Transcript Common Core State Standards - Contra Costa County Office of

March 2011 SBE
Presentation on CCSS
Assessment Consortia
CCCOE Curriculum Council
March, 2011
1
Why was this a Board Item in
March 2011?

PARCC requires


within 5 months after a new state administration
takes office, participating states must re-confirm
their membership in PARCC. CA must decide by
May 2011.
California’s decisions




Stay in PARCC
Move to SBAC
Become a member of both PARCC and SBAC
Select their level of participation
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The Two Assessment Consortia

PARCC


The Partnership for the Assessment of Readiness for
College and Careers Consortium
SBAC

The SMARTER Balanced Assessment Consortium
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CA and the Two Consortia

CA is a member of
PARCC

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A consortium of 25 states
Procurement state is
Florida
Achieve (American
Diploma Project) is the
managing partner
Received $170 million
$10 million more to develop
high school assessments

CA could join or switch
to SBAC

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Consortium of 31 (many
Western) states
Procurement state is
Washington
WestEd is the managing
partner
Received $160 million
Nearly 63% of K-12 in US
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Both PARCC and SBAC

Received an additional $15.9
million to


help states transition to the
common core state standards
and the common assessments
Are developing ssessments are scheduled to
“go live” in 2014-15
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The Consortia’s Differing Theories
of Action

Distributed Summative Assessment


PARC
Assessment Based on
Iterative Integrated Interaction

SBAC
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Consortia Were Funded to …

Develop CCSS assessments that adhere to
ESEA Requirements

Testing in ELA and Math



Testing in Science


grades 3 through 8
once in grades 10 through 12
In grades 5, 8, and 10
Though science
assessments are required,
they are not included in the
accountability calculations.
The consortia were not
commissioned to develop
science tests.
Develop assessments that:



are formative
apply multiple formats
use computer technology for generation of faster
feedback to the classroom
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44 States + DC Have Adopted the
Common Core State Standards
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* Maine and Washington have adopted the CCSS provisionally
** Minnesota adopted the CCSS in ELA only
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PARCC
Southeast vs. Northwest
Varied State Roles
• Fiscal Agent (Procurement State)
• Governing States
• Participating/Advisory States
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Distributed Summative
Assessment
PARCC’s March Presentation to CA’s SBE
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PARCC’s Stated Goals
1.
Create a pathway to college and career readiness
for ALL students


2.
Develop high quality assessments that measure
authentic student performance

3.
Short answer, performance base & longer open
response in addition to MC
Support Educators in the classroom

4.
Involve IHEs
Assessment to have EAP-like characteristics
PD & Real-Time Student Achievement Data
Keep students on the path to success

Institute a coordinated K-16 system
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Distributed Summative Assessment
ThroughCourse 2
START
OF
SCHOOL
YEAR
25%
ThroughCourse 1
EndOf-Year
50%
75%
ThroughCourse 3
90%
END
OF
SCHOOL
YEAR
ThroughCourse 4
Parts of the assessment to be given throughout the year.
Performance on each part will contribute to the students’
final scores at the end of the academic year.
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance
Management (www.k12center.org)
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Distributed Summative Assessment
START
OF
SCHOOL
YEAR
ThroughCourse 2
25%
50%
ThroughCourse 1
END
OF
SCHOOL
YEAR
Through-Course 1 and 2:
ELA-1 and ELA-2: 1-2 tasks involving reading texts, drawing
conclusions, and presenting analysis in writing.
Math-1 and Math-2: 1-3 tasks that assess one or two essential
topics in mathematics (standards or clusters of standards).
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance
Management (www.k12center.org)
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Through Course Assessments

Shouldn’t be thought of as “mini-tests.” They
will look like assignments or tasks


Could be open-ended
May take a few days to complete

Sample Item: Given a set of texts, students are to write
a letter to their congress person that advocates a
position on whether congress should limit oil drilling.
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Distributed Summative Assessment
ThroughCourse 2
START
OF
SCHOOL
YEAR
25%
75%
50%
ThroughCourse 1
ThroughCourse 3
Through-Course 3 and Through-Course 4 (ELA only):
END
OF
SCHOOL
YEAR
ThroughCourse 4
ELA-3: Performance task(s) that require evaluating information from within a set of
digital resources, evaluating their quality, selecting sources, and composing an
essay or research paper.
ELA-4 (speaking and listening): Students will present their work from ELA-3 to
classmates and respond to questions. Teachers will score, using a standardized
rubric, and can use results in determining students’ class grades.
Math-3: Performance task(s) that require conceptual understanding, procedural
fluency, and application of mathematical tools and reasoning.
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance
Management (www.k12center.org)
15 15
Distributed Summative Assessment
ThroughCourse 2
START
OF
SCHOOL
YEAR
25%
50%
ThroughCourse 1
End-of-Year:
EndOf-Year
75%
ThroughCourse 3
90%
END
OF
SCHOOL
YEAR
ThroughCourse 4
EOY: Comprehensive, computer-scored assessment that includes a range of
item types, including innovative, technology-enhanced items. Enables quick
turnaround of student scores.
A student’s summative score—used for accountability purposes—will include
his/her performance on Through-Courses 1, 2, and 3 as well as the End-ofYear assessment.
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance
Management (www.k12center.org)
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Assessment Based on
Iterative, Integrated
Interaction
SBAC’s March Presentation to CA SBE
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SBAC Building Assessments Based on
Student Input


State-of-the-art adaptive online exams
The online system will provide information to teachers
and others on the progress of all students


including students with disabilities, English language learners
and low- and high-performing students.
The system will include:
 the required summative exams (offered twice each
school year);
 optional formative, or benchmark, exams; and
 a variety of tools, processes and practices that will
assist teachers in understanding what students are
and are not learning on a daily basis
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Computer Adaptive Testing


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Items selected for individual students based on their
past performance
More accurate measurement across the
performance scale
More efficient – since assessments are tailored to
the individual, less testing time is needed
Adaptive testing tailors test questions for the level of
the student.


enables the collection of very accurate scores
Provides a detailed and unique record of student paths of
development
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Assessment Design
The Consortium will provide the following by
the 2014-15 school year:
3. Formative tools and resources
4. Responsible flexibility
5. Distributed summative assessment
a. Content clusters throughout a course
b. Most appropriate time for each student
c. Scores rolled up
Smarter Balanced Assessment Consortium
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SBAC’s Optional Interim
Assessments …
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are non-secure and fully accessible
are customizable in terms of what is covered and
when they are administered
include performance assessments
identify specific student needs
are, in part, teacher-designed
contribute to a comprehensive information portal

Information housed will include student progress and
performance history
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Assessment Design
Type of
Component
Type of
Data
produced
Summative
assessing
Common Core
Scale score
for
achievement
and growth
Frequency
Once annually
1-2 opportunities
Number of items
Scoring
Method
30 Selected response
3 Extended constructed
response
7 Technology enhanced
1 Performance event
Computer
Adaptive:
automated
computer
scoring
Computer Delivered:
teacher administered
performance event
Performance
Event: done
through a
combination of
Artificial
Intelligence (AI)
and teacher
Smarter Balanced Assessment Consortium
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Comparing the
Consortia
PARCC vs. SBAC
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PARCC’s Administration and Scoring

Overall assessment system


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mix of constructed response items, performance
tasks, and computer enhanced, computer-scored
items.
Assessments for
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grades 6-12 will be administered via computer

while 3-5 will be administered via paper and pencil
(in the short term).

Grade K-2 will be developed but are optional
Combination of

artificial intelligence (AI) and human scoring will be
employed; states will individually determine the
extent to which teachers will be involved in scoring.
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SBAC Benefits


Better service for ELs and SWDs
Consistent Identification of needs for stable
and mobile students
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PARCC’s Implementation Support
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Consortium-wide strategic planning institutes
to map out and monitor implementation
Collaborative efforts to develop curricular and
instructional tools
Multi-state leadership cadres of educators
deeply engaged in use of assessments and
tools
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Assessment Consortia Information

Partnership for Assessment of Readiness for
College & Careers (PARCC)
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http://www.fldoe.org/parcc/
http://www.achieve.org/files/CCSS&Assessments.
pdf
SMARTER Balanced Consortium (SBAC)
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http://www.k12.wa.us/smarter/
http://www.wested.org/cs/we/view/rs_press/100
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Pamela Tyson, PhD
Director, Educational Services
Contra Costa County
Office of Education
[email protected]
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