Social Studies Classroom-Based Assessments CBAs Summer 2006

1. 1 Social Studies Classroom-Based Assessments (CBAs) Summer 2006 An Introduction to the State�s Social Studies Assessment System

2. 2 Goals To provide an overview of the Social Studies Classroom-Based Assessments. To explore the potential that CBAs have to help improve teaching and learning To build a statewide CBA community ?

3. 3 Schedule 10:30 Introduction to the CBAs 10:45 Rationale for CBAs 11:15 Implementing CBAs 11:45 Final Q&A

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6. 6 Excerpts from Third Engrossed Substitute House Bill 2195: By September 2004, OSPI will report on assessment options for social studies, the arts, and health/fitness By 2005-06, OSPI will provide classroom-based assessment models and other assessment options shall be on the web and available for voluntary use. By 2008-09, school districts shall have assessments or other strategies to assure that students have an opportunity to learn the EALRs in social studies, the arts, and health and fitness � school districts shall annually submit an implementation verification report� Legislation - 2004

7. 7 Final Recommendations in HB 2195 Report Requirements: one CBA per grade level or per social studies course (3rd-12th grade); required Civics CBA at each benchmark

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9. 9 K-12 Content & Region Scope & Sequence in Frameworks(recommended only)

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11. 11 Beginning with the 2008-09 school year, school districts shall require students in the fourth or fifth grades, the seventh or eighth grades, and the eleventh or twelfth grades to each complete at least one classroom-based assessment in civics. The civics assessment may be selected from a list of classroom-based assessments approved by the office of the superintendent of public instruction. Civics CBAs � New Law!HB 2579

12. 12 Discussion #1� CBAs in Your School/District What potential benefits will implementing the CBAs provide? What challenges have you/will you face?

13. 13 What is the state of social studies education?

14. 14 Characteristics of K-12 Social Studies in Washington Focus on Citizenship Goal 2 of Educational Reform 5 Areas: History Civics Geography Economics Skills Broad, Conceptual Standards -> Big Ideas Local Control Performance, Classroom-Based Assessment System National Experts Being Squeezed?

15. 15 What is the state of social studies instruction? 2005 Knight Foundation Survey - �High Schools Leaving First Amendment Behind� More than 33% think the First Amendment goes too far in the rights it guarantees. California Civic Survey Less than half (only 47 percent) of high school seniors agreed that, �Being actively involved in state and local issues is my responsibility.�

16. 16 What is the state of social studies instruction? Concord Review (2002): 81% of high school students in the U.S. are not writing a research paper at the level of the Extended Essay required of every International Baccalaureate student.

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18. 18 How can we improve the state of social studies education?(Why CBAs?)

19. Survey Findings � Young people have a strong desire to help their communities as evidenced by their involvement as volunteers and their commitment to charity work. � Young people express considerably less of a commitment to other forms of civic and political engagement that relate to the policies and practices of schools and government. Less than half (only 47 percent) of high school seniors agreed that, �Being actively involved in state and local issues is my responsibility.� � Despite taking a course in U.S. government in their senior year, students� knowledge of structures and functions of government and of current political issues is modest, at best. Students only averaged a little over 60 percent correct on the commonly used survey items designed to test civics content knowledge, a low �D� on common grading scales. � The survey also indicates that there is much that schools can do. The school and classroom practices emphasized in The Civic Mission of Schools report and related strategies were associated with greater civic capacities and commitments. � Yet, access to school-based opportunities to develop civic commitments and capacities are uneven. Those intending to go to four-year colleges have significantly more access to these opportunities than others. Survey Findings � Young people have a strong desire to help their communities as evidenced by their involvement as volunteers and their commitment to charity work. � Young people express considerably less of a commitment to other forms of civic and political engagement that relate to the policies and practices of schools and government. Less than half (only 47 percent) of high school seniors agreed that, �Being actively involved in state and local issues is my responsibility.� � Despite taking a course in U.S. government in their senior year, students� knowledge of structures and functions of government and of current political issues is modest, at best. Students only averaged a little over 60 percent correct on the commonly used survey items designed to test civics content knowledge, a low �D� on common grading scales. � The survey also indicates that there is much that schools can do. The school and classroom practices emphasized in The Civic Mission of Schools report and related strategies were associated with greater civic capacities and commitments. � Yet, access to school-based opportunities to develop civic commitments and capacities are uneven. Those intending to go to four-year colleges have significantly more access to these opportunities than others.

20. 20 Richard J. Paxton�s 2003 Meta-analysis of historical knowledge surveys:From 1917 to the present, students have answered approximately the same percentage of questions correctly on tests of history.

21. 21 �The inability to distinguish between a myth and a grounded assertion about the past destroys the foundation for participatory democracy, because students will be susceptible to any outrageous story they may be told.�

22. 22 ��if Americans should ever find themselves coalescing around a single version of the past endorsed by the government, they are also likely to discover that they no longer have a democracy.� (Nash, Crabtree, & Dunn, 2000, p.xx, History on Trial)

23. 23 Bruce VanSledright � 5th graders are capable of developing their own historical interpretations S G Grant � High stakes, standardized tests in social studies rarely motivate �ambitious and powerful teaching� How should we assess social studies?

24. 24 Taylor & Nolen Meaningful, Interesting, Challenging Work -> Greater Achievement Autonomy, Prompt Feedback, & Self-Evaluation -> Greater Achievement Quality of writing affected by purpose Newmann, Frederiksen, & Wiggins Authentic Assessment -> Greater Achievement How should we assess social studies?

25. 25 Assumptions with Assessment,  (CBAs v. WASL v. No Assessment) Standards-based, project-based assessment is compatible with best social studies practices currently in use Project-based assessment enables students to learn the knowledge & skills necessary for engaged, informed citizenship

26. 26 Assumptions with Assessment,Continued 4. Local/professional control over specific curriculum decisions is desirable (Dedicated educators want and deserve professional autonomy) Some coherence/consistency across schools, districts, and the state is desirable (State policies in some circumstances can be helpful) Any new state assessments must promote integration

27. 27 What are CBAs going to do for me and my district?

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44. 44 What makes a CBA a CBA?

45. 45 What are CBAs? Social Studies CBAs are multi-stepped tasks or projects aligned to specific state standards (Social Studies EALRs), which target skills and knowledge necessary for engaged, informed citizenship.

46. 46 CBA Elements Students construct personal interpretations/positions Focus on a single question/thesis Use primary sources and other sources that fit their focus Multiple perspectives Relevance of inquiry Student choice Linked to EALRs Authentic to Citizenship

47. 47 Common Steps* of the CBAs Essential Question Key Concepts & Vocabulary Inquiry (Reading!) Organization & Synthesis Group Process & Discussion Position (Writing!) Presentation (Communication!)

48. 48 STAR Observation Protocol �Duane Baker Students skills� are used to demonstrate conceptual understanding, not just recall Students use appropriate methods and tools of the subject area to acquire and represent information Students construct knowledge and manipulate information and ideas to build on prior learning, to discover new meaning, and to develop conceptual understanding Students engage in substantive conversation that builds conceptual knowledge STAR Protocol is from the BERC Corp (Duane Baker) Students demonstrate skills through elaborate reading, writing, speaking, modeling, diagramming, and/or demonstrating Students skills are used to demonstrate conceptual understanding, not just recall Students use appropriate methods and tools of the subject area to acquire and represent information Students construct knowledge and manipulate information and ideas to build on prior learning, to discover new meaning, and to develop conceptual understanding Students engage in substantive conversation that builds conceptual knowledge Students work collaboratively to share knowledge, complete projects, and/or critique their workSTAR Protocol is from the BERC Corp (Duane Baker) Students demonstrate skills through elaborate reading, writing, speaking, modeling, diagramming, and/or demonstrating Students skills are used to demonstrate conceptual understanding, not just recall Students use appropriate methods and tools of the subject area to acquire and represent information Students construct knowledge and manipulate information and ideas to build on prior learning, to discover new meaning, and to develop conceptual understanding Students engage in substantive conversation that builds conceptual knowledge Students work collaboratively to share knowledge, complete projects, and/or critique their work

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52. 52 Middle School CBA  Directions to students In a persuasive paper or presentation, you will: Select a time period and describe the time period using specific primary sources. Provide an interpretation of why a particular historical event (or related events) happened within this time period using specific primary sources. Explain the relationship between the geography of the time period and both how people lived and why events occurred.

53. 53 Focus on Student�s Own Interpretation

54. 54 How does a CBA fit into a unit plan?

55. 55 Common Steps* of the CBAs Essential Question Key Concepts & Vocabulary Inquiry (Reading!) Organization & Synthesis Group Process & Discussion Position (Writing!) Presentation (Communication!)

56. 56 Essential Question (1 week) What will be the essential questions & enduring understandings for the unit? What EALRs will be addressed? How do the questions & understandings connect with the requirements of the CBA rubric? (Causes of Conflict CBA) History 1.1.2b Using evidence for support, identify, analyze, and explain possible causal factors contributing to given historical events Why do genocides occur? Can they be prevented or stopped? If so, how?

57. 57 Key Concepts, Content & Vocabulary (3 weeks) Students address the essential question through the study of various contexts The Holocaust, Cambodia, Rwanda, Bosnia Students practice the various components of the CBA rubric basic chronology of events, use of primary sources, economic causes, historical causes, primary causes What were the causes of the Holocaust and the mass killing in Cambodia, Rwanda, & Bosnia? Could they have been prevented?

58. 58 Inquiry, Synthesis, & Discussion (3 weeks) Students choose their own ethnic conflict or genocide to study and analyze East Timor, Kosovo, Sudan, etc� Students apply what they have learned about the various components of the CBA rubric Students use primary sources to analyze economic causes, historical causes, primary causes Students discuss their ideas about the causes of conflict in a structured discussion or simulation What were the causes of the conflict you are studying? Could it have been prevented?

59. 59 Position & Presentation (1 week) Students write up their analysis of the ethnic conflict or genocide they chose OR they develop a presentation Students present their findings to outside audiences (e.g. to other classes, via a website, with survivors of the conflict they studied, in a letter to a government official) Final Discussion/Reflection: What are the causes of genocide? Can they be prevented? If so, how?

60. 60 Planning a CBA-based Unit Select CBA & Study Rubric & Scoring Rules Topics? -> Essential Question Pre-Teaching? -> Key Concepts & Vocabulary Resources? -> Inquiry Organization & Synthesis Group Process & Discussion Format? -> Position Venue? -> Presentation

61. 61 Discussion #2 Choosing a CBA (TOPIC) What CBA could fit into an existing unit for you and/or your colleagues? How would it fit in with your district�s overall scope and sequence? Essential Question What topics will be available to your students when they are working on this CBA? How much choice will they have? How will you help you help your students develop an essential question related to these topics? Key Concepts & Vocabulary (PRE-TEACHING) What concepts, vocabulary, and skills will you need to teach before they can begin working on this CBA? How will you teach these concepts, vocabulary, and skills How will you enhance or add to the rubric?

62. 62 Topics? -> Essential Question Constitutional Issues= Dig Deep-Analyzing Sources = Causes of Conflict =

63. 63 Pre-Teaching -> Key Concepts & Vocab Constitutional Issues= Dig Deep-Analyzing Sources = Causes of Conflict =

64. 64 Discussion #3 Inquiry (SOURCES) How will you help your students develop a guiding question on the topic they are studying for this CBA? What resources will you need? Where can you find them? How would you work with your librarian/media specialist so that students can do effective research? Organization & Synthesis How will you scaffold the task to help students break down the CBA into manageable parts? Will you use the graphic organizer provided in the CBA packet? Will you use the student checklist? Will you have to adapt these resources? If so how? Group Process & Discussion How can your students share their work with their classmates? Would a class discussion be feasible? helpful

65. 65 Sources -> Inquiry Constitutional Issues = Primary Sources = Secondary Sources = Websites = Non-profit Orgs =

66. 66 Sources -> Inquiry Dig Deep-Analyzing Sources = Primary Sources = Secondary Sources = Websites = Non-profit Orgs =

67. 67 Sources -> Inquiry Causes of Conflict = Primary Sources = Secondary Sources = Websites = Non-profit Orgs =

68. 68 CBA�s Big Tent: Partnerships Bridging Documents We The People/Project Citizen Facing the Future History Day Integrated Environmental Health Middle School Project Resources WLMA! International Education Coalition TVW Washington State Archives Civil Liberties Program Starter Kits Native American Curriculum Project (Evergreen State College) Washington State History Museum Densho OSPI Website: www.k12.wa.us/CurriculumInstruct/SocStudies/CBAs.aspx

69. 69 Discussion #4 - Format Position How will your students complete their final responses to the CBAs? What format will students use to complete their final response (e.g., essay, oral presentation) Presentation What opportunities do your students have for meaningfully sharing their work with audiences outside of school?

70. 70 Format -> Position Constitutional Issues= Dig Deep-Analyzing Sources = Causes of Conflict =

71. 71 Venue -> Presentation Constitutional Issues= Dig Deep-Analyzing Sources = Causes of Conflict =

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73. 73 STANWOOD-CAMANO

74. 74 Instructional Strategies? Lecture Cooperative Learning Socratic Seminar Thematic Chronological Constructivist Progressive Traditional Text-based Primary Sources

75. 75 Ideas? Feedback? Contact Information CPerkins@ospi.wednet.edu (360) 725-6351 www.k12.wa.us/curriculuminstruct/SocStudies Washington State Council for Social Studies: www.wscss.org