Defining Alignment and Achieving College Readiness Joe Willhoft, Executive Director Susan Gendron, Policy Coordinator May 9, 2011 SHEEO/Hunt Institute

Defining Alignment and Achieving College Readiness

Joe Willhoft, Executive DirectorSusan Gendron, Policy Coordinator

May 9, 2011SHEEO/Hunt Institute

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• To develop a system of comprehensive and innovative assessments 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.

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“College- and career-ready (or readiness) means, with respect to a student, that the student is prepared for success, without remediation, in credit-bearing entry-level courses in and IHE (as defined in section 101(a) of the HEA), as demonstrated by an assessment score that meets or exceeds the achievement standards (as defined in the NIA) for the final high school summative assessment in mathematics or English language arts.”

Notice Inviting Applications for the Comprehensive Assessment System, Part II.B Definitions, p. 72, May 2010

Engagement with IHE

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29 States in the SMARTER Balanced Consortium

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• IHE partners

• More than 180 public and private systems and institutions of Higher Education

• Representing nearly 75% of the direct matriculation students from all SMARTER Balanced States

• IHE representatives and/or postsecondary faculty serve on:

• Executive Committee (2 of 9 members)

• Item and scoring design committees

• Standard-setting design and panels

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Resources of $2.5M for collaboration with IHE

• IHE CoordinatorFull-time person with from higher education leadership

• IHE Advisory Committee8-10 Higher Education representatives from across roles

• IHE ConsultantsResources to contract w/ Higher Ed consultants on special

topics/issues

• Test Design and Standard Setting for CCRThrough IHE Coordinator engage w/ and bring Higher Ed into

test development, definition of CCR, and standard setting

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Jamal Abedi

UC Davis/CRESST

Randy Bennett

ETS

Derek Briggs

University of Colorado

Greg Cizek

University of North Carolina

David Conley

University of Oregon

Linda Darling-Hammond

Stanford University

Brian Gong

The Center for Assessment

Ed Haertel

Stanford University

Joan Herman

UCLA/CRESST

Jim Pellegrino

University of Illinois, Chicago

W. James Popham

UCLA, Emeritus

Joe Ryan

Arizona State University

Martha Thurlow

University of Minnesota/NCEO

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• An integrated systemo Summative/Interim/Formative

• Design with evidence of student performanceo “Evidence-based design”

• Teacher involvemento Prototype design; item/task writing; scoring of

complex items/tasks

• State-led with transparent governanceo Engagement in policy and implementation

decisions

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• Continuously improve teaching and learningo Regular feedback of progress; professional

development supports

• Useful information on multiple measureso Progression-based scores; extended response

items and performance tasks

• Adhere to established professional standardso AERA/NCME Standards for Testing

o ATP Best Practices

o JCSEE Standards (Utility, Reliability, Propriety, Feasibility)

What Is Our Design?

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How do we get from here...

...to here?

All studentsleave high

school college and career

ready

All studentsleave high

school college and career

ready

Common Core State

Standards specify K-12 expectations

for college and career

readiness

Common Core State

Standards specify K-12 expectations

for college and career

readiness...and what can an assessment system

do to help?

All students leave high

school college and career ready

Adaptive summative assessments

benchmarked to college & career

readinessCommon

Core State Standards specify K-

12 expectation

s for college and

career readiness

Assessment System Components

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Summative assessments using online computer adaptive technologies

• The accountability component• Adaptive testing...

o A way to select items for studentso Highly individualizedo Accurate measurement across the performance scaleo Very efficient – less testing time needed

• Reports current achievement and growth across time

• Multiple item types• Two performance tasks per year per content area • Students may take twice a year; results in two weeks





readinessCommon


12 expectation

s for college and

career readiness

Adaptive interim assessments that are flexible and open providing

actionable feedback


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Optional interim assessments using online adaptive technology

• Non-secure and fully accessible• Timing and content are customizable • On same scale as the summative

assessments• Includes performance tasks • Clear examples of the expected performance• Helps identify specific needs • Teachers included in item and task design

and scoring





readinessCommon


12 expectation

s for college and

career readiness

Teachers can access formative tools and practices

to improve instructio

n


actionable feedback


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Optional Web-based formative resources• Online resources for...

o Aligning instruction to CCSSo Classroom evidence of student learningo Formative assessment guides

• Training in item and task development, creating scoring guides/rubrics

• Best-practice support through online learning modules

• Comprehensive information portal...o Access to information about student progresso Student performance history





readinessCommon


12 expectation

s for college and

career readiness

Teachers can accessformative tools and practices

to improve instructio

n


actionable feedback


Key Features

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• Computerized testingo Paper/pencil option locally available during a 3-year

transition

o Spring 2011: State-by-state survey of technology/infrastructure gaps

• End-of-course testso Test-builder tool available to use interim item pool for EOCs

• Common, interoperable open-source softwareo Accommodate State-level assessment options

• Adoption of best practices procedures/protocolso Common protocols for item development: accessibility,

language/cultural sensitivity, construct irrelevant varianceo Common accommodation and translation protocols

Getting the Work Done

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...the SMARTER Balanced Assessment Consortium can be found online at

www.k12.wa.us/SMARTER

Thank You

Documents

Defining Alignment and Achieving College Readiness Joe Willhoft, Executive Director Susan Gendron, Policy Coordinator May 9, 2011 SHEEO/Hunt Institute