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CDE ASSESSMENT RECOMMENDATIONS January 29, 2013. CDE’s Assessment Recommendations.

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Presentation on theme: "CDE ASSESSMENT RECOMMENDATIONS January 29, 2013. CDE’s Assessment Recommendations."— Presentation transcript:


2 CDE’s Assessment Recommendations

3 Recommendation #1  Suspend all STAR tests not federally required or used for EAP & adjust API.  Tests to continue:  CST/CMA/CAPA in ELA and Math in Gr. 3-8  CST/CMA/CAPA in Science in Gr. 5, 8, 10  CAPA in ELA and Math in Gr. 10  Grade 11 CST in ELA  CST Algebra 2  CST HS Summative Math

4 Recommendation 1Assessment Suspended

5 Grade by Grade Comparison Current to Proposed Testing

6 Recommendation #2  In 2014-15, fully implement Smarter Balanced ELA and Math assessments: Gr. 3- 8, 11.  Paper/pencil option available for 3 years.  If SBAC develops additional assessments for high school, these should be made available to LEAs for local use.  Replaces CSTs and CMA.

7 Recommendations Timeline

8 Recommendation #3  Use Gr. 11 SBAC ELA and Math assessments as indicator of college readiness (instead of CST/EAP).

9 Recommendation #4  Develop and administer science assessments aligned to Next Generation Science Standards (NGSS), when adopted.  State Board is scheduled to review & adopt NGSS in November 2013.  Test item types would be consistent with SBAC assessments: short and extended constructed- response and performance tasks.  Grades to be tested: Gr. 5, 8, and once in 10-12 (federal requirement). Consider using end-of-course assessment as a possible way to meet high school requirement.

10 Recommendation #5  Develop or use multistate consortia alternative assessments  Audience: students with severe cognitive disabilities (current CAPA students)  Subjects: ELA, Math, Science  Grade levels:  3-8, 11 for ELA & Math;  5, 8, and once in 10-12 for Science

11 Recommendation #6  Determine need and purpose of assessments in other languages  Timeline: after SBAC is operational  Reason: SBAC will contain primary language supports and accommodations for English Learners

12 Recommendation #7 (Part A)  Assess the full curriculum using assessments that model high-quality teaching and learning activities.  “Over the next several years, consult with stakeholders and subject matter experts to develop a plan for assessing grade levels and curricular areas beyond those required by ESEA in a manner that models high- quality teaching and learning activities.”

13 Recommendation #7 (Part B)  Areas for consideration:  Visual and Performing Arts  World Languages  Technology  Science  History/Social Science  Variety of Assessment Options to Assess Efficiently  Computer-based tests (with possible matrix sampling)  Locally-scored performance tasks  Portfolios

14 Recommendation #7 (Part C)  Explore use of a state assessment calendar that would schedule the assessment of non-ESEA required subjects over several years.  Release a sample of items to encourage the use of rubrics and related material in professional development activities.

15 Recommendation #8  Invest in Interim, Diagnostic, and Formative Tools  Create a state-approved list of Gr. 2 diagnostic assessments for ELA & math use Voluntary for LEAs Purchase locally  State should acquire SBAC interim item bank and formative tools to allow complete access for all public schools (Gr. 3-8, 11) Not a mandate No data collection at the state level May extend beyond Gr. 11 in high school

16 Recommendation #9  Consider alternatives to CAHSEE:  Use of SBAC ELA and Math high school assessments  PSAT, SAT, ACT or AP in conjunction with state- administered assessments  Successful completion of specific courses (yet to be defined)  Relevant end-of-course assessments that may be developed in the future  Matriculation exams, if developed (see Recommendation #10)

17 Recommendation #10 (Part A)  Explore the Possible Use of Matriculation Exams  Already in use in numerous counties to assess knowledge and skills for entrance into college, career, and/or upper high school levels.  Matriculation Exams can provide students with evidence of their requisite skills for prospective colleges or employers.

18 Recommendation #10 (Part B)  Concept introduced in CA by Bonilla AB 2001 in 2011-12 legislative session:  “A plan to bring together elem./secondary school policy leaders, the community colleges, CSU, UC, private colleges and universities, and postsecondary career technical and vocational programs to develop criteria and create non-punitive pathways in which assessments taken by middle and high school students are aligned with college and career readiness and may be recognized as one of a number of multiple measures for entry into college, placement in college- level courses, and career training.”

19 Recommendation #11  Conduct Comparability Studies to link performance on the STAR assessments with performance on SBAC.  Would require a representative sample of students to take both tests at approximately the same time in the same school year.  Comparability studies are proposed for only one year: 2013-14 (although not stated in report) which is the year prior to the formal start of SBAC.

20 Recommendation #12  Maintain a Continuous Cycle of Improvement of the Assessment System  Ongoing collection of data and information to evaluate aspects that are working as intended and aspects that need to be reviewed and improved  Provide for periodic independent evaluations of the assessment system to ensure system remains relevant and valid.

21 Areas Not Included in Recommendations  Grade 2 Summative Testing  Grade 2 Interim Assessments  SBAC Interim Assessments and Formative Tools (R/LA and Math) for Gr. 9-10

22 CDE’s Next Steps  Implementation timeline and budget – within the next couple of weeks  Briefings with legislators, leaders, legislative staff members  Hearings/debates  Consulting with stakeholders as assessments are built in other subject areas (to create a plan for legislators on an assessment system)  Testing suspension (Recommendation 1) is the most urgent

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