CDE ASSESSMENT RECOMMENDATIONSJanuary 29, 2013

CDE’s Assessment Recommendations

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

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Grade by Grade ComparisonCurrent to Proposed Testing

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.

Recommendations Timeline

Recommendation #3

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

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.

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

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

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.”

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

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.

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

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)

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.

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.”

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.

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.

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

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