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Smarter Balanced Assessment & Higher Education

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Presentation on theme: "Smarter Balanced Assessment & Higher Education"— Presentation transcript:

1 Smarter Balanced Assessment & Higher Education
Overview and Consortium Proposal under Consideration Winter 2013 Bill Moore, SBCTC Core to College Alignment Director For more information about Smarter Balanced work described in these slides, see

2 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 What 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:

3 Major Shifts in the CCSS: “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 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 Research has consistently shown that the single most powerful predictor of student success in college is the rigor of academic preparation.

4 Smarter Balanced Assessment Consortium
25 states (21 governing, 4 advisory) K-12 & Higher Education Leads in each state Washington state is the fiscal agent for the Consortium

5 A Balanced Assessment System
Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

6 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

7 Advantages 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.

8 Higher Education’s Involvement Matters
Involvement of higher education will influence: Definitions of college and career readiness Changes in high school curricula and teaching Structure and content of the new assessments 12th grade interventions for students who need to address deficiencies, course schedules for students who are on track, and accelerated options for advanced students.

9 Reaching the Goal: Expectations of Higher Education
What is Expected Participate in assessment design Lead work in defining college readiness and standard-setting for 11th grade assessment Recognize the 11th grade assessment as a valid measure of college-readiness as defined by the Common Core State Standards Agree 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 remediation What is NOT Expected Use of Smarter Balanced assessment for admission Standardization of admission criteria or standards Standardization of developmental or first-year curricula Complete reliance on the Smarter Balanced assessment for placement decisions (other data points and assessments may be used)

10 College Content Readiness Definitions
English language arts/literacy Students 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. Mathematics Students 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 only readiness, not success transferable exemption from remediation, not placement How 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?

11 Smarter 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 similar 30 K-12 panelists, All governing states represented 21 higher education (HE) panelists, All but one governing state represented (NH did not submit a nominee) --tried to balance district type & %FRL More than 80 percent of panelists agreed that: 1) The process would results in valid ALDs and 2) They supported the rigor of the ALDs College Readiness Threshold

12 College Readiness Policy Framework
Smarter Balanced Level College Content-Readiness Implications for Grade 12 and College Placement 4: 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?


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