understanding the smarter balanced assessment & the proposed washington agreement for its use in...
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Understanding the Smarter Balanced Assessment & the Proposed Washington
Agreement for Its Use in Higher Education
William S. Moore, Ph.D., Policy Associate, SBCTCDirector, Core to College Alignment &
Transition Mathematics [email protected]
May 2014
Topic Overview
Context Common Core State Standards Smarter Balanced Assessment
Process for Setting Readiness ExpectationsCore to College Update
Proposed Smarter Balanced Agreement Transition course design/development Next steps
Questions
Common Core State Standards
• Clear, consistent, rigorous standards in English language arts/literacy and mathematics
• Knowledge and skills needed for college and career success
• Developed voluntarily and cooperatively by states with input from teachers and college faculty Source:
www.corestandards.org
Major Shifts in the Common Core State Standards:
“Fewer, Higher, Clearer, Deeper”
MATH• Focus strongly where the
standards focus
• Coherence: Think across grades and link to major topics within grades
• Rigor: Require conceptual understanding, fluency, and application
www.corestandards.org
ELA• Building content knowledge
through content-rich nonfiction
• Reading, writing, and speaking grounded in evidence from text, both literary and informational
• Regular practice with complex text and its academic language
Common Core Standards and Assessments: Key Factors in Student Success
Common Core standards and assessments:• Anchor K-12 experience in real-world
expectations for success in college and careers
• Remove the guesswork for teachers and schools
• Allow schools, parents and students to track progress
• Identify students who need assistance while still in high school
• Reduce remediation and increase college success
Research has
consistently
shown that the
single most
powerful
predictor of
student success
in college is the
rigor of
academic
preparation.
Smarter Balanced Assessment Consortium
• 26 states & territories (22 governing, 3 advisory, 1 affiliate)
• K-12 & Higher Education Leads in each state
Common Core State Standards specify
K-12 expectations for college and career readiness
All students
leave high school
college and career
ready
Teachers and schools have information and tools
they need to improve
teaching and learning
Summative: College and career
readiness assessments for accountability
Interim: Flexible and open
assessments, used for actionable feedback
Formative resources:Educator resources
for formative assessment practices to
improve instruction
A Balanced Assessment System
Digital Library Resources
Slide 8
• Commissioned Professional Learning Modules• Resources for educators, students and families
• Frame Formative Assessment within a Balanced Assessment System• Articulate the Formative Assessment Process• Highlight Formative Assessment Practices and Tools
Assessment Literacy Modules
• Commissioned Professional Learning Modules• Instructional coaching for educators • Instructional materials for students
• Demonstrate/support effective implementation of the formative assessment process
• Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts
Exemplar Instructional
Modules
• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts• Create Professional Learning Communities
Education Resources
Describe Explain
Interpret
Level One(Recall)
Level Three(Strategic Thinking)
(Extended Thinking)
Level Two(Skill/
Concept)
Design
Synthesize
Connect
Apply Concepts
Critique
Analyze
Create
Prove
Arrange
Calculate
Draw
Repeat Tabulate
Recognize
Memorize
Identify
Who, What, When, Where, Why
List
Name
Use
Illustrate
Measure
Define
RecallMatch
Graph
Classify
Cause/Effect
Estimate
Compare
Relate
Infer
Categorize
Organize
Interpret
Predict
Modify
Summarize
ShowConstruct
Develop a Logical ArgumentAssessRevise
Apprise
Hypothesize
InvestigateCritique
Compare
Formulate Draw ConclusionsExplain
Differentiate
Use Concepts to SolveNon-Routine Problems
Level Four
Source: Webb, Norman L. and others, “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research, University of Wisconsin-Madison, 2 Feb 2006 9
Assessing the Common Core
Smarter Balanced assessments move beyond basic skills and recall to assess critical thinking and problem solving
Summative Assessment:Two-pronged Approach
Computer Adaptive Test
• Assesses the full range of Common Core in English language arts/literacy and mathematics for students in grades 3-8 and 11 (interim assessments can be used in grades 9 and 10)
• Measures current student achievement and growth across time, showing progress toward college and career readiness
• Includes a variety of question types: selected response, short constructed response, extended construction response, technology enhanced
Performance Tasks
• Extended projects demonstrate real-world writing and analytical skills
• May include online research, group projects, presentations
• Require 1 to 2 class periods to complete
• Included in both English language arts/literacy and mathematics assessments
• Applicable in all grades being assessed
• Evaluated by teachers using consistent scoring rubrics
Smarter Balanced Updates1.Field test in Spring 2014 will target 2
million students — roughly 20% of eligible students in each state
2.Online “Readiness Tool” allows schools and districts to evaluate technology readiness
3.Cost estimates (March 2013)1. ~$22.50 per student for Summative only;2. ~$27.30 per student for Summative, Interim, &
Formative 4.UCLA will serve as host and partner for a
sustainable Smarter Balanced beginning in 2015
College Content-Readiness Policy Framework
for Grade 11 Assessment Results• Not Yet Content-Ready - Substantial Support Needed• K-12 & higher education may offer interventionsLevel 1• Not Yet Content-Ready – Support Needed• Transition courses or other supports for Grade 12, retesting
option for statesLevel 2• Conditionally Content-Ready/Exempt from Developmental • In each state, K-12 and higher ed must jointly develop Grade
12 requirements for students to earn exemptionLevel 3
• Content-Ready/Exempt from Developmental• K-12 and higher education may jointly set Grade 12
requirements to retain exemption (optional for states)Level 4
Note: Applies only to students who matriculate directly from high school to college.
Setting Student Readiness Expectations
Consortium Process and Recruitment
Setting Student Readiness Expectations
• Process of setting common expectations for performance proficiency for the Consortium
• Relies on judgment and classroom experience of educators
• Educators are key to success
• Process to be inclusive, representative, transparent, and scientifically rigorous
• In Person Standard Setting• Distributed Standard Setting• Vertical Articulation Committee
In-Person Process
• Recruited/Nominated by States– grades 3 to 8: content specialists and teachers
from varying grade levels– high school: high school content specialists and
teachers and college faculty [October 13-15]
• Review difficulty of questions and define what students at four Achievement Levels can reasonably expected to answer correctly
• Interested? Contact Bill Moore, 360-704-4346, [email protected]
Distributed Process
• Open to the public – parents, teachers, college faculty, administrators, business/community leaders
• Two-stage recruitment process: – Through states during academic year– Through professional organizations, media over the
summer
• Activity will occur online and take approximately 3 hours to complete (for Level 3 decision only) [October 6-17]
• Online registration
Vertical Articulation Committee
• 60 panelists selected from In-Person Standard Setting participants will review results from both in-person and distributed panels
• Ensure vertically articulated achievement and proficiency levels in Grades 3 through high school
• Committee will make final recommendations to state leadership
Core to College Project Update May 2014
Higher education agreement
Strengthen 12th Grade “Launch Year”
Communications campaign
Policy recommendations re use of SBAC
6 local partnership grants
Transition courses
Faculty network“
Real Learning for Real Life”
Case for Supporting Standards
• Anchored in college and career readiness expectations
• Framework for meaningful K-16 “alignment”
• Opportunity to address equity issues in college preparation and readiness
Case for Incorporating Smarter Balanced Assessment into
Placement Process
• Improvement over existing tools (cost, item variety and range, …)
• Transparency and ownership
• Opportunity to create incentive for more students to get “college-ready” in high school
Core to College Smarter Balanced
Process
System policy work group (Fall 2013-Winter 2014)
Cross-sector summit gathering (Fall 2014)
Confirm SB participation commitment (Fall 2014- January 2015)
Develop specific
proposal for SB use in higher
education
Review and decide on proposal
Showcase local school/
college partnerships
System group and institutional review (Spring 2014)
Proposed Agreement: MathSB Score Level on the 11th Grade Assessment
Placement Options Available Based on Score
For students scoring at level 4…
Any entry college-level math course through pre-calculus I
For students scoring at level 3…
An entry college-level terminal math course not on the calculus pathway
An entry-level calculus pathway math course, contingent on a B or better in a calculus pathway class in the senior year of high school
For students scoring at level 2…
An entry college-level terminal math course not on the calculus pathway, contingent on a B or better in the statewide math college readiness/transition course
For students scoring at level 1…
Additional placement information, determined by local institutional processes (transcript, high school GPA, additional testing, etc.), needed for all entry-level courses
Proposed Agreement: EnglishSB Score Level on the 11th Grade Assessment
Placement Options Available Based on Score
For students scoring at level 4…
An entry college-level English course (including but not limited to English Composition or its equivalent)
For students scoring at level 3…
An entry college-level English course (including but not limited to English Composition or its equivalent)
For students scoring at level 2…
An entry college-level English course (including but not limited to English Composition or its equivalent), contingent on a B or better in a statewide English senior year college readiness/transition course or through local institutional processes (transcript, high school GPA, additional testing, etc.)
For students scoring at level 1…
Additional placement information, determined by local institutional processes (transcript, high school GPA, additional testing, etc.), needed for all entry-level courses
Class of 2016
Take SB spring 2015
Enter higher education fall 2016
Class of 2017
Take SB spring 2016
Enter higher education fall 2017
Class of 2018
Take SB spring 2017
Enter higher education fall 2018
3-Year Agreement Timeframe
Review agreement in winter 2018 and consider revision/renewal for class of 2019
Key Points about the Agreement
What It Does• Supports
implementation of Common Core
• Provides motivation for some students to improve readiness for college
• Complements system efforts toward multiple, alternative placement measures
What It Doesn’t Do • Replace or address
directly issues with current placement tests
• Apply to admissions decisions
• Extend beyond Class of 2018 without review process based on performance data
Timetable for WA Transition Courses
2015-16 academic yearCourses available at scale across the state
2014-15 academic yearOffer pilot courses in selected districts Evaluate and refine course materials
Summer 2014Refine and adapt instructional resources Provide professional development for teacher teams
2013-14 academic yearSupport teacher-led course design work Produce working model course maps
Current Faculty Recruitment Efforts
• 5-6 people each, math & English• Contact Bill Moore by May 16
Smarter Balanced In-Person Panel
• Anyone who’s interested• Register here by September 19
Smarter Balanced Distributed Panel
Process
• Anyone who’s interested (especially if local school district is involved)
• Contact Bill Moore for details
Transition Course Review/Partnerships
Questions?
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