The Next Generation of Assessments:

1. The Next Generation of Assessments: The Post-STAR Era Principals’ Institute June 2012

2. Today’s Statewide Assessments Assessment Services, SDUSD

3. Next Generation of Assessments In order to understand what to expect, we must look through different lenses to get a clear picture Assessment Services, SDUSD

4. Background: Next Generation Assessments • Grant for the federal Race to the Top Assessment Program providing funding to develop new generation of assessments • In 2010, the U.S. Department of Education awarded $330 million to two groups of states—Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (SBAC)— to develop a valid, reliable, and fair system of next-generation assessments Assessment Services, SDUSD

5. Next Generation Assessments • Have more rigor, measuring student progress toward “college and career readiness” • Have common, comparable scores across different states • Provide achievement and growth information to help make better educational decisions • Assess allstudents except those with “significant cognitive disabilities” • Administer online, with timely results • Use multiple measures • Be operational in the 2014-15 school year Assessment Services, SDUSD

6. Smarter Balanced Assessment Consortium (SBAC) Membership • 27 states: 21 governing, 6 advisory • Represents approximately 22 million of the nation’s public K-12 students (43% of all K-12 students) CA joined SBAC as a Governing State in June 2011 Assessment Services, SDUSD

7. SBAC Work Groups CA • Responsibilities: • Define scope and time line • Develop a work plan and resource requirements • Oversee work in its area, including identification and direction of vendors CA CA CA CA Assessment Services, SDUSD

8. SBAC Balanced System Assessment Services, SDUSD

9. SBAC: Summative Assessments = assessment of learning; occurs after material has been taught • Grades 3-8 and Grade 11 • English language arts and mathematics • Computer adaptive • Administered during last 12 weeks of instructional year • Used for accountability purposes • Measure growth • Vertically scaled • Multiple item types • Selected response • Constructed response • Technology enhanced • Performance tasks Assessment Services, SDUSD

10. SBAC: Interim Assessments = occur periodically after some material has been taught to evaluate students’ knowledge and skills relative to a specific content or standards; can be summative or formative • Not used for accountability • Based on learning progressions • Administered throughout the year • Computer adaptive • Same item types as summative assessments • Scored on same scale as summative assessments Assessment Services, SDUSD

11. SBAC: Formative Assessments = assessment for learning; occurs during instruction, while material is being taught; helps teachers make instructional adjustments during the learning process • On-demand tools and strategies aimed at improving instruction and learning • Include units of instruction, released items, formative strategies, materials for professional development • Web-based; “digital library” Assessment Services, SDUSD

12. SBAC: Computer Adaptive Testing • Adjusts to a student’s ability by basing the difficulty of future questions on previous answers • Provides more accurate measurement of student achievement, particularly for high and low-performing students Assessment Services, SDUSD

13. SBAC: Computer Adaptive Testing Assessment Services, SDUSD

14. SBAC: Item Types • In order to measure deeper understanding and application of concepts in both English language arts and math, a variety of item types will be required: • Selected response (multiple-choice, T/F, matching) • Constructed response (short and extended) • Performance tasks • Technology based items Assessment Services, SDUSD

15. Performance Tasks= items where students perform a skill or create a product Examples: • Conduct a science experiment and document the process as well as the results • Make a speech or other oral presentation • SBAC is designing one performance task for reading, one for writing, and two for math at each grade • They will be delivered by computer, but are not computer-adaptive • Each task could take place across more than one sitting of 45-60 minutes each Assessment Services, SDUSD

16. Technology Based Items=items that leverage the interactive features of computer technology • Technology-enhanced items • Computer delivered items that include specialized interactions for student responses • Technology-enabled items • Computer delivered items that use digital media such as sound, video, or interactive widgets Examples: • Creating a line or producing a geometric shape • Moving an object to a set of locations (drag and drop) • Selecting, copying, pasting blocks of text Assessment Services, SDUSD

17. Assessment: Next Steps for California Current STAR • Grades 2-11 • ELA • Math • Grades 5, 8, HS • Science • Grades 8, HS • History-Social Science • Includes CAPA SBAC • Grades 3-8 and 11 • ELA • Math • No tests for students with significant cognitive disabilities (1%) Assessment Services, SDUSD

18. AB 250 Assessment Requirements • Requires State Superintendent of Public Instruction (SSPI) to develop recommendations for the reauthorization of the statewide pupil assessment system • Recommendations must be presented to legislature by November 1, 2012 Reference: SBE January 2012 Item 12 Report Assessment Services, SDUSD

19. AB 250 Assessment Requirements • Identifies 16 areas to be considered including: • Aligning assessments to standards, and implementing consortium common assessments • Incorporating a variety of item types and formats • Providing for both formative and interimassessments • Generating multiple measures that can be used to evaluate effectiveness of instruction • Minimizing testing time and returning results as soon as possible Assessment Services, SDUSD

20. AB 250 Assessment Requirements • Areas to be considered continued: • Providing for valid and fair assessment of students with disabilities and ELs, including primary language assessment • Including assessment of science and history-social science at grades four and above • Assessing understanding and use of technology necessary for 21st century success • Including options for diagnostic assessment in grade 2 Assessment Services, SDUSD

21. Common Core State Standards (CCSS) Implementation Plan for CA • Presented to the SBE in January 2012 (Item 9) • Organized under 7 Guiding Principles • Professional learning • Instructional resources • Assessment • Early child & extended learning collaboration • Postsecondary and business collaboration • Resources • Stakeholder communication Assessment Services, SDUSD

22. CCSS Implementation Plan: Assessment • California Department of Education (CDE) Activities: • Develop assessment transition plan per AB 250; address questions regarding the assessment of students in grades 2, 9, and 10 and subjects beyond math and ELA. • Participate in SBAC work groups and governance activities • Maintain and update CDE SBAC webpage • Plan and deliver professional learning related to all components of assessment system • Use a technology readiness tool to evaluate current technology and infrastructure Assessment Services, SDUSD

23. Assessment Transition Timeline Assessment Services, SDUSD

24. Contact Information CDE’s SBAC website - http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp SBAC website - http://www.smarterbalanced.org/ AB250 website -http://www.cde.ca.gov/ta/tg/sa/ab250.asp Suggestions for AB250 - email reauthorization@cde.ca.gov Erin Gordon egordon@sandi.net (619)725-5687 Assessment Services, SDUSD

25. Questions? Assessment Services, SDUSD