the new consortia assessments · the new consortia assessments. overview of the assessment...

The New Consortia Assessments

Overview of the Assessment Consortia Designs and State Responsibilities

Pascal (Pat) Forgione, Center for K-12 Assessment & Performance Management at ETSJane Krentz, Research Fellow, National Center on Educational Outcomes

Presentation at Leading Education Reform in an Era of Limited Resources: A Seminar for Education Committee Chairs, Hosted by NCSLDenver, COJune 16, 2012

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Presentation Outline

• Introduction

• The Comprehensive Assessment Consortia

• The Alternate Assessment Consortia

• State Roles and Commitments

• Discussion

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• Introduction




• Discussion

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RTTT Assessment Program grants for development of next-generation assessment systems by 2014-15 that:

• Assess shared standards in mathematics and English language arts (ELA) 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)4

Federal Requirements for the Comprehensive Assessment System Consortia

Assessment Consortia Memberships

Washington, DC

Hawaii

The Two State-Led

Comprehensive Assessment Consortia

PARCC• 23 states & DC (with 17

Governing states & DC)• About 25 million students

Smarter Balanced• 27 states (with 20

Governing)• About 22 million students

Both:Alabama, Colorado, North Dakota, Pennsylvania, South Carolina

Neither Consortium: Alaska, Minnesota, Nebraska, Texas & Virginia 5

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The Partnership for the Assessment of Readiness for College and Careers (PARCC)

English Language Arts and Mathematics, Grades 3-8 and High School

Developed by The Center for K–12 Assessment & Performance Management at ETS, version 5, March 22, 2012. For detailed information on PARCC, go to http://PARCConline.org.

Comp 3

PERFORMANCE-BASED

ASSESSMENT• ELA/literacy• Math

END-OF-YEARASSESSMENT • ELA/literacy• Math

Comp 4

OptionalAssessmentsto informinstruction

Summative assessment for accountability

Required but not summative, not used for accountability

* After study, individual states may consider including this as a summative component.

Comprehensive Assessment System

Mid-Year Performance-Based Assessment

(Potentially summative*)

Component 2MID-YEAR ASSESSMENT

Flexible timingFlexible timing

Returns information about student strengths and weaknesses to inform

instruction, supports, & professional development

Component 1DIAGNOSTIC ASSESSMENT

Comp 5

ELA/Literacy• Speaking• Listening

Flexible timing

PARTNERSHIP RESOURCE CENTER: Digital library of released items; formative assessments; model content frameworks; instructional and formative tools and resources; student and educator tutorials and practice tests; scoring training modules;professional development materials; and an interactive report generation system.

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PARCC:

Supports and Timeline (as of Spring 2012)

Summer 2012

• Educator Leader Cadres launched

• Prototype items & tasks released

Spring 2013

• Partnership Resource Center launched

• Online professional learning modules released

• Limited pilot/field testing begins

Fall 2013

• Full-scale pilot/field testing begins

Winter 2014

• Optional formative tasks for K-2 released

Spring 2014

• College readiness tools released

Fall 2014

• PARCC optional Diagnostic assessments available

Winter 2015

• PARCC optional Mid-Year assessments available

Spring 2015

• First administration of summative assessments

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http://parcconline.org/

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Optional Interim assessment system —no stakes

Summative assessment for accountability

Last 12 weeks of year**

The Smarter Balanced Assessment System

* Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10.

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

English Language Arts/Literacy and Mathematics, Grades 3-8 and High School*

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

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

PERFORMANCE TASKS

•ELA / Literacy• Math

Re-take option available

COMPUTER ADAPTIVE

ASSESSMENT

ELA/Literacy & Math

DIGITAL LIBRARY 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.

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Comprehensive Assessment System

Summer 2012 – Spring 2013

• Pilot test in sample of schools

• Development of exemplar modules of formative assessment tasks and tools

• Development of PD training modules

Summer/Fall 2013

• Teacher cadres from each state trained in use of formative and PD modules

• Teacher cadre review of curricular materials

• Field testing of items and tasks

Spring 2014

• Second phase of field testing of items and tasks

Fall 2014

• Comprehensive Electronic Platform, including Digital Library launched

• Smarter Balanced optional Interim assessments available

Spring 2015

• First administration of summative assessments

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Smarter Balanced:

Supports and Timeline (as of Spring 2012)

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Similarities

• Two summative components, both given during final weeks of school year

• Online delivery

• Mix of item types

• Use of both electronic and human scoring, with results expected within 2 weeks

• Approximate cost of $20 per student per year for summative assessments

• Professional development modules and tools online

• Support for technology infrastructure planning

Differences

• PARCC: fixed test forms

• Smarter: adaptive delivery

Unique Elements

• PARCC: K-2 tasks, College-readiness tools for Grade 12

• Smarter: Retake option for summative assessment; Customizable interim system; Exemplar instructional modules

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PARCC and Smarter Balanced:

Comparison of Features


• Introduction




• Discussion

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National Center on Educational Outcomes (NCEO)

Who are the students with disabilities?

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Source: Reprinted with permission from the National Center for Learning Disabilities.

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After decades of being excluded from state and district

assessment systems, participation of SWD in state

assessments has increased from no more than 10 percent

of students with disabilities participating in the early

1990s, to an average of 99 percent at the elementary

level, 98 percent at the middle school level, and 95

percent at the high school level in 2007-08.

These increases are due in large part to participation

requirements in the Elementary and Secondary Education

Act (ESEA) and IDEA.


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“Some students with the most significant cognitive disabilities will

require substantial supports and accommodations to have

meaningful access to certain standards in both instruction and

assessment, based on their communication and academic needs.

These supports and accommodations should ensure that students

receive access to multiple means of learning and opportunities to

demonstrate knowledge, but retain the rigor and high expectations

of the Common Core State Standards.”

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Too often, students with disabilities are penalized because their

disabilities create barriers to proper assessment.

Example: Phonemic awareness and decoding are separate skills

from understanding and drawing inferences from text.

A student may be a poor decoder but may be able to

comprehend text well when using text-to-speech technology or

read-aloud accommodations.

Students’ knowledge cannot be measured if it is not recognized

when artificial barriers prevent them from demonstrating their

knowledge and skills.


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Inclusive assessment population

Precisely defined constructs

Accessible, non-biased items

Amenable to accommodations

Simple, clear, and intuitive instructions and procedures

Maximum readability and comprehensibility

Maximum legibility

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Under Individuals with Disabilities Education Act (IDEA), the U.S.

Department of Education made awards to provide technical

assistance to improve the capacity of states to meet data

collection requirements under IDEA.

Two General Supervision Enhancement Grant (GSEGs) were

awarded in 2010 to address the need to develop AA-AAS for

Common Core Standards

Dynamic Learning Maps: 13 states, $22 million

National Center and State Collaborative: 19 states, $45 million


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Dynamic Learning Maps:

The Dynamic Learning Maps Alternate Assessment System

will allow students with significant cognitive disabilities to

demonstrate what they know in ways that traditional

multiple choice assessments cannot.

Instead of a single stand-alone test, the system will use

items and tasks embedded in day-to-day instruction

throughout the year to help map a student’s learning.

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Led by the Center for Educational Testing and Evaluation (CETE), at

the University of Kansas (KU) includes experts from a wide range of

assessment fields as well as key partners:

The Arc

AbleLink Technologies

Center for Literacy and Disability Studies at UNC-Chapel Hill,

The Beach Center for Disability at KU

The Center for Research Methods and Data Analysis at KU

The Center for Research on Learning at KU

Edvantia

The consortium includes the states of IA, KS, MI, MS, MO, NJ, NC, OK,

UT, VA, WA, WV, and WI

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Alternate Assessment System

The Dynamic Learning Maps Assessment Consortium (DLM)

EMBEDDED TASKS ASSESSMENTS

• A series of more than 100 items/tasks per year embedded within

instruction, each with various forms and scaffolds to allow for

customization to student needs. Each task typically requires one

to five minutes for completion.

END-OF-YEAR

ADAPTIVE

ASSESSMENT

* Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards.

** Research will be conducted to review the technical feasibility of using data from the tasks for summative accountability purposes.

Instructionally embedded

tasks used with all DLM

students. States may

choose to use aggregate

data for summative

purposes (state decision).*

Summative assessment

for accountability for

those states that choose

not to use the embedded

tasks for accountability.

Two options for summative assessment**

Developed by The Center for K–12 Assessment & Performance Management at ETS. For detailed information on DLM, go to www.dynamiclearningmaps.org.

DIGITAL LIBRARY of learning maps; professional development resources; guidelines for IEP development and student selection for the alternate assessment; instructionally relevant tasks with guidelines for use materials, accommodations, and scaffolding; automated scoring (for most) and diagnostic feedback; and online reporting system.

English Language Arts and Mathematics, Grades 3-8 and High School

http://www.dynamiclearningmaps.org/

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National Center and State Collaborative:

NCSC is developing a comprehensive system that addresses

the curriculum, instruction, and assessment needs of

students with the most significant cognitive disabilities by:

1. producing technically defensible summative assessments;

2. incorporating evidence-based instruction and curriculum models;

and

3. developing comprehensive approaches to professional

development delivered through state-level Communities of

Practice.


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National Center on Educational Outcomes (NCEO) serves as the host and fiscal agent

National Center for the Improvement of Educational Assessment (NCIEA)

The University of Kentucky (UKY)

University of North Carolina at Charlotte (UNCC)

edCount LLC

19 state partners: AK, AZ, CT, DC, FL, GA, IN, LA, MA, NV, NY, ND, PA, RI, SC, SD, TN, WY and the Pacific Assessment Consortium (PAC-6).

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These Tier II states will test out the curriculum and instructional materials and provide feedback to the project.

Being a Tier II state gets them in on early training, etc. before it is all publicly released.

The states are: Arkansas, Delaware, Idaho, Maine, and Oregon.

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Alternate Assessment System

The National Center and State Collaborative (NCSC)

END-OF-YEAR

ASSESSMENT

* Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards.

Curriculum, instruction,

and formative

assessment resources

for classroom use

Summative assessment

for accountability

Interim progress

monitoring tools

Developed by The Center for K–12 Assessment & Performance Management at ETS. For detailed information on NCSC, go to www.ncscpartners.org.

• COMMUNITIES OF PRACTICE established in each state to support teacher training

and use of the curriculum, instruction, and assessment resources. Resources will be

available for use in all schools and districts, as locally determined.

English Language Arts and Mathematics, Grades 3–8 and High School

DIGITAL LIBRARY of curriculum, instruction, and classroom assessment resources; online professional development modules and support materials for state-level educator Communities of Practice to support teachers with the resources they need to improve student outcomes; guidelines for IEP teams to use in student participation decision making; training modules for assessment administration and interpretation of results; online assessment delivery, administration, and reporting.

http://www.ncscpartners.org/

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Comparison of Features:

One summative assessment, given during final weeks of school year (DLM –Optional Summative assessment for accountability for those states that choose not to use the embedded tasks for accountability)

Online delivery to the extent possible/appropriate

Mix of item types

Use of both electronic and human scoring, with results expected within 2 weeks

Instructional modules to be provided

Professional development modules and tools online

Guidance regarding student eligibility and IEP development

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Comparison of Features:

DLM: Computer dynamic adaptive delivery

NCSC: Teacher selects items to be administered within parameters (certification required)

DLM: Common Core Essential Elements (CCEE)- Unique “learning map” generated for each student; Potential option of using 100+ items/task embedded in instruction for accountability, instead of end-of-year test

NCSC: State level Communities of Practice; Communication triage tools; teacher and principal evaluation tools


• Introduction




• Discussion

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See page 42 of the Guide

PARCC

Smarter Balanced

DLM

NCSC

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See page 14 of the Guide

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• Governance: Each consortium is governed by member States

• On-going Administration, Scoring and Reporting of assessments, starting spring 2015, is the responsibility of the individual States

• Adopt/Augment the Standards: Determine whether the State will augment the Common Core State Standards (CCSS must constitute at least 85% of the total)

• Implement the Consortia Summative Assessments in 2014-15 and use the results for federal accountability purposes

• Alternate Assessments: Either join a consortium or align your State alternate assessment with the CCSS

• Determine:

– Other subjects to be tested in the State

– Any changes to State high school graduation or promotion requirements

– If/how assessment data is to be used for educator evaluations and/or school/district accountability

• Membership: States may change from one Consortium to another, or could drop out provided federal assessment and accountability requirements are met 34

Roles and Commitments of Statesin PARCC or Smarter Balanced


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Unintended consequences

Timeline/Feasibility

Cost/Contracts /Commitments

NCLB Reauthorization (followed by IDEA Reauthorization)

2% Test AA-MAS


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Getting a waiver from the penalties of NCLB does

NOT mean that you are no longer responsible for

the educational achievement of ALL

students…including students with disabilities.

All of the requirements for publicly reporting the

assessment results disaggregated by subgroups

remain intact.

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• Introduction




• Discussion

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GUIDE TO THE ASSESSMENT

CONSORTIA:

Coming Together to Raise Achievement:

New Assessments for the

Common Core State Standards

Pascal (Pat) D. Forgione, Jr., Ph.D.

Distinguished Presidential Scholar and Executive Director

Center for K-12 Assessment & Performance Management at ETS

701 Brazos Street, Suite 500

Austin, TX 78701

E-Mail: [email protected]

Jane KrentzResearch Fellow

National Center on Educational OutcomesUniversity of Minnesota

207 Pattee Hall150 Pillsbury Dr. SE

Minneapolis, MN 55455E-Mail: [email protected]

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