Presentation on theme: "Briefing on the Smarter Balanced Assessment Consortium ACTE Vision2013 Las Vegas, NVDec. 7, 2013 Joe Willhoft Executive Director."— Presentation transcript:
Briefing on the Smarter Balanced Assessment Consortium ACTE Vision2013 Las Vegas, NVDec. 7, 2013 Joe Willhoft Executive Director
Smarter Balanced Assessment System Overview
“Not just another test”…Smarter Balanced is being built by states for states Connecting learning to life after high school – career or college Providing meaningful information to guide student growth Preparing students for a changing world Keeping educators in the driver’s seat Supporting teachers with a practical suite of resources
26 member states and territories representing 39% of K-12 students 23 Governing States, 2 Advisory States, 1 Affiliate Member Washington state is fiscal agent WestEd provides project management services A State-led Assessment Consortium 3
Future affiliation with the Graduate School of Education and Information Studies at UCLA A State-led Assessment Consortium: Sustainability for and Beyond 4
Improving Teaching & Learning 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 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: Supporting classroom-based assessments to improve instruction 5
Summative Assessments for Accountability Built on solid technology Coverage of full breadth/depth of Common Core Precise assessment of all students Computer Adaptive Testing (CAT) Portion Deeper learning with thematic and scenario-based tasks Real-world problems aligned to Common Core PT and CAT scores are combined for an overall score Performance Task (PT) Portion High School: Readiness for credit-earning coursework Benchmarked to NAEP, PISA, other measures Responsive turnaround time on reports Meaningful, Useful Reporting ✔ 6
Interim Assessments to Signal Improvement Non-Secure Flexible timing and frequency Menu-driven, user-designed assessments Flexible and Open Includes full range of item types On the same scale as the Summative Assessment Includes performance assessments Authentic Measures Matching assessments with scope and sequence Teachers can review student responses Teachers can score student responses Supports Proficiency Based Instruction ✔ 7
Formative Tools for Classroom- Based Assessment Practices Tools/materials for Classroom-based Assessments Fully aligned to Common Core State Standards Tools to evaluate publishers’ tests Improving Instruction Consortium-wide access to high-quality resources Across-state collaboration on special projects Professional social networking (Web-based PLCs) Useful for in-service and pre-service development Pooling Resources ✔ 8
A Balanced Assessment System School Year Last 12 weeks of the 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; Teacher collaboration tools; Evaluation of publishers’ assessments. English Language Arts/Literacy and Mathematics, Grades 3-8 and High School Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions. PERFORMANCE TASKS ELA/Literacy Mathematics Re-take option COMPUTER ADAPTIVE TESTS ELA/Literacy Mathematics Optional Interim Assessment Optional Interim Assessment 9
Overall Claim for Grades 3-8 Overall ELA/Literacy Score Reading Writing Listening Research/Inquiry Individual Score Reports for Grades 3-8 and 11 Overall Mathematics Score Concepts & Procedures Problem Solving/Modeling & Data Analysis Communicating Reasoning Student Scores for ELA/LiteracyStudent Scores for Mathematics 10
Smarter Balanced Uses and Purposes of the Assessments
Purposes and Users for the Summative Assessments Grades TestedPurposeUser 3-8 and 11School/District/State Accountability Federal ESEA/NCLB 11 Student Readiness for Credit- bearing College Coursework Higher Ed. Institutions 9, 10, 12 State Designed End-of-Course, Graduation Requirements, etc. State Option 3-8 and 11Teacher/Principal Accountability State/District Option 12
College Content Readiness at Gr. 11 ELA Students who perform at the College Content-Ready level in English language arts/literacy demonstrate reading, writing, listening, and research skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable, credit bearing English and composition courses. MATHEMATICS Students who perform at the College Content-Ready level in mathematics demonstrate foundational mathematical knowledge and quantitative reasoning skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable, credit- bearing mathematics and statistics courses. 13
Career Readiness Task Force: Charge Approved by Executive Committee Review available models Develop recommendations that describe performance on Smarter Balanced assessments in relation to academic readiness for postsecondary career education and training Recommendations will be revised based on feedback from member states, the Technical Advisory Committee, and the general public prior to a vote by Governing States.
Task Force Composition 15 members. Representatives from K-12, higher education, and the business community. Individuals with expertise in career and technical education. Additional experts will be invited to advise the task force.
Task Force Roster PatrickAinsworth Former Assistant Superintendent and Director, Career, and College Transition Division California Department of EducationCA KimberlyGreenExecutive Director National Association of State Directors of Career Technical Education Consortium Robert “Butch”Grove Associate Vice President for Creativity, Sustainability and College Improvement Wake Technical Community CollegeNC BernadetteHowardState Director for Career and Technical EducationUniversity of HawaiiHI KimberlyJoyceAssociate Vice President of Academic AffairsDelaware Technical Community CollegeDE ColeenKeffelerCTE CoordinatorMeade 46-1 School DistrictSD DanLaraDean of Business, Applied Technology, and IndustryLinn-Benton Community CollegeOR AliceMadsen Dean of Instruction for Professional and Technical Education Highline Community CollegeWA CliffordMcClain Coordinator and Associate Professor, Career & Technical and Postsecondary Education University of Nevada Las VegasNV VeraMcCrink Associate Administrator, Division of Professional- Technical Education State of IdahoID CrisMcCulloughDean of Policy Alignment and Outreach California Community Colleges Chancellor's Office CA NigelNorton Career and Technical Education/Career & Education Development Specialist Maine Department of EducationME ScottOckenAcademic Dean, Industry and TechnologyDes Moines Area Community CollegeIA Carol Perry Executive Dean/Dean of Liberal Arts & Human Services Mountwest Community & Technical CollegeWV NiveaTorresInterim SuperintendentConnecticut Technical High School SystemCT TeriWigertDirector of Support Systems and ResourcesWyoming Department of EducationWY
Defining Career Readiness Recognition that “college ready” and “career ready” are not equivalent. Few if any “career” occupations (that pay a family-sustaining wage and offer avenues for advancement) can be entered without some amount of postsecondary education and training. Career readiness is a multi-faceted construct that includes a continuum of academic preparation for a wide array of postsecondary career education and training options. Acknowledgement that Smarter Balanced can only address academic readiness in English and math for further education and training (could range from short-term on the job training to graduate education, depending on occupation a student chooses to pursue).
Problem: Describing the Link between Smarter Balanced Assessments and Career Readiness Solution: Career Readiness Frameworks Frameworks illustrate for exemplar occupations within 16 Career Clusters the types of further education and training that students at each Smarter Balanced achievement level would be currently qualified to pursue (and–by showing all the levels–the broader set of postsecondary options that become available as performance improves). States could choose to use frameworks as-is or to adjust them based on the high-demand fields in their economy, the way they have organized career fields within their own CTE curricula, local career requirements or other factors. Recommend that states establish a group composed of representatives from K-12, higher education, business and industry, and labor to review and customize the framework. The customized state framework could be linked to student score reports, state career exploration and planning resources, O*Net career information, and postsecondary programs.
Additional Recommendations The primary purpose of the frameworks is to provide students and parents with information to help them interpret the meaning of student scores. The Task Force drafted language to help users understand the utility and limits of the information provided. These statements address the following topics: –Nature and limitations of the framework and occupation exemplars. –Description of broader career readiness construct and need for multiple measures to understand the extent to which students are “career ready.” –Reminder that Smarter Balanced only measures English and math knowledge and skills as defined by Common Core. –Reminder to students and parents that scores represent performance at a particular point in time and that advancement is always possible. To facilitate student career planning while avoiding the appearance of tracking, the Task Force recommends that information on postsecondary career options should only be displayed at Grade 8 and in high school.
Next Steps Presentations to State Leads December 4 & 10 Release for State Review/Comment December 13 State Review/Comments Due January 24 Revisions Completed February 7 Release for Public Review/Comment [Webinar(s) for stakeholder groups] February 10 Public Review/Comments Close March 21 Revisions Completed April 4 Final Pre-vote Version Released to States for Review/Discussion April 7 State Vote at Collaboration Conference April 29
Smarter Balanced Getting Ready for the Tests
Major Milestones in Development of Summative Assessments Cognitive Labs Apr – Aug 2012 Small Scale Trials Mar – Nov 2012 Pilot Testing Feb – May 2013 Field Test Mar – June 2014 Deploy For Operational Use Sep 2014 ✔ ✔ ✔ Early Q.C. of items & software; no student results Full system run-through; Establish performance standards; some results 22
2014 Field Testing March - June 2014 Sampling about 20% of students in Consortium Purpose: Evaluate items and tasks for Smarter Balanced pool… Statistical data analysis of 20,000+ items Divide items/tasks into secure (summative) pool and open (interim) pool Conduct standard setting for different performance levels (“cut scores”) US Dept. of Ed flexibility to avoid double testing 23
Estimated Testing Times for 2014 Field Test and 2015 Operational Assessment 24 Test TypeGradesCAT Perf. Task OnlyTotal Class ActivityTotal English Language Arts 3-51:302:003:30:304: :302:003:30:304:00 112:00 4:00:304:30 Mathematics 3-51:301:002:30:303: :001:003:00:303:30 112:001:303:30:304:00 COMBINED 3-53:00 6:001:007: :303:006:301:007:30 114:003:307:301:008:30 Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table.
Technology Requirements: Responding to School Needs Smarter states have established standards for new and existing hardware Online “Readiness Tool” –Schools and districts can evaluate technology readiness Schools do NOT need one-to-one computers –Illustrative example: A 600-student school can be supported by a single 30-computer lab –Smarter Balanced Readiness Calculator at: Pencil-and-paper option available for three-year transition period 25
Guidelines for NEW Technology Is Posted on Website Minimum for New Hardware Processor SpeedRAM Available Memory/StorageResolution Display Size 1.0 GHz1 GB 1024x768 10” Class Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications -- and are able to be “locked down”. Operating Systems Windows 7 Mac 10.7 Linux (Ubuntu 11.10; Fedora 16) Chrome Apple iOS 6 Android 4.0 (v1.0 Apr. 2012) 26
Setting Performance Standards Setting standards for four Performance Levels at each grade September 2014, using Field Test data Grade-level panels of 30 per content area recommend cut scores –At least two representatives from each Governing State on each grade level panel Concurrent “crowd-sourced” recommendations from the field Recommendations presented to chiefs for approval in late September
Take a Peek Under the Hood… The Smarter Balanced Practice Test Shows item types and tools/features Now available; Released May 29 Expanded features being released over the summer/fall 30
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