new state assessments fall state special education director meeting october, 2012
DESCRIPTION
New State Assessments Fall State Special Education Director Meeting October, 2012 Colorado Department of Education Assessment Unit. Advance Organizer. Timeline New English Language Arts and Mathematics Assessments with Partnership for Assessment of Readiness for College and Careers (PARCC) - PowerPoint PPT PresentationTRANSCRIPT
New State Assessments
Fall State Special Education Director Meeting October, 2012
Colorado Department of EducationAssessment Unit
Advance Organizer
• Timeline• New English Language Arts and Mathematics
Assessments with Partnership for Assessment of Readiness for College and Careers (PARCC)
• New Science and Social Studies Assessments• New English Language Proficiency Assessments• Update on the Colorado Content Collaboratives
Summative Assessment Timeline
•TCAP and CoAlt Continue•Colorado ACT Continues•ACCESS administered to assess English
language proficiency
2013•TCAP and CoAlt Reading, Writing and Math
Continue•New Social Studies and Science
assessments are expected to be operational•Colorado ACT Continues•ACCESS Continues
2014
•New English Language Arts and Mathematics assessments (PARRC)
•Second year of new operational Social Studies and Science assessments
•Colorado ACT Continues•ACCESS Continues
2015
English Language Arts and Mathematics
• Recent legislation– Requires Colorado to participate as a Governing
Board member in a consortium of states that focuses on the readiness of students for college and careers.
– Requires the Board to rely upon the assessments developed by the consortium expected to be ready for spring 2015.
– Encourages the Board to conduct a fiscal and student achievement benefit analysis of Colorado remaining a Governing Board member starting on or before January 1, 2014.
PARCC • Colorado joined PARCC as a governing
member in August 2012.
• English Language Arts and Mathematics in grades 3-11
• Computer-based (Paper-Pencil version expected)
• First operational assessment: spring 2015
PARCC States
PARCC Governing States• Approve test specifications, priorities for content
assessed on each component, and recommended scoring model
• Develop long-term sustainability plans for the consortium and assessment system, including through design of the tests and ability to refresh over time
• Approve solicitations and select vendors for PARCC procurements
• Determine highest priority model instructional tools for PARCC to develop
PARCC Governing States (Continued)
• Build and expand cadres of K-12 educators and postsecondary faculty leading standards implementation and PARCC assessment development
• Ensure the assessment results provide the data needed to support state accountability mechanisms and educator evaluation model– Participate in technical & policy working groups on accountability
to help identify solutions to pressing accountability transition challenges and new approaches to accountability through ESEA waivers
PARCC Assessment Design
End-of-Year Assessment
•Innovative, computer-based items
•Required
Performance-Based
Assessment (PBA)
•Extended tasks
•Applications of concepts and skills
•Required
Diagnostic Assessment•Early indicator of student knowledge and skills to inform instruction, supports, and PD
2 Optional Assessments/Flexible Administration
Mid-Year Assessment•Performance-based
•Emphasis on hard-to-measure standards
•Potentially summative
Speaking And Listening Assessment• Locally scored• Non-summative, required
PARCC Goal: Build a Pathway to College and Career Readiness for All Students
K-2 3-8 High School
K-2 formative
assessment aligned to the PARCC
system
Timely student achievement data showing students,
parents and educators whether ALL students are on-track to college and career readiness
ONGOING STUDENT SUPPORTS/INTERVENTIONS
College readiness score to
identify who is ready for
college-level coursework
SUCCESS IN FIRST-YEAR,
CREDIT-BEARING, POSTSECONDARY
COURSEWORK
Targeted interventions &
supports:• 12th-grade
bridge courses• PD for
educators
PARCC Assessments• In English Language Arts/Literacy,
intended to answer whether students:– Can read and comprehend complex literary and
informational text– Can write effectively when analyzing text– Have attained overall proficiency in ELA/literacy
Reading and writing grounded in evidence from text, literary and informational.
PARCC English Language Arts• rewards careful, close reading• systematically focuses on the words that matter most, the academic
language that pervades complex texts• focuses on students rigorously citing evidence from texts• includes questions with more than one right answer to allow students to
generate a range of rich insights that are substantiated by evidence from text(s)
• requires writing to sources• includes rigorous expectations for narrative writing as well• assesses not just ELA but a full range of reading and writing across the
disciplines• simulates research on the assessment
English Language Arts• Item Types:
• Evidence-Based Selected Response• Technology-Enhanced Constructed Response• Range of Prose Constructed Responses
• Tasks:• Literary Analysis• Narrative• Research simulation
PARCC Assessments• In Mathematics, intended to answer
whether students:– Have mastered fundamental mathematical concepts– In major topics, pursue conceptual understanding,
procedural skill and fluency, and application.
• Task focus will be on assessing:– concepts, skills and procedures– expressing mathematical reasoning– modeling / applications
PARCC Sample Items
http://www.parcconline.org/samples/item-task-prototypes
Tools & Resources• Purpose: Support implementation of the CCSS - support
development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials
• Audience: State and local curriculum directors (primary audience) ; teachers
• URL: http://www.parcconline.org/parcc-model-content-frameworks
Model Content
Frameworks
Model Instructiona
l Units
• Purpose: Public review of two draft policies and PLDs• Audience: Broad audience: teachers, schools, districts
states (for standards implementation and PARCC assessment preparation)
• Timeline: Feedback was due in September.• URL: http://www.parcconline.org/crd-pld-survey
Draft Policy and
Descriptors
Science and Social Studies Assessments
• Based on the Colorado Academic Standards• Grades:
– Science: grades 5, 8 and once in high school– Social Studies: grades 4, 7 and once in high
school• Timeline
– Field test administration planned for spring 2013– Operational administration planned for spring
2014
Science and Social Studies Assessments
• Attain balance:– Innovation with technical soundness and feasibility– Breadth with depth
• Take advantage of technology:– General assessments:
• Development: item type• Administration: computer-based• Scoring: automated and artificial intelligence
– Alternate assessments: score input online
Science and Social Studies General Assessments
• Item types:– Selected response– Constructed response– Simulation/performance-based
Advantages of Computer-based Administration
• Students are engaged• Interactivity of technology-enhanced items• Testing interface is user-friendly and accessible• Reduced administrative burden
– No need to inventory test materials and risk losing them
• Built-in, Standardized Online Accommodations– Oral Scripts would not require additional
proctors/testing environments
Paper to Online Assessments• Recurrent theme in next generation
assessment strategies• Leveraging advances in technology for greater
efficiency, flexibility, and potential cost savings• Benefits increasingly apparent
– Opportunities for more effectively assessing student understanding and performance
– Improved security model– More efficient method of test delivery– Student motivation
• Moving online offers greater opportunity to integrate/align instruction and assessment
• But… How to make such a large, complex transition?
From “Considerations for Next-Generation Assessments: A Roadmap to 2014”, Pearson.
Three Levels of “Readiness” for Online Testing• School
– Students• Training, practice, familiarity
– Teachers, administrators & technology staff• Close partnerships, training, policy administration
– Network & Infrastructure• Setup, computer/lab logistics & load planning
• District– Coordination, especially between assessment &
technology organizations– Network-wide capacity planning
• State– Policies, transition planning, & decision making
From “Considerations for Next-Generation Assessments: A Roadmap to 2014”, Pearson.
The Technology Readiness Tool• Pearson contracted to develop
• Both national assessment consortia will provide the tool to the states to deploy in six data collection windows between 2012 and 2014
• Will collect local data to determine technology readiness for online assessments, and provide gap analysis
• Will use data to support local/state/national planning for the transition
Measuring Local Readiness
Readiness for online assessments has multiple different dimensions:1. Computers & other devices
Minimum system requirements2. Ratio of devices to test-takers
Including testing window and session scheduling3. Network and infrastructure
Bandwidth, network utilization, size of content4. Personnel (staffing & training)
• Fall– Pearson/CDE notify districts of survey window, provide web-based
training and provide access to the Survey & Readiness Tool– Pearson/CDE identify/confirm field test participants
• Field test districts who have technology challenges will receive extra support to complete an action plan
– Pearson/CDE conduct trainings and open training centers
• Winter– Districts install proctor caching, configure PearsonAccess & TestNav– Districts complete certification checklist
• Spring– Field test administration conducted– Feedback from districts on the test administration
Measuring Local Readiness 2012-2013
Example: Managing Assessment Data Load
When properly used, caching or proxy solutions can reduce the load of data traffic that online assessments place on the network capacity
When testing begins, multiple
streams of identical,
redundant data can clog up and overwhelm the
district or school network
Opportunities for District Involvement in Development
• Item writing• Item review• Cognitive labs• Field testing• Anchor paper selection• Data review
English Language Proficiency Assessments
Screener: W-APTAnnual Proficiency: ACCESS• Aligned to Colorado English Language Proficiency
(CELP) Standards, • Three overlapping tiers• Results in scores from proficiency levels 1-6
Content Collaboratives--Cohorts
Cohort One February–May 2012
• Dance• Drama & Theatre Arts• Music• Reading, Writing &
Communicating• Social Studies• Visual Arts
Cohort Two June-December 2012
• Comprehensive Health• Mathematics• Physical Education• Science• World Languages• Career and Technical
Education
colorado content collaboratives cde
Content Collaboratives2012 Purpose
The objective is to identify an initial bank of high quality student academic measures which can be used to determine, in part, the effectiveness of an educator
Sample measures in each grade for each subject will establish the beginning of on-going “build out” of the bank
Over time, the Content Collaboratives will focus on developing instructional resources, creating performance tasks and continue to populate the bank with multiple measures that represent both student learning and educator effectiveness
colorado content collaboratives cde
What goes in the bank?
• Identification of assessments districts can use
• Multiple modes of actual assessments• Future tasks and items which may become
eligible• Protocol for eligibility
colorado content collaboratives cde
High Quality Assessment Content Validity Review Tool
• A high quality assessment should be...Aligned• A high quality assessment should be…Scored using Clear Guidelines and Criteria• A high quality assessment should be...FAIR and UNBIASED• A high quality assessment should…increase OPPORTUNITIES TO LEARN
colorado content collaboratives cde