Common Core State StandardsWhat’s It All About?

Race to the Top Assessment Consortia

Kathryn Edwards, Ph.DConsultant III, Curriculum Support and Assessment Unit

Overview

• Elementary and Secondary Education Act Assessment Requirements

• California Assessments Used

• Partnership for Assessment of Readiness for College and Careers (PARCC)

• Smarter Balanced Assessment Consortium (SBAC)

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Elementary and Secondary Education Act (ESEA)

Assessment Requirements

• Reading/language arts in grades 3–8 and at least once in grades 10–12

• Mathematics in grades 3–8 and at least once in grades 10–12

• Science at least once during each of three specified grade spans: grades 3–5, 6–9, and 10–12

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California Assessments Used for ESEA

• Standardized Testing and Reporting (STAR) Program:– California Standards Tests (CSTs)– California Modified Assessment (CMA)– California Alternate Performance

Assessment (CAPA)

• California High School Exit Examination

The Impact: Changes in CA Assessment

• This aspect of the new system is a needed change!

• I am concerned or worried about . . .

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Race to the Top Assessment Grants

Two Consortia Awarded Funds

• Smarter Balanced Assessment Consortium (SBAC)– On September 2, 2010, SBAC awarded $160 million

• Partnership for Assessment of Readiness for College and Career (PARCC)– On September 2, 2010, PARCC awarded $170 million

• An additional $15.9 million awarded to each consortium for the purpose to help all participating states with the transition to common core and common assessments

RTTT Assessment Requirements for Comprehensive Systems

Requirements within the RTTT Assessment Program:

• Build upon shared standards for college and career-readiness;

• Measure individual growth as well as proficiency;

• Measure the extent to which each student is on track, at each grade level tested, toward college or career readiness by the time of high school completion and;

• Provide information that is useful in informing:

– Teaching, learning, and program improvement;

– Determinations of school effectiveness;

– Determinations of principal and teacher effectiveness for use in evaluations and the provision of support to teachers and principals; and

– Determinations of individual student college and career readiness, such as determinations made for high school exit decisions, college course placement to credit-bearing classes, or college entrance.

(US Department of Education, 2009)

The Comprehensive Consortia

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Item Types

• Constructed-response

• Selected response (End-of-year)

• Performance tasks

• Computer-enhanced

– Video, multimedia, interactive text

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A Grain of Salt

Changing Landscape

• New State Superintendent of Public Instruction• New Governor• New Legislature• Office of the Secretary of Education• Potential changes in State Board of Education• California Office to Reform Education (CORE)

– Role of local educational agencies • Role of the U.S. Department of Education

Partnership for the Assessment of Readiness for College and Careers

(PARCC)• Consortium of 26 states

– California is currently a participating state

– Governor, State Superintendent of Public Instruction and State Board of Education President required to sign MOU

• Florida is fiscal agent

• ACHIEVE is Project Manager

• Assess grades 3 through 8 and once in grades 10-12

• Possible high school end-of-course

PARCC StatesGoverning• Arizona • Arkansas • District of Columbia • Florida • Illinois • Indiana • Louisiana • Maryland • Massachusetts • New York • Rhode Island • Tennessee

Advisory• Alabama • California • Colorado • Delaware • Georgia • Kentucky • Mississippi • New Hampshire • New Jersey • North Dakota • Ohio • Oklahoma • Pennsylvania • South Carolina

PARCC Theory of Action

• More Meaningful Standards: The Partnership’s assessment system will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers.

• Higher Quality Tests: PARCC assessments will include sophisticated items and performance tasks to measure critical thinking, strategic problem solving, research and writing.

• Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material.

• Maximize Technology: PARCC assessments in most grades will be computer based.

• Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.

PARCC Distributed Summative Assessment System

Overall assessment system will include a mix of constructed response items, performance tasks, and computer-enhanced, computer-scored items

ELA/literacy

• 3 “through-course” components

– administered after 25%, 50%, and 75% of instruction• Speaking & listening components

– administered after 75% of instruction (not part of summative score)• End-of-year component

– administered after 90% of instruction

Mathematics• 3 “through-course” components

– administered after 25%, 50%, and 75% of instruction• End-of-year component

– administered after 90% of instruction

Distributed Assessment Advantages

• Through-course approach will focus instruction throughout the year and nearer to the assessment

• The sum of the components address the full range of the common core

• Allows for multiple measures across the full range of performance

• Allows for in-depth assessment of writing and mathematics problem-solving

• Both through-course and end-of-year components provide data that teachers can use to adjust instruction

Sample Item

• Extended Constructed Response– Delineate and evaluate the argument that

Thomas Paine makes in Common Sense. Assess the reasoning present in his analysis, including the premises and purposes of his essay.

• CCSS Match: 11-12.R1.8

Sample Item• Our school has to select a girl for the long jump at the regional championship. Three

girls are in contention. We have a school jump-off. Their results, in meters are given in the table below.

Elsa Miki Aisha

3.25 3.55 3.67

3.95 3.88 3.78

4.28 3.61 3.92

2.95 3.97 3.62

3.66 3.75 3.85

3.81 3.59 3.73

Hans says, “Aisha has the longest average. She should do to the championship.Do you think Hans in right? Explain your reasoning.

CCSS Match: 7.SP.4 and Mathematical Practice 2 and 3

FOCUSEDASSESSMENTS

END OF YEARCOMPREHENSIVE

ASSESSMENT

• One to three tasks that assess a few “keystone” standards/topics

• Given at three points during the school year, near the end of quarters

• Results within 2 weeks to inform instruction and intervention

•Taken on computer, with mixed item types

•Scored entirely by computer for fast results

PARCC: Two Types of Summative Tests

• Scores from focused assessments and end-of-year test will be combined for annual accountability score.

25%

FocusedASSESSMENT 1• ELA• Math

50%

FocusedASSESSMENT 2• ELA• Math

PARCC: Focused Assessments 1 and 2

In a single session/class period, students in grades 3 - 11 will:

• ELA: Read texts, draw evidence to form conclusions, and prepare a written analysis

• Math: For each of 1 or 2 essential topics (standards or clusters of standards), complete 1 to 3 constructed response tasks

FocusedASSESSMENT4

• Speaking• Listening

75%

FocusedASSESSMENT 3

• ELA• Math

PARCC: Focused Assessment 3

Over several sessions/class periods, students will complete a project-like task that draws on a range of skills. Examples:

• ELA: Locate digital information, evaluate and select sources, and compose an essay or research paper

• Math: Perform a multi-step performance task that requires application of mathematical skills and reasoning and may require technological tools

• Speaking/Listening task: Conducted in classroom, not used for accountability, scored by teacher.

90%

END OF YEARCOMPREHENSIVE

ASSESSMENT

PARCC: End-of-Year Assessment

• Composed of 40 to 65 questions of a range of item types including innovative technology-enhanced items to sample the full year of standards

• Scored by computer

• Will make major investment in enhanced item types

• To accurately assess high- and low-performing students, will include items above and below grade level, and may consider leveled or adaptive tests if needed

PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials

PARCC: Resources, Tools, Supports

Partnership Resource Center:• Interactive Data Tool for accessing data and creating customized reports• Exemplar lesson plans• Formative assessment items and tasks• Professional development materials regarding test administration, scoring, and use of data• Online practice tests• Item development portal• Tools and resources developed by Partner states• Optional “ready-to-use” performance tasks for K-2

FocusedASSESSMENT4

• Speaking• Listening

25%

FocusedASSESSMENT 1• ELA• Math

50%

FocusedASSESSMENT 2• ELA• Math

90%

END OF YEARCOMPREHENSIVE

ASSESSMENT

75%

FocusedASSESSMENT 3• ELA• Math

PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials

Summative assessment for accountability

Required, but not used tor accountability

The PARCC SystemEnglish Language Arts and Mathematics, Grades 3 - 11

Formal Reporting Mechanisms

• Periodic Feedback Reports– After each through-course and end-of-year component– Audience: Parents, students, teachers, and school and district

leaders• Annual Stakeholder Reports

– Comprehensive annual report– Audience: Parents, students, teachers, school and district

leaders, higher education officials and leaders, state officials/administrators, and policymakers

• Item Analysis Reports– Annual report provides detailed analysis of content and quality of

student responses to items and tasks• Reporting Levels

– Ethnic group, ED, gender, SWD, ELL

PARCC Proposed Timeline

Sept. 2011

Development phase begins

Sept. 2012

First year field testing and

related research and

data collection begins

Sept. 2013

Second year field testing begins and

related research and

data collection continues

Sept. 2014

Full administration

of PARCC assessments

begins

Oct. 2010

Launch and design phase

begins

Summer 2015

Set achievement

levels, including

college-ready performance

levels

Sept. 2011

Development phase begins

Sept. 2012

First year field testing and

related research and

data collection begins

Sept. 2013

Second year field testing begins and

related research and

data collection continues

Sept. 2014

Full administration

of PARCC assessments

begins

Oct. 2010

Launch and design phase

begins

Summer 2015

Set achievement

levels, including

college-ready performance

levels

SMARTER Balanced Assessment Consortium

• Consortium of 30 states

– California is currently not participating with this consortium

• Washington is fiscal agent

• WestEd is Project Manager

• Assess grades 3 through 8 and grade 11

SBAC StatesGoverning• Connecticut• Hawaii• Idaho• Kansas• Maine• Michigan• Missouri• Montana• North Carolina• New Mexico• Nevada• Oregon• Utah• Vermont• Washington• Wisconsin• West Virginia

Advisory• Alabama• Colorado• Delaware• Iowa• Kentucky• North Dakota• New Hampshire• New Jersey• Ohio• Oklahoma• Pennsylvania• South Carolina• South Dakota

PERFORMANCE TASKS

END OF YEARADAPTIVE

ASSESSMENT

•A computer adaptive assessmentgiven during final 12 weeks* of theschool year

•Multiple item types, scored bycomputer

•Re-take option, as locallydetermined

SBAC: Two Components of the Summative Assessment

• One reading task, one writing task and 2 math tasks per year

• Measure the ability to integrate knowledge and skills, as required in CCSS

• Computer-delivered, during final 12 weeks of the school year*

• Scored within 2 weeks

+

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

Last 12 weeks of year*

SBAC: Performance Tasks

Sample performance tasks:

• ELA: Select texts on a given theme, synthesize the perspectives presented, conduct research, and write a reflective essay.

• Math: Review a financial document and read explanatory text, conduct a series of analyses, develop a conclusion, and provide evidence for it.

• Roughly half of the performance tasks for grades 9 through 11 will assess ELA or math within the context of science or social studies.

PERFORMANCETASKS

• Reading• Writing• Math

Last 12 weeks of year*

SBAC: End-of-Year Assessment

• Composed of approximately 40 to 65 questions per content area.

• Uses adaptive delivery to provide maximally accurate scores across the full spectrum of student achievement and to increase student engagement.

• Includes selected-response, technology-enhanced constructed- response, and extended constructed-response items.

• Scores from items that can be scored immediately will be reported, and then updated as scores from those requiring human scoring or artificial intelligence are completed.

• A re-take option is available.

END OF YEARADAPTIVE

ASSESSMENT

Re-take option

Last 12 weeks of year*

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE

ASSESSMENT

Re-take option

SBAC: Summative Components

Note: This Consortium will also investigate an alternative summative format in which the end-of-year adaptive assessment is replaced with a series of adaptive assessments, each of which assesses a smaller block of standards.

• Student scores from the performance tasks and end-of-year adaptive assessment will be combined for each student’s annual score for accountability.

• Performance tasks may begin prior to the final 12 weeks of the year, based on research studies and final implementation decisions.

SBAC Supports:

Interim Assessment System

• Optional system of computer adaptive assessments

• The number, timing, and standards assessed (full grade level or smaller clusters) can be customized based on the local curriculum

• Multiple item types, similar to end-of-year summative assessment, including performance tasks (delayed scoring)

• Reports of student results will link teachers to related student resources and teacher professional development resources

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative assessments, released items and tasks, model instructional units, educator training and professional development tools and resources, scoring training modules, and teacher collaboration tools.

SBAC Supports:

Comprehensive Electronic Platform

The system portal for information about the CCSS, SBAC, and assessment results:• Reporting suite with differentiated tools available to students, educators, parents, and policymakers, with visualization tools• Vetted instructional units and model curricula• Research-based instructional strategies and interventions• Issue-focused chat rooms• Formative assessment items, released performance tasks, and rubrics • Professional development modules and videos• Item development/scoring training modules and tools

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year*

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.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE

ASSESSMENT

Re-take option

The SBAC SystemEnglish Language Arts and Mathematics, Grades 3 – 8 and High School

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Implementation Milestones

2010 – 2012

2013

2012

2013

January 2015

August 2015

Development of formative tools, processes, practices, and professional development begins

Review of screened state-owned item and development of new summative and interim items

Interim item pool becomes available for use Field testing

Operational summative assessments available

Adoption of common achievement standards

2010-2011

2011-2012

2011 - 2012

2012-2014

2014-2015

Summer 2015

Development and approval by member states of common policies and procedures

Initial item and task development, piloting of components

Development of professional development resources and online platform

Field testing

New summative assessments in use

Setting of common achievement standards

SBAC PARCC

California ContextReadiness for Computer-Based Testing

• California’s assessment vendor conducted a survey and in-person site visits

• Conclusions:– Feasible but expensive– Need multi-year rollout– District/school environment difficult for administering fair,

standard & secure test– Budget commitment

• Education Week– CA ranked lowest quintile in overall technology leadership

among states– Average of 3.8 students to one computer in U.S.– Average of 5 students to one computer in CA

Challenges and Considerations• Measurement

– Use of individual student growth in determinations of teacher and principal effectiveness

– Equating and reliability of through-course assessments

• Curricular Flexibility at the local level– Tension: Modular assessments given across the year require

greater uniformity in sequencing of instruction, but place assessment closer to the time of instruction.

• ESEA Reauthorization– Will it align?

• Political Will– Will states that didn’t win state RTTT grants remain in the

consortia? Will new Governors?

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Other Challenges and Considerations

• California Assessment System– STAR, CAHSEE Reauthorization in 2012-2013– Grade 2 testing– End of course assessments

• Implementation Funding– Technology infrastructure/hardware

• Professional Development– Leadership and funding

• What else?

Implications for My Work . . .

Resources• Full text of the Common Core California Standards:

http://www.scoe.net/castandards/index.html (Outside Source)

• Information about the common core: http://www.corestandards.org/ (Outside Source)

• Information about the common core including implementation timelines: http://www.cde.ca.gov/ci/cc/

• PARCC information: http://www.fldoe.org/parcc/ (Outside Source)

• SBAC information: www.k12.wa.us/SMARTER (Outside Source)

• Center for K-12 and Performance Management at ETS: http://www.k12center.org/publications.html (Outside Source)