Common Core Assessments Presentation 08 29 2011

The Assessment Consortia

An Overview of the Designs of the PARCC and SMARTER Balanced Assessment Systems

Apr 13, 2023 1

Pascal (Pat) D. Forgione, Jr., Ph.D. and Nancy A. DooreyCenter for K – 12 Assessment & Performance Management at ETS

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• Thomas Friedman in “The World is Flat” points out the importance of “inflection points” in history, such as the invention of the printing press.

• The Common Core State Standards (CCSS) can become an “inflection point” for American public education - establishing a common foundation for building excellence and equity for all students.

The Uniqueness of This Moment:Inflection Point

RI

ILFL

CA

CTPA

State silos of cost, effort, expertise

Interactive Digital Library

Shared platform for collaboration, cost and effort efficiencies, sharing of best practices

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Race to the Top Assessment Program Competitive Grant, Spring 2010

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Groups of 15 or more states could apply for a grant to design, develop and pilot a next generation assessment system that:

• Builds upon shared standards in mathematics and English language arts (ELA) for college- and career-readiness;

• Measures individual growth as well as proficiency;

• Measures the extent to which each student is on track, at each grade level tested, toward college or career readiness by the time of high school completion and;

• Provides information that is useful in informing:

Teaching, learning, and program improvement;

Determinations of school effectiveness;

Determinations of principal and teacher effectiveness for use in evaluations and the provision of support to teachers and principals; and

Determinations of individual student college and career readiness, such as determinations made for high school exit decisions, college course placement to credit-

bearing classes, or college entrance.

(US Department of Education, 2009)

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The Comprehensive Assessment System Proposals

Two Comprehensive Assessment System Proposals Funded:

Eight states in both Consortia, six states in neither.

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Partnership for Assessment of Readiness for College and Careers

(PARCC)

23 states and the District of Columbia, about 25 million students in K-12

SMARTER BalancedAssessment Consortium

(SBAC)

29 states, about 23 million students in K-12

Current as of August 1, 2011

Apr 13, 2023 5Confidential and Proprietary. Copyright © 2009 Educational Testing Service.

Washington, DC

Hawaii

SBAC State

PARCC State

Both consortia August 29, 2011

Assessment Consortia MembershipsAssessment ConsortiaMemberships

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Partnership for the Assessment of Readiness for College and

Careers:

PARCC

Revised design as of June 2011, pending USED approval.

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PERFORMANCEASSESSMENT

END OF YEARASSESSMENT

• Given primarily on computer or other digital devices

• Composed primarily performance tasks with emphasis on hard-to-measure standards

• Results returned within 2 weeks

•Given on computer (most students), with multiple item types and technological tools

•Scored entirely by computer for fast results

PARCC: Two Components of the Summative Assessment

Apr 13, 2023

• Scores from the performance assessment and the end-of-year test will be combined for annual accountability scores.

In mathematics and in English language arts (ELA):

+

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• ELA• Math

PARCC:

Performance Assessment

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Over several sessions/class periods, students will complete a project-like task that draws on a range of skills.

• ELA/literacy tasks will focus on writing effectively when analyzing texts, using evidence drawn from the texts to support claims

• Math tasks will require students to apply key mathematical skills, concepts and processes to solve complex problems of the types encountered in everyday life, work and decision-making.

Final weeks of school year

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END OF YEARASSESSMENT

PARCC:

End-of-Year Assessment

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• Consisting of a range of item types including innovative technology-enhanced items to sample the full set of grade level standards

• Will make major investment in enhanced item types

• Will include items across a range of cognitive demand

• Currently planned as a fixed-form test, PARCC will review the precision of scores for students at the tails of the performance distribution and, if needed, consider customizing for high- and low-performing students by either lengthening the test or using “staged” or “block” adaptive delivery.

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Final weeks of school year

PARCC:

Speaking/Listening Assessment

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• Required assessment, but not used for accountability

• Administered in the ELA classroom, with flexible window for administration

• Scored by classroom teacher using standardized rubric

• Scores may be used within students’ grades

Flexible timing

ELA/Literacy• Speaking• Listening

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PARCC Supports:

Formative Assessments

Timing of formative components is flexible

Early indicator of knowledge and skills to inform

instruction, supports, PD

EARLY ASSESSMENT

Mid-Year Performance-Based Assessment

(Potentially summative*)

MID-YEAR ASSESSMENT

• Formative early assessment designed to provide an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to student needs

• Formative mid-year performance tasks designed to prepare students for Summative Performance Assessment and to yield instructionally useful feedback. Teachers will be given an online scoring tool to score tasks and improve understanding of the CCSS expectations.• For voluntary use, the timing of the administration is to be locally determined

* Over time, states may consider using scores from these tasks in the summative/accountability scores.

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PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model content frameworks, instructional and formative tools and resources; student and educator tutorials and practice tests, scoring training modules; professional development materials; and an interactive report generation system

PARCC Supports:

The Partnership Resource Center

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Partnership Resource Center:• Interactive Data Tool for accessing data and creating customized reports• Model lesson plans• Formative assessment items and tasks• Professional development materials regarding test administration, scoring, and use of data• Online practice tests• Item development portal• Tools and resources developed by Partner states• Optional “ready-to-use” performance tasks for K-2

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PARCC Supports:

Supplemental Application Grant

• Transition and Implementation Planning– State Leadership Teams– Educator Leadership Cadres– Technical Working Groups

• Collaboration on Instructional Tools– Framework of priority assets– Prototypes of through-course components– Set of 38 voluntary instructional units– Voluntary college-readiness tools such as model grade 12 bridge

courses for struggling students

• Support for Technology Transitions

• Coordination with SBAC

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END-OF-YEARASSESSMENT

The PARCC Assessment System(July 2011 revision, pending USED approval)

English Language Arts and Mathematics, Grades 3–8 and High School

Developed by The Center for K–12 Assessment & Performance Management at ETS, version 4, July 2011. For detailed information on PARCC, go to http://PARCConline.org.

Comp 3


• ELA• Math

Timing of formative components is flexible

ELA/Literacy• Speaking• Listening

Comp 5

Flexible timing

Comp 4

Early indicator of knowledge and skills to inform

instruction, supports, PD

Component 1EARLY ASSESSMENT

Mid-Year Performance-Based Assessment

(Potentially summative)

Component 2MID-YEAR ASSESSMENT

PARTNERSHIP RESOURCE CENTER: Digital library of released items; formative assessments; model content frameworks; instructional and formative tools and resources; student and educator tutorials and practice tests; scoring training modules; professional development materials; and an interactive report generation system.

FormativeAssessment

Summative assessment

for accountability

Summative, but not used for accountability

http://parcconline.org/

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PARCC Implementation Milestones

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2011-2012 Item and task development, piloting of components

Release of Model Content Frameworks and prototype items and tasks

Development of professional development resources and online platform

2012-2014 Field testing

2014-2015 New summative assessments in use

Summer 2015 Setting of common achievement standards

The SMARTER Balanced Assessment Consortium

SBAC

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SBAC: Two Components of the Summative Assessment

Apr 13, 2023

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

•A computer adaptive assessmentgiven during final 12 weeks of theschool year*

•Multiple item types, scored byComputer, including tasks

•Students will have the opportunity totake the summative assessment twice

• Measure the ability to integrate knowledge and skills, as required in CCSS • Each task administered in two hour- long sittings.• Computer-delivered, during final 12 weeks of the school year*• Results within 2 weeks

• Scores from the performance assessment and the computer adaptive assessment will be combined for annual accountability scores.

PERFORMANCE TASKS

COMPUTERADAPTIVE

ASSESSMENT+

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Last 12 weeks of year*

SBAC:

Performance Tasks

One reading task, one writing task and 2 math tasks per year. Examples:

• ELA: Select texts on a given theme, synthesize the perspectives presented, conduct research, and write a reflective essay.

• Math: Review a financial document and read explanatory text, conduct a series of analyses, develop a conclusion, and provide evidence for it.

• Roughly half of the performance tasks for grades 9 through 11 will assess ELA or math within the context of science or social studies.

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.Apr 13, 2023

PERFORMANCETASKS

• Reading• Writing• Math

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SBAC: Computer Adaptive Assessment

• Composed of approximately 40 to 65 questions per content area

• Uses adaptive delivery for more efficient testing and more accurate measurement of all students, across the performance spectrum (important in measuring growth)

• Scores from items that can be scored immediately will be reported, and then updated as scores from those requiring human scoring or artificial intelligence are completed

• Students who are approved to do so may take the assessment a second time, but will see a new set of items


COMPUTERADAPTIVE

ASSESSMENT

Re-take option

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• Student scores from the performance tasks and end-of-year adaptive assessment will be combined for each student’s annual score for accountability.

• Performance tasks may begin prior to the final 12 weeks of the year, based on research studies and final implementation decisions.


PERFORMANCETASKS


COMPUTERADAPTIVE

ASSESSMENT

Re-take option

SBAC:

Summative Components


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SBAC Supports:

Interim Assessment System

• Optional system of computer adaptive interim assessments• Includes multiple item types, similar to the end-of-year summative

assessment, including performance tasks (delayed scoring)• The number, timing, and standards assessed (full grade level or

smaller clusters) can be customized based on the local curriculum• Non-secure and fully accessible -- teachers will be able to see how

their students responded to each item• Reports of student results will link teachers to related student

resources and teacher professional development resourcesApr 13, 2023

INTERIM INTERIM INTERIM

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DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars, released items and tasks, model curriculum units, educator training; professional development tools and resources, interactive reporting system; scoring training modules, and teacher collaboration tools.

SBAC Supports:

The Digital Clearinghouse

The system portal for information about the CCSS, SBAC, and assessment results:• Reporting suite with differentiated tools available to students, educators,

parents, and policymakers with visualization tools• Vetted curriculum units and formative tools, processes and exemplars• Research-based instructional strategies and interventions• Issue-focused chat rooms• Released performance tasks and rubrics • Professional development modules and videos• Item development/scoring training modules and tools


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SBAC Supports:

Supplemental Application Grant

• Support to States and Districts for Transition to CCSS– Membership in CCSSO’s “Implementing the Common Core System”– Instructional materials – identification, adaptation, development

– Formative processes and tools/Professional development

– Communications

• Alignment of Assessments to College and Career Readiness– Validity studies to connect SBAC college-readiness determinations to

evidence of success in college or careers

– Enhancement of Interim system to support high school EOC exams

aligned to CCSS

• Support for Technology Transitions

• Coordination with PARCC

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Optional Interim assessment system — no stakes

Summative assessment for accountability


DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS


COMPUTERADAPTIVE

ASSESSMENT

Re-take option

The SBAC Assessment System

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3 – 8 and High School

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

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SBAC Implementation Milestones

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2011 - 2012 Develop, procure and review materials to populate the digital library

Develop test specifications and test blueprints for summative assessments; vet state-submitted items and tasks and determine procurement needs

Develop sample item/task sets and initial achievement level descriptors

2012 - 2013 Develop exemplar modules of formative assessment tasks and tools and PD modules; Conduct teacher training

Pilot test items and tasks

2013 – 2014 Conduct field test of items and tasks

2015 Administer summative assessments; verify and adopt final achievement level standards

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Will This Become an Inflection Point?

Benefits:

• Fewer, clearer, next-generation standards

• Systems of high quality, aligned summative and formative assessments, with rapid results to teachers

• Online digital libraries for sharing of instructional resources, professional development modules, student support materials, identification of effective practices, etc.

• Leveraging of human and financial capital across states

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Will This Become an Inflection Point?

Challenges•Measurement challenges:

» Measuring individual growth and “on track” to college/career readiness» Use of individual student growth in determinations of teacher and principal

effectiveness» Aggregation and weighting of scores from multiple assessments

•ESEA Reauthorization: » Will the re-authorized ESEA accountability framework align with the RTTT

Assessment Program requirements?

•Political Will: » Will states continue their membership in Consortia over time?

• Information System: » Will it be possible to mine the data to identify “what works” and “what has

worked for similar students”?Apr 13, 2023

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Pascal (Pat) D. Forgione, Jr., Ph.D.Distinguished Presidential Scholar and Executive

DirectorCenter for K-12 Assessment and Performance

Management at ETSEducational Testing Service

823 Congress Avenue, Suite 816Austin, TX 78701

E-Mail: [email protected]

Nancy Doorey Director of Programs

[email protected]

www.k12center.org

GUIDE TO THE ASSESSMENT CONSORTIA:

Coming Together to Raise Achievement: New Assessments for the

Common Core State Standards

http://www.k12center.org/

Documents

Common Core Assessments Presentation 08 29 2011