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Measuring the Common Core Standards Models for engaging postsecondary in student readiness for college and careers.

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Presentation on theme: "Measuring the Common Core Standards Models for engaging postsecondary in student readiness for college and careers."— Presentation transcript:

1 Measuring the Common Core Standards Models for engaging postsecondary in student readiness for college and careers

2 The Partnership for Assessment of Readiness for College and Career PARCC states have committed to building a K-12 assessment system that: Builds a pathway to college and career readiness for all students, Creates high-quality assessments that measure the full range of the Common Core State Standards, Supports educators in the classroom, Makes better use of technology in assessments, and Advances accountability at all levels.

3 The PARCC States (2012)

4 Assessment Design: English Language Arts/Literacy and Mathematics, Grades 3-11 End-of-Year Assessment (EOY) 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 Non-summative 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

5 Goal #2: Build a Pathway to College and Career Readiness for All Students K-23-8High School K-2 formative assessment being developed, 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: 12 th -grade bridge courses PD for educators

6 PARCC Assessment Higher Education Context PARCC is coordinating with state postsecondary leaders in each state to work with higher education systems for the development and implementation of PARCC college and career ready high school assessments. The goal of these culminating assessments will be to indicate whether high school students are prepared for entry-level, credit-bearing coursework in English language arts and mathematics without the need for remediation. PARCC assessments may eliminate the need for separate evaluations for placement into college coursework for students transitioning directly from high school into college. Students who do not meet readiness/proficiency benchmarks will receive supports and interventions to address these needs before they enter the first year of college.

7 College- and Career- Readiness Determination (CCRD) Common benchmark to define academic preparation necessary for college and career readiness. Students who achieve at the CCR level on the high school assessments will be able to enter directly into entry-level, credit-bearing courses with a high probability of successfully completing the course (with c or better) PARCC recognizes that academic preparation is only one part of students’ readiness for college and career.

8 PARCC Timeline SY Development begins SY First year pilot/field testing and related research and data collection SY Second year pilot/field testing and related research and data collection SY Full administration of PARCC assessments SY Launch and design phase Summer 2015 Set achievement levels, including college-ready performance levels

9 SMARTER BALANCED And Higher Education

10 A National Consortium of States 25 states Green states are governing states Washington state is fiscal agent

11 The Purpose of the Consortium To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that......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 school year]

12 A Balanced Assessment System 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 Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction

13 Summative Assessment: Two-pronged Approach Computer Adaptive Test Assesses the full range of Common Core in English language arts 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 constructed 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 and mathematics assessments Applicable in all grades being assessed Evaluated by teachers using consistent scoring rubrics.

14 Assessment Development Timeline Formative Processes, Tools, and Practices Development Begins Writing and Review of Pilot Items/Tasks (Cognitive Labs and Small-Scale Trials) Field Testing of Summative and Interim Items/Tasks Content and Item Specifications Development Pilot Testing of Summative and Interim Items/Tasks Conducted Preliminary Achievement Standards (Summative) Proposed and Other Policy Definitions Adopted Operational Summative Assessment Administered Procurement Plan Developed Writing and Review of Field Test Items/Tasks (throughout the school year) Writing and Review of Field Test Items/Tasks (throughout the school year) Final Achievement Standards (Summative) Verified and Adopted Summative Master Work Plan Developed & Work Groups Launched

15 Reaching the Goal: Expectations of Higher Education What is Expected Participation in assessment design Lead role in standard- setting for 11 th grade assessment Agreement on performance standards for placement in most common entry-level, credit- bearing math and English courses (College Algebra and Freshman Composition) What is NOT Expected Use of Smarter Balanced assessment for admission Standardization of admission criteria or standards Standardization of curricula Complete reliance on the Smarter Balanced assessment for placement decisions (other data points and assessments may be used)

16  Developing business plan for post-2014 and seeking additional funding for ongoing support  States actively involved in determining future of Smarter Balanced Addressing Higher Education Concerns  PARCC and Smarter Balanced working together to ensure that proficiency standards and data will be comparable and portable. Comparability Relevance Stability  Computer adaptive technology and performance tasks.  Common protocols for item development: accessibility, language/cultural sensitivity, accommodations, etc. Quality  Data to support tailored instruction for students not on track to college/career readiness. Utility  Higher education faculty involved in assessment design to ensure that the assessments are true to Common Core standards and higher education expectations.

17 Higher Education Engagement Structure Higher Education Leads State’s primary higher education representative Communication node for state Work with K-12 State Leads, Common Core implementation committees One Lead serves on Executive Committee Regional Senior Consultants Advise regional clusters of states Present on Smarter Balanced at key state meetings Listen and communicate back issues Provide implementation advice Director Coordination and communication Identify concerns, work toward resolution Represent consortium at national higher education gatherings Convene leads by phone and in person Advisory Committee Advise director on issues and strategy Composed of Executive Committee higher education reps, regional senior consultants, and other higher education leaders

18 Resources Smarter Balanced Assessment – Partnership for Assessment of Readiness for College and Career – Massachusetts Engagement team model- Common Core State Standards –


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