sheeo working conference on college readiness and the common core assessments joe willhoft,...
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SHEEO Working Conference OnCollege Readiness and the Common Core
Assessments
Joe Willhoft, Executive DirectorSusan Gendron, Policy Coordinator
March 3-4, 2011SHEEO Policy Center, Boulder Colorado
Common Core State Standards
Common Core State Standards
For more information about the CCSS, go to...www.corestandards.org
Background
Historical Development of the SMARTER Balanced Assessment
Consortium• Computer Adaptive
• Formative Capacity
• Integrated System
The Purpose of the Consortium• To develop a set of comprehensive and innovative
assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards
• Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching
• The assessments shall be operational across Consortium states in the 2014-15 school year
31 Member States
Consortium GovernanceCo-Chairs Tony Alpert (OR)
Judy Park (UT)
Executive Director Joe Willhoft
Executive Committee Dan Hupp (ME); Joseph Martineau (MI); Carissa Miller (ID); Lynette Russell (WI); Mike Middleton (WA);Charlie Lenth, SHEEOTBD: 2 year colleges
Project Management Partner WestEd
Policy Coordinator Sue Gendron
Senior Research Advisor Linda Darling-Hammond
Last Modified November 8,2010
Executive Committee
Content Experts
Sr. Research Advisor(Part-time)
Linda Darling-Hammond
Policy Coordinator(Part-time)
Sue Gendron
Deputy Executive Director
Executive Assistant
Washington OSPIWestEd
Executive DirectorJoe Willhoft
Executive DirectorJoe Willhoft
Co-Chairs: Judy Park, Tony Alpert
Executive Assistant
SMARTER Balanced Assessment ConsortiumOffice of the Executive Director
Communications
Psychometrician
Math Specialist
ELA Specialist
Communication Director
Communications Service Provider
National Partnerships Advisor(Part-time)
Approved by Governing States Feb. 22, 2011
IHE Advisor
Other grants
US Dept of Ed grant
PMPProcurement & Fiscal Agent
Institution of Higher Education (IHE) Partners
• IHE partners• include more than 170 public and 13 private institutions
and systems of Higher Education• represent nearly 75% of the total number of direct
matriculation students across all SMARTER Balanced States
• IHE representatives and/or postsecondary faculty may serve on:• Executive Committee• Assessment scoring and item review committees• Standard-setting committees
Institution of Higher Education (IHE) Partners
NIA Specificationsa) Commits the IHE or IHE system to participate with the consortium in the
design and development of the consortium’s final high school summative assessments in mathematics and English language arts in order to ensure that the assessments measure college readiness;
b)Commits the IHE or IHE system to implement policies, once the final high school summative assessments are implemented, that exempt from remedial courses and place into credit-bearing college courses any student who meets the consortium-adopted achievement standard (as defined in the NIA) for each assessment and any other placement requirement established by the IHE or IHE system; and
c) Is signed by the State’s higher education executive officer (if the State has one) and the president or head of each participating IHE or IHE system.
The ChallengeHow do we get from here... ...to here?
All studentsleave high school college and career
ready
All studentsleave high school college and career
ready
Common Core State
Standards specify K-12 expectations
for college and career
readiness
Common Core State
Standards specify K-12 expectations
for college and career
readiness...and what can an
assessment system do to help?
Assessment System Overview
Federal Assessment Requirements• Assess acquisition of and progress toward “college and career
readiness”• Have common, comparable scores across member states• Provide achievement and growth information for teacher and
principal evaluation and professional development• Assess all students, except those with “significant cognitive
disabilities”• Administer online, with timely results• Use multiple measures
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
Theory of Action• A model of verifiable
accomplishments/milestones, leading to the desired outcome
• Accomplishments/milestones are interdependent
• The theory of action is closely linked to the validation argument for the assessment system
Seven Principles Underlying the Theory of Action
• An integrated system• Evidence of student performance• Teacher involvement• State-led with transparent governance• Continuously improve teaching and learning• Useful information on multiple measures• Adheres to established professional standards
All students leave high school college and
career ready
Adaptive summative assessments benchmarked
to college & career readiness
Common Core State Standards
specify K-12 expectations
for college and career
readiness
Assessment System Components
Summative Assessments
Summative assessments using online computer adaptive technologies• Used as accountability measures, and for college- and career readiness
indicator in high school• Provides accurate measurement of all students• Uses adaptive precision into selection of performance tasks• Variety of item types assess the full range of the CCSS• Measures both current achievement and growth across time• Performance standards use research-based benchmarks • Includes option of taking the summative tests twice a year• Includes two performance tasks per year per content area
All students leave high school college and
career ready
Adaptive summative assessments benchmarked
to college & career readiness
Common Core State Standards
specify K-12 expectations
for college and career
readiness
Adaptive interim assessments that are
flexible and open providing actionable
feedback
Assessment System Components
Interim Assessments
Optional interim assessments using online adaptive technology• Uses the same scale as the summative assessments• Helps identify specific needs • Involvement of teachers in item and task design and scoring• Tests are non-secure and fully accessible• Timing and content of tests is customizable • Provides clear examples of the expected performance• Includes performance tasks
All students leave high school college and
career ready
Adaptive summative assessments benchmarked
to college & career readiness
Common Core State Standards
specify K-12 expectations
for college and career
readiness
Teachers can access
formative tools and
practices to improve
instruction
Adaptive interim assessments that are
flexible and open providing actionable
feedback
Assessment System Components
Optional Web-based formative resources• Online resources for assessment literacy, aligning
assessments to CCSS, and formative assessment guides• Training in item and task development, creating scoring
guides/rubrics • Best practice support through online learning modules • Comprehensive information portal:
access to information about student progressstudent performance history
Formative Processes and Tools
All students leave high school college and
career ready
Adaptive summative assessments benchmarked
to college & career readiness
Common Core State Standards
specify K-12 expectations
for college and career
readiness
Teachers can access
formative tools and
practices to improve
instruction
Adaptive interim assessments that are
flexible and open providing actionable
feedback
Assessment System Components