1Smarter Balanced Assessment & Higher Education Overview and Consortium Proposal under ConsiderationWinter 2013Bill Moore, SBCTCCore to College Alignment DirectorFor more information about Smarter Balanced work described in these slides, see
2Common Core State Standards Clear, consistent, rigorous standards in English language arts/literacy and mathematicsKnowledge and skills needed for college and career successDeveloped voluntarily and cooperatively by states with input from teachers and college facultyWhat is Smarter Balanced?A consortium of 25 states working together to build next-generation formative, interim and summative assessments for K-12 schools tied to the Common Core State Standards in English language arts/literacy and mathematics.Funding from the federal Race to the Top Assessment grant (~$175M) and foundations (~$3M).Governed by member states on a consensus model.Source:
3Major Shifts in the CCSS: “Fewer, Higher, Clearer, Deeper” MATHFocus: strongly where the standards focusCoherence: Think across grades and link to major topics within gradesRigor: Require conceptual understanding, fluency, and applicationELABuilding content knowledge through content-rich nonfictionReading, writing, and speaking grounded in evidence from text, both literary and informationalRegular practice with complex text and its academic languageResearch has consistently shown that the single most powerful predictor of student success in college is the rigor of academic preparation.
4Smarter Balanced Assessment Consortium 25 states (21 governing, 4 advisory)K-12 & Higher Education Leads in each stateWashington state is the fiscal agent for the Consortium
5A Balanced Assessment System Summative assessmentsBenchmarked to college and career readinessTeachers and schools have information and tools they need to improve teaching and learningCommon Core State Standards specifyK-12 expectations for college and career readinessAll students leave high school college and career readyTeacher resources forformative assessment practicesto improve instructionInterim assessments Flexible, open, used for actionable feedback
6Summative Assessment: Two-pronged Approach Computer Adaptive TestAssesses 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 readinessIncludes a variety of question types: selected response, short constructed response, extended construction response, technology enhancedPerformance TasksExtended projects demonstrate real-world writing and analytical skillsMay include online research, group projects, presentationsRequire 1 to 2 class periods to completeIncluded in both English language arts/literacy and mathematics assessmentsApplicable in all grades being assessedEvaluated by teachers using consistent scoring rubrics
7Advantages to Higher Education Better prepared entry-level college students will:Allow faculty to teach more rigorous and creative courses;Reduce the need for remediation, freeing up resources for reallocation;Shorten time-to-degree;Improve college persistence and completion rates, as well as cost to students.
8Higher Education’s Involvement Matters Involvement of higher education will influence:Definitions of college and career readinessChanges in high school curricula and teachingStructure and content of the new assessments12th grade interventions for students who need to address deficiencies, course schedules for students who are on track, and accelerated options for advanced students.
9Reaching the Goal: Expectations of Higher Education What is ExpectedParticipate in assessment designLead work in defining college readiness and standard-setting for 11th grade assessmentRecognize the 11th grade assessment as a valid measure of college-readiness as defined by the Common Core State StandardsAgree on performance standards for exemption from remediation in English and math and use the 11th grade assessment as evidence that students are ready for credit-bearing course work without remediationWhat is NOT ExpectedUse of Smarter Balanced assessment for admissionStandardization of admission criteria or standardsStandardization of developmental or first-year curriculaComplete reliance on the Smarter Balanced assessment for placement decisions (other data points and assessments may be used)
10College Content Readiness Definitions English language arts/literacyStudents who perform at the College Content-ready level in English language arts/literacy demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable credit-bearing English and composition courses. These students also demonstrate reading, writing, listening, and research skills necessary for introductory courses in a variety of disciplines.MathematicsStudents who perform at the College Content-Ready Level in mathematics demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable credit-bearing mathematics or statistics courses. These students also demonstrate quantitative reasoning skills necessary for introductory courses in a variety of disciplines.Key points: content readiness onlyreadiness, not successtransferableexemption from remediation, not placementHow well does the language in these definitions articulate what it means to be ready for the English language arts and math expectations students will encounter in entry college-level courses?
11Smarter Balanced Policy Achievement Level Descriptors The Level 1 student demonstrates minimal command of the knowledge and skills associated with college and career readiness.The Level 2 student demonstrates partial command of the knowledge and skills associated with college and career readiness.The Level 3 student demonstrates sufficient command of the knowledge and skills associated with college and career readiness.The Level 4 student demonstrates deep command of the knowledge and skills associated with college and career readiness.These are the Policy ALDs based on the overall claim for grade 11. The policy ALDs for Grades 3-8 are similar30 K-12 panelists, All governing states represented21 higher education (HE) panelists, All but one governing state represented (NH did not submit a nominee)--tried to balance district type & %FRLMore than 80 percent of panelists agreed that: 1) The process would results in valid ALDs and 2) They supported the rigor of the ALDsCollege Readiness Threshold
12College Readiness Policy Framework Smarter Balanced LevelCollegeContent-ReadinessImplications for Grade 12 and College Placement4: Demonstrates deep command of the knowledge and skills associated with college and career readiness.Student is exempt from developmental course work.States/districts/colleges may offer advanced courses (such as AP, IB, or dual enrollment) for these students.Colleges may evaluate additional data (courses completed, grades, placement test scores, etc.) to determine student placement in advanced courses beyond the initial entry-level course.3: Demonstrates sufficient command of the knowledge and skills associated with college and career readiness.Student is exempt from developmental course work, contingent on evidence of continued learning in Grade 12.Within each state, higher education and K-12 determine appropriate evidence of continued learning (such as test scores or course grades).What questions or issues, if any, do you have regarding the proposed implications noted above for students scoring at Level 3 or Level 4 on the 11th grade Smarter Balanced assessment?