CCSS Assessments CCSS Assessments OverviewOverview

CCSS Literacy Team Seminar, CCSS Literacy Team Seminar, Day 1Day 1

October 19, 2011October 19, 2011

Design and Design and Organization of Organization of

CCSSCCSS

Design & OrganizationDesign & Organization College & Career Readiness Anchor College & Career Readiness Anchor

Standards Standards NOT adopted by CA DoENOT adopted by CA DoE

Three appendices Three appendices NOT adopted by CA DoENOT adopted by CA DoE

College/Career Ready (CCR) College/Career Ready (CCR) Students…Students…

……demonstrate independencedemonstrate independence ……build strong content knowledgebuild strong content knowledge ……respond to varying demands of audience, respond to varying demands of audience,

task, purpose, and disciplinetask, purpose, and discipline ……comprehend as well as critiquecomprehend as well as critique ……value evidencevalue evidence ……use technology and digital mediause technology and digital media ……understand other perspectives and understand other perspectives and

culturescultures

What is not included in What is not included in CCSS:CCSS:

How teachers should teachHow teachers should teach All that can or should be taughtAll that can or should be taught The nature of advanced work beyond the The nature of advanced work beyond the

corecore The interventions needed for students well The interventions needed for students well

below grade levelbelow grade level The full range of support for ELLs and The full range of support for ELLs and

students with special needsstudents with special needs Everything needed to be college and career Everything needed to be college and career

readyready

Design & OrganizationDesign & Organization Shared responsibilities for studentsShared responsibilities for students’’ literacy literacy

developmentdevelopment Focus on results rather than meansFocus on results rather than means Media skills blended throughoutMedia skills blended throughout Four strands: Four strands:

Reading (including Reading Foundational Skills, Reading (including Reading Foundational Skills, K-5)K-5)

WritingWriting Speaking and ListeningSpeaking and Listening LanguageLanguage

Reading Design & Reading Design & OrganizationOrganization

Three sections:Three sections:1.1. LiteratureLiterature2.2. Informational TextInformational Text3.3. Foundational Skills (K-5)Foundational Skills (K-5)

Reading Framework for NAEP 2009Reading Framework for NAEP 2009GradeGrade LiteraryLiterary InformationalInformational

44 50%50% 50%50%88 45%45% 55%55%

1212 30%30% 70%70%

Reading Design & Reading Design & OrganizationOrganization

Four key areasFour key areas1.1. Key Ideas and DetailsKey Ideas and Details2.2. Craft and StructureCraft and Structure3.3. Integration of Knowledge and IdeasIntegration of Knowledge and Ideas4.4. Range of Reading and Level of Text ComplexityRange of Reading and Level of Text Complexity

Writing Design and Writing Design and OrganizationOrganization

1.1. Text Types and PurposesText Types and Purposes2.2. Production and Distribution of WritingProduction and Distribution of Writing3.3. Research to Build and Present KnowledgeResearch to Build and Present Knowledge4.4. Range of WritingRange of Writing

Writing Design and Writing Design and OrganizationOrganization

1.1. Text Types and PurposesText Types and Purposes} Arguments, informative/explanatory texts, Arguments, informative/explanatory texts,

narrativesnarratives2.2. Production and Distribution of WritingProduction and Distribution of Writing} Clear, coherent, appropriate, process, Clear, coherent, appropriate, process,

technologytechnology3.3. Research to Build and Present KnowledgeResearch to Build and Present Knowledge} Short and sustained; multiple sources; literary Short and sustained; multiple sources; literary

or informationalor informational4.4. Range of WritingRange of Writing

NAEP 2011 Writing NAEP 2011 Writing FrameworkFramework

GradeGrade To To PersuadePersuade To ExplainTo Explain To Convey To Convey

ExperienceExperience

44 30%30% 35%35% 35%35%

88 35%35% 35%35% 30%30%

1212 40%40% 40%40% 20%20%

What does this mean for me?What does this mean for me?Think-Write-Pair-ShareThink-Write-Pair-Share

Use the template to note 2-3 points Use the template to note 2-3 points that are significant for the work that that are significant for the work that you doyou do

Use the template to note an area of Use the template to note an area of the CCSS that you plan to explore the CCSS that you plan to explore furtherfurther

Share your notes with a table partnerShare your notes with a table partner

Background of CCSS Background of CCSS AssessmentsAssessmentsWho are the players?Who are the players?

SBAC & PARCCSBAC & PARCC Two national state-based consortia Two national state-based consortia

overseeing development of assessments overseeing development of assessments for CCSS, under auspices of Race to the for CCSS, under auspices of Race to the TopTop

SBAC: SMARTER Balanced Assessment SBAC: SMARTER Balanced Assessment ConsortiumConsortium

PARCC: The Partnership for Assessment PARCC: The Partnership for Assessment of Readiness for College and Careersof Readiness for College and Careers

• 29 states 29 states representing representing 48% of K-12 48% of K-12 studentsstudents

• 19 governing, 19 governing, 10 advisory 10 advisory statesstates

• Washington Washington state is fiscal state is fiscal agentagent

SBAC: SMARTER Balanced Assessment Consortium

• Develop a system of comprehensive and Develop a system of comprehensive and innovative assessments... innovative assessments...

• ...for grades 3–8 and high school......for grades 3–8 and high school...• ...aligned to the Common Core State Standards in ...aligned to the Common Core State Standards in

English language arts and mathematics, so that... English language arts and mathematics, so that... • ...students leave high school prepared for ...students leave high school prepared for

postsecondary success in college or a career postsecondary success in college or a career through increased student learning and improved through increased student learning and improved teachingteaching

SMARTER Balanced SMARTER Balanced AssessmentsAssessments

Assessment: SBAC Focus

•Assessments are aligned to college and career readiness standards

•Must assess students annually in grades three through

eight in English-language arts and mathematics and once in grades ten through twelve

–Current federal requirements•Required technology component

Seven SMARTER Balanced Seven SMARTER Balanced PrinciplesPrinciples

An integrated system: summative, An integrated system: summative, interim, formativeinterim, formative

Design with evidence of student Design with evidence of student performance: evidence-based designperformance: evidence-based design

Teacher involvement: prototype Teacher involvement: prototype design; item/task writing; scoringdesign; item/task writing; scoring

State-led with transparent State-led with transparent governance: engagement in policy & governance: engagement in policy & implementation decisionsimplementation decisions

Seven SMARTER Balanced Seven SMARTER Balanced PrinciplesPrinciples

Continuously improve teaching & Continuously improve teaching & learning: regular feedback of student learning: regular feedback of student progress; professional development progress; professional development supportssupports

Useful information on multiple measures: Useful information on multiple measures: progression-based scores; extended progression-based scores; extended response items & performance tasksresponse items & performance tasks

Adhere to established professional Adhere to established professional standardsstandards

SMARTER Balanced SMARTER Balanced AssessmentsAssessments

1.1. SummativeSummative2.2. InterimInterim3.3. FormativeFormative

Summative Assessment (Computer Summative Assessment (Computer Adaptive)Adaptive)

• Required comprehensive assessment in grades 3–8 Required comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability the instructional year) that supports accountability and measures growthand measures growth

• Selected response, short constructed response, Selected response, short constructed response, extended constructed response, technology extended constructed response, technology enhanced, and performance tasksenhanced, and performance tasks

Summative Assessment (Computer Summative Assessment (Computer Adaptive)Adaptive)

Assess the full range of Common CoreAssess the full range of Common Core Measures current student achievement & Measures current student achievement &

growth across timegrowth across time Can be given once or twice a year (mandatory Can be given once or twice a year (mandatory

window: last 12 weeks of instructional year)window: last 12 weeks of instructional year) Variety of question types: selected response, Variety of question types: selected response,

short constructed response, extended short constructed response, extended constructed response, tech enhanced, constructed response, tech enhanced, performance tasks (2 per year per content area)performance tasks (2 per year per content area)

Interim Assessment (Computer Adaptive)Interim Assessment (Computer Adaptive)• Optional comprehensive and content-cluster assessment to Optional comprehensive and content-cluster assessment to

identify specific needs of each studentidentify specific needs of each student• Timing & content are customizableTiming & content are customizable• Available for administration throughout the yearAvailable for administration throughout the year• Includes variety of tasks included in summative assessments Includes variety of tasks included in summative assessments

with clear examples of expected performance with clear examples of expected performance • Measured on same scale as summative assessmentsMeasured on same scale as summative assessments• Fully accessible for instruction and professional Fully accessible for instruction and professional

developmentdevelopment• Teachers included in item and task design and scoringTeachers included in item and task design and scoring

Formative Processes and Tools Formative Processes and Tools • Optional online resources for…Optional online resources for…

• Aligning instruction to CCSSAligning instruction to CCSS• Classroom evidence of student learningClassroom evidence of student learning• Formative assessment guidesFormative assessment guides

• Aligned to CCSS, focused on increasing student learning Aligned to CCSS, focused on increasing student learning and enabling differentiated instructionand enabling differentiated instruction

• ““Best practicesBest practices”” support through online learning modules, support through online learning modules, including model units of instruction and formative including model units of instruction and formative strategiesstrategies

• Comprehensive information portal with access to info Comprehensive information portal with access to info about student progress and student performance historyabout student progress and student performance history

Time to ProcessTime to Process Share with a neighbor new Share with a neighbor new

opportunities these assessments opportunities these assessments provideprovide

Share with another neighbor new Share with another neighbor new challenges these assessments posechallenges these assessments pose

Be prepared to share opportunities Be prepared to share opportunities and challengesand challenges

Other Features of the Other Features of the AssessmentsAssessments

Online ReportingOnline Reporting Static and dynamic reports, secure and Static and dynamic reports, secure and

public viewspublic views Individual states retain jurisdiction over Individual states retain jurisdiction over

access and appearance of online reportsaccess and appearance of online reports Dashboard gives parents, students, Dashboard gives parents, students,

practitioners, and policymakers access to practitioners, and policymakers access to assessment informationassessment information

Graphical display of learning progression Graphical display of learning progression status (interim assessment)status (interim assessment)

Feedback and evaluation mechanismFeedback and evaluation mechanism

Responsible Flexibility for Responsible Flexibility for ImplementationImplementation

Computerized testingComputerized testing Paper/pencil option locally during 3-year Paper/pencil option locally during 3-year

transitiontransition Spring 2011: statewide survey of techSpring 2011: statewide survey of tech

End-of-course testsEnd-of-course tests Test-builder tool to use interim items for EoC Test-builder tool to use interim items for EoC

teststests Best practices proceduresBest practices procedures

Common protocols for item development, Common protocols for item development, accommodation and translationaccommodation and translation

Evidence-Based Evidence-Based Design OverviewDesign Overview

Evidence-Based Design Evidence-Based Design Framework: Framework:

““Assessment TriangleAssessment Triangle””

Cognition

Observation Interpretation

Models of CognitionModels of Cognition Describe how students acquire Describe how students acquire

knowledge and develop competence in a knowledge and develop competence in a particular areaparticular area

Reflect recent and credible scientific Reflect recent and credible scientific evidence of typical learning processes evidence of typical learning processes and informed experiences of expert and informed experiences of expert teachersteachers

Describe typical learning progression Describe typical learning progression toward competence, including milestonestoward competence, including milestones

Observation ModelsObservation Models A set of specifications for assessment A set of specifications for assessment

tasks that will elicit illuminating tasks that will elicit illuminating responses from studentsresponses from students

The tasks or situations are linked to The tasks or situations are linked to the cognitive model of learning and the cognitive model of learning and should prompt students to say, do, or should prompt students to say, do, or create something that provides create something that provides evidence to support inferences about evidence to support inferences about studentsstudents’’ knowledge, skills, and knowledge, skills, and cognitive processescognitive processes

InterpretationInterpretation Interpretations use the evidence from Interpretations use the evidence from

observations to make claims about what observations to make claims about what students understand and can dostudents understand and can do

ClaimsClaims Frame a manageable number of learning Frame a manageable number of learning

goals around which instruction can be goals around which instruction can be organizedorganized

Guide the specification of appropriate Guide the specification of appropriate evidenceevidence

Provides a basis for meaningful reporting to Provides a basis for meaningful reporting to different interested audiencesdifferent interested audiences

SBAC Assessment TimelineSBAC Assessment Timeline