals that occurred throughout the world
during the age of revolution, from 1770 through
1848.
Indicator 7-3.3: Compare the development of
Latin American independence movements,
including the Haitian revolution, the role of Simon
Bolivar in different independence movements, and
the role of Father Miguel Hidalgo in the Mexican
Revolution of 1810.
In the early 1800s, which continent had a
series of political revolutions to gain
independence from Europe?
A. Asia
27%
B. Africa
32%
C. North America
20%
D. South America
21%
Grade 8
South Carolina: One of the United States
Standard 8-5: The student will demonstrate an
understanding of major social, political, and
economic developments that took place in the
United States during the second half of the
nineteenth century.
Indicator 8-5.1: Summarize the political,
economic, and social conditions in South Carolina
following the end of Reconstruction, including the
leadership of Wade Hampton and the so-called
Bourbons or Redeemers, agricultural depression
and struggling industrial development, the impact
of the temperance and suffrage movements, the
development of the 1895 constitution, and the
evolution of race relations and Jim Crow laws.
What political campaign strategy did South
Carolina’s ex-Confederates use to appeal to
voters after Reconstruction?
A. reminding voters of lives lost in the
Civil War
25%
B. promising to pass women’s suffrage
22%
C. promoting the temperance movement
30%
D. guaranteeing the end of segregation
23%
End of Course Examination Program
United States History and Constitution
2008-09 Update
The 1998 Education Accountability Act
mandated the creation of the
End of Course Examination Program
(EOCEP).
State Board of Education Regulation 43262.4 states that students scheduled to
complete one of the gateway or
benchmark courses for high school credit
must take the EOCEP test when they
complete the class.
Purposes of EOCEP
• To promote instruction, encourage
student achievement, and document
the level of mastery of academic
standards.
• To serve as indicators of program,
school, and school-district
effectiveness.
• Is weighted 20% in the determination
of students’ final grades in designated
classes.
Who takes EOCEP?
All public middle school, high school,
alternative school, adult education, and
home school students who are enrolled in
courses in which the academic standards
corresponding to the EOCEP tests are
taught, regardless of course name or
number, must take the appropriate tests.
EOCEP is
• standards-based and all multiple choice;
• available as an online assessment;
• 55 items long, except for Mathematics (50);
• rapid, with results delivered within 36 hours
of receipt by the scoring center;
• un-timed, but about 90 minutes is the
estimated administration time; and
• composed of a range of item difficulties.
EOCEP grades are expressed on the
State Uniform Grading Scale.
A: 93-100
B: 85-92
C: 77-84
D: 70-76
F: 69 or
below
Students receive both
a numeric and letter
grade.
EOCEP – US History and Constitution Timeline
Jan.-March 2005
April-Sept. 2005
Sept. 2005
Oct. 2005
Oct.’05 -Jan.’06
May-June 2006
July 2006
July-Aug. 2006
Sept. 2006
Oct. 2006
Dec.’06/June ’07
May 2007
Sept./Oct. 2007
Dec.’07/June ’08
Oct.’07/Jan.’08
Draft standards posted/specifications meetings
Item writing/reviewing
Content & Bias/Sensitivity Review
USHC Blueprint on Web site
Field tests constructed
Field Tests
Standard Setting
Forms construction/review
Education Oversight Committee Review
USHC Teacher’s Guide on Web site
Tests implemented
Oversight Committee Teacher Survey
Education Oversight Committee Review
Tests implemented/districts may count scores
Additional release items featured/posted
EOCEP – US History and Constitution Timeline
continued
Feb. 2008
June-July 2008
Aug.-Oct. 2008
Sept./Oct 2008
Plans and ???
USHC Enhanced Support Document posted
4 Regional USHC Institutes (stipend & pd credit)
3 SC Standards Support Systems (S3)
Instructional Planning Guide Institutes
Education Oversight Committee Review
Tests operational-count 20% of student grades
The Education Oversight Committee has
again been studying the results of the US
History and Constitution test. The
Subcommittee on Standards and
Assessments met on September 22, 2008
and unanimously voted to recommend to the
full EOC that the test be operational (count)
in the 2008-09 school year. The full
committee will meet later in the month.
Keep preparing and stay tuned!
List of Resources for USHC EOCEP
•2005 Social Studies Academic Standards (draft posted1/05,
teacher survey 5/05, EOC approved 8/05)
•2005 Social Studies Standards Support Document (posted 6/05)
•USHC Test Blueprint (posted 1/05)
•USHC Teacher’s Guide- 10 items/1 per standard ( draft posted
10/06, updated Web sites 9/08)
•USHC Released Items-44 items/1 per indicator (posted 1/08)
•USHC Enhanced Support Document (posted 2/08)
•Assessment presentations made and powerpoints posted (3/087/08)(SCCSS presentations from previous years also on the Web)
•SC Standards Support Systems (S3) Instructional Planning
Guide (template) (released 8/08, posted 10/08)
Utilize
our
resourc
on the
web!
And contact us!!
For Social Studies assessment information,
contact:
Leslie W. Skinner, Ph.D., NBCT
803-734-8532 [email protected]
For Social Studies curriculum information,
contact:
Lewis Huffman
803-734-0322
[email protected]
Chanda Robinson
803-734-8537
[email protected]