Transitioning to New Assessments

1. Transitioning to New Assessments Reauthorization of the Statewide Pupil Assessment System andSMARTER Balanced Assessment Consortium (SBAC) Update to CISCon September 20, 2012 by Patrick Traynor, Ph.D.Director, Assessment Development and Administration DivisionExecutive Summary to Trinity Co. School Administrators 9/25/12CFL Kidwell, Ed.D.

2. California Current Assessments • Standardized Testing and Reporting Program (STAR) • California Standards Tests (CSTs) • Early Assessment Program (EAP) • California Alternate Performance Assessment (CAPA) • California Modified Assessment (CMA) • Standards-based Tests in Spanish (STS) • California High School Exit Exam (CAHSEE) • California English Language Development Test (CELDT) • General Educational Development Test (GED) • California High School Proficiency Exam (CHSPE) • National Assessment of Educational Progress (NAEP) • Physical Fitness Test (PFT)

3. 16 Areas of Consideration The recommendations shall consider including all of the following elements in the reauthorized assessment system: (1) Aligning assessments to standards (2) Implementing common assessments developed by state collaborative (3) Conform to ESEA reauthorization

4. 16 Areas of Consideration (Cont.) (4) Measurement of achievement at a point in time and over time for groups and subgroups of pupils and for individual pupils. (5) Allow for comparison from one year to the next as a reflection of growth over time (6) Valid, reliable, and fair for all students including English learners (ELs) and students with disabilities

5. (7) Assessments of ELs using primary language assessments (8) Ensure no bias with respect to race, ethnicity, culture, religion, gender, or sexual orientation (9) Incorporate a variety of item types including open-ended and performance-based tasks 16 Areas of Consideration (Cont.)

6. (10) Generating multiple measures of pupil achievement, which, when combined with other measures, can be used to determine the effectiveness of instruction and the extent of learning (11) Assess science and history–social science in all grade levels at or above grade 4 (12) Assess understanding and ability to use technology necessary for success in the 21st century classroom and workplace 16 Areas of Consideration (Cont.)

7. 16 Areas of Consideration (Cont.) (13) Formative and interim assessments that provide timely feedback for purposes of continually adjusting instruction to improve learning (14) Use test administration and scoring technologies that will allow the return of test results to parents and teachers as soon as possible (15) Minimizing testing time (16) Including options for diagnostic assessments for pupils in grade 2

8. Diagnostic Assessment • EC 60603defines diagnostic assessment as: “ . . . assessment of the current level of achievement of a pupil that serves both of the following purposes: • The identification of particular academic standards or skills a pupil has or has not yet achieved. • The identification of possible reasons that a pupil has not yet achieved particular academic standards or skills.”

9. Formative Assessment EC 60603 defines formative assessment as: “Assessment tools and processes that are embedded in instruction and are used by teachers and pupils to provide timely feedback for the purposes of adjusting instruction and to improve learning.”

10. Interim Assessments EC 60603 defines interim assessments as: “ . . . an assessment that is given at regular and specified intervalsthroughout the school year, is designed to evaluate a pupil’s knowledge and skill relative to a specific set of academic standards, and produces results that can be aggregated by course, grade level, school, or local education agency in order to inform teachers and administrator at the pupil, classroom, school, and local education agency levels.”

11. Summative Assessment EC 60603 defines “achievement test” as: “ . . . any standardized test that measures the level of performance that a pupil has achieved in the core curriculum areas.”

12. English Language Arts and Mathematics, Grades 3–8 and High School BEGINNING OF YEAR END OF YEAR INTERIM ASSESSMENT INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks • PERFORMANCE • TASKS • Reading • Writing • Math END OF YEAR ADAPTIVE ASSESSMENT Last 12 weeks of year* Formative Assessments DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined Re-take option Optional Interim assessment system— Summative assessment for accountability * Time windows may be adjusted based on results from the research agenda and final implementation decisions. 12 Source: http://www.ets.org

13. Relationship of Assessments Perie, Marion, Gong, Wurtzel, 2007

14. Assessments to Consider (by content area and grade level)

15. Six Item Types • Selected Response • Short Constructed Response • Extended Constructed Response • Performance Tasks • Technology-Enabled • Technology-Enhanced

16. Computer Adaptive Testing • The system will adjust the difficulty of items throughout the assessment 16

17. Common Developing Themes • Diagnostic assessments: ELA and Math in grade 2 and grades 3-12 as needed. • Formative Assessment Tools: • SBAC: ELA and Math • Explore the state providing formative tools and processes for science and History/Social-Science • Interim assessments: • SBAC: ELA and Math Grades 3-8, 11 • ELA and Math for all students in grade 2, 9-10 • Science/HSS – state provided computerized interim assessments similar to summative • Summative: • SBAC assessments in grades 3-8 and 11 (ELA and Math). • Summative assessments for science and HSS in grades 3-12, for ELA and math in grade 12, and writing in grades 3-12

18. Common Themes (Cont.) • Matrix sampling in some grades/subjects, specifically science and history–social science (HSS) • Reduce linguistic complexity of assessments to more accurately measure what students know and can do • Items that evaluate critical thinking, problem solving, communication, collaboration, creativity, and innovation • Other measures: student engagement survey, parent survey, graduation rates, attendance • Multiple measures: within classroom, (e.g., tests, quizzes, projects, essays, journaling, class work, portfolios) • Using results to satisfy the high school graduation requirement

19. School-level Technology Considerations 19 Technology-enhanced test items will require compatibility with latest browser technologies Test security will require device to run in “kiosk mode” Devices must support text-to-speech software Test items with multimedia content will require sufficient internal and Internet network bandwidth

20. Guidelines for Purchasing New Hardware • Inform current and future purchases • Covering the vast majority of commercially available computers and tablets • Full guidelines: http://www.smarterbalanced.org/smarter-balanced-assessments/technology

21. SBAC Resources • California Department of Education/SBAC presentations be found on the CDE SBAC Web page at http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp • Join the SBAC CDE electronic mailing list by sending a blank e-mail to: subscribe-sbac@mlist.cde.ca.gov

22. Draft CTE Model Curriculum Standards Overview Prepared by Ronda Adams

23. Beyond Knowledge Taxonomy Knowledge Metacognitive to form a coherent whole Procedural how parts relate, find Coherence Conceptual clarify, give examples Factual recognize, recall, locate PerformanceUse Apply Solve Construct one-step process multi-step process non-routine solutions to real world to solve a routine to solve routine problems using non- routine , complex problem problems multiple steps problems using multiple steps

24. Beyond Knowledge Taxonomy - Sample Action verbs used to write standards

25. Pathway Standards • Each of the fifteen industry sectors contain from two to seven pathways. The pathways were determined and designed using the following criteria: • Unique to an industry sector • Has an occupational focus • Consistent in size and scope • Comprised of similar functions • Inclusive of all aspects of the industry • Include 8-12 pathway specific standards • Demonstrate sequence potential • Reasonable and appropriate for high school • Lead to high skill, high wage, or high demand jobs • Sustainable and viable over the next 10 years

26. For example, Language Standard 11-12.1 is aligned to Child Development pathway standard A10.0; Communicate and interact effectively with families and communities, and B8.0; Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers.

27. Other Websites • Strategic Science Teaching http://sst.lacoe.edu/content • Trinity County C&I page – Weblinks http://www.tcoek12.org/curriculum.html • Cognitive Rigor matrix http://www.sde.ct.gov/sde/pdf/curriculum/cali/cognitive_rigor_matrix.pdf • Achieve Future Ready Project http://www.futurereadyproject.org/other-tools Missouri Dept of Education – sample SBAC items http://dese.mo.gov/divimprove/assess/sbac.html