CDE Assessment REcommendations

1. CDE Assessment REcommendations January 29, 2013

2. CDE’s Assessment Recommendations

3. Recommendation #1 • Suspend all STAR tests not federally required or used for EAP& adjust API. • Tests to continue: • CST/CMA/CAPA in ELA and Math in Gr. 3-8 • CST/CMA/CAPA in Science in Gr. 5, 8, 10 • CAPA in ELA and Math in Gr. 10 • Grade 11 CST in ELA • CST Algebra 2 • CST HS Summative Math

4. Recommendation 1 Assessment Suspended

5. Grade by Grade ComparisonCurrent to Proposed Testing

6. Recommendation #2 • In 2014-15, fully implement Smarter Balanced ELA and Math assessments: Gr. 3-8, 11. • Paper/pencil option available for 3 years. • If SBAC develops additional assessments for high school, these should be made available to LEAs for local use. • Replaces CSTs and CMA.

7. Recommendations Timeline

8. Recommendation #3 • Use Gr. 11 SBAC ELA and Math assessments as indicator of college readiness (instead of CST/EAP).

9. Recommendation #4 • Develop and administer science assessments aligned to Next Generation Science Standards (NGSS), when adopted. • State Board is scheduled to review & adopt NGSS in November 2013. • Test item types would be consistent with SBAC assessments: short and extended constructed-response and performance tasks. • Grades to be tested: Gr. 5, 8, and once in 10-12 (federal requirement). • Consider using end-of-course assessment as a possible way to meet high school requirement.

10. Recommendation #5 • Develop or use multistate consortia alternative assessments • Audience: students with severe cognitive disabilities (current CAPA students) • Subjects: ELA, Math, Science • Grade levels: • 3-8, 11 for ELA & Math; • 5, 8, and once in 10-12 for Science

11. Recommendation #6 • Determine need and purpose of assessments in other languages • Timeline: after SBAC is operational • Reason: SBAC will contain primary language supports and accommodations for English Learners

12. Recommendation #7 (Part A) • Assess the full curriculum using assessments that model high-quality teaching and learning activities. • “Over the next several years, consult with stakeholders and subject matter experts to develop a plan for assessing grade levels and curricular areas beyond those required by ESEA in a manner that models high-quality teaching and learning activities.”

13. Recommendation #7 (Part B) • Areas for consideration: • Visual and Performing Arts • World Languages • Technology • Science • History/Social Science • Variety of Assessment Options to Assess Efficiently • Computer-based tests (with possible matrix sampling) • Locally-scored performance tasks • Portfolios

14. Recommendation #7 (Part C) • Explore use of a state assessment calendar that would schedule the assessment of non-ESEA required subjects over several years. • Release a sample of items to encourage the use of rubrics and related material in professional development activities.

15. Recommendation #8 • Invest in Interim, Diagnostic, and Formative Tools • Create a state-approved list of Gr. 2 diagnostic assessments for ELA & math use • Voluntary for LEAs • Purchase locally • State should acquire SBAC interim item bank and formative tools to allow complete access for all public schools (Gr. 3-8, 11) • Not a mandate • No data collection at the state level • May extend beyond Gr. 11 in high school

16. Recommendation #9 • Consider alternatives to CAHSEE: • Use of SBAC ELA and Math high school assessments • PSAT, SAT, ACT or AP in conjunction with state-administered assessments • Successful completion of specific courses (yet to be defined) • Relevant end-of-course assessments that may be developed in the future • Matriculation exams, if developed (see Recommendation #10)

17. Recommendation #10 (Part A) • Explore the Possible Use of Matriculation Exams • Already in use in numerous counties to assess knowledge and skills for entrance into college, career, and/or upper high school levels. • Matriculation Exams can provide students with evidence of their requisite skills for prospective colleges or employers.

18. Recommendation #10 (Part B) • Concept introduced in CA by Bonilla AB 2001 in 2011-12 legislative session: • “A plan to bring together elem./secondary school policy leaders, the community colleges, CSU, UC, private colleges and universities, and postsecondary career technical and vocational programs to develop criteria and create non-punitive pathways in which assessments taken by middle and high school students are aligned with college and career readiness and may be recognized as one of a number of multiple measures for entry into college, placement in college-level courses, and career training.”

19. Recommendation #11 • Conduct Comparability Studies to link performance on the STAR assessments with performance on SBAC. • Would require a representative sample of students to take both tests at approximately the same time in the same school year. • Comparability studies are proposed for only one year: 2013-14 (although not stated in report) which is the year prior to the formal start of SBAC.

20. Recommendation #12 • Maintain a Continuous Cycle of Improvement of the Assessment System • Ongoing collection of data and information to evaluate aspects that are working as intended and aspects that need to be reviewed and improved • Provide for periodic independent evaluations of the assessment system to ensure system remains relevant and valid.

21. Areas Not Included in Recommendations • Grade 2 Summative Testing • Grade 2 Interim Assessments • SBAC Interim Assessments and Formative Tools (R/LA and Math) for Gr. 9-10

22. CDE’s Next Steps • Implementation timeline and budget – within the next couple of weeks • Briefings with legislators, leaders, legislative staff members • Hearings/debates • Consulting with stakeholders as assessments are built in other subject areas (to create a plan for legislators on an assessment system) • Testing suspension (Recommendation 1) is the most urgent