1. Common Standards and Common Assessments American Diploma Project Network Annual Meeting: September 2009

2. 2 AMERICAN DIPLOMA PROJECT NETWORK 2 ADP Assessment Consortium Arkansas, Indiana, Kentucky, Maryland, Massachusetts, New Jersey, Ohio, Pennsylvania, Rhode Island Ohio acted as “ lead state ” in unprecedented multi-state procurement arrangement Pearson awarded contract in 2007 with addition of Algebra I in 2008 Since the consortium began, six additional states have joined: Arizona, Florida, Hawaii, Minnesota, North Carolina, and Washington. More states are expressing interest in the exam and joining the consortium … In summer 2006, nine states issued RFP for the development of an Algebra II EOC Exam:

3. 3 AMERICAN DIPLOMA PROJECT NETWORK 3 3 n State-led initiative—led by K-12 chiefs and Governors seeking a common measure at the upper end of high school n States worked together to agree on test content and design specifications based on ADP benchmarks, state standards l Mix of item types (30% of points from extended response items) l Mix of calculator/non-calculator l Core test with modules to extend content, allow variation l Common cut scores n Achieve: convening, quality control, leadership on standard setting, reporting cross-state results n Pearson: test development and administration, critical research, innovative standard setting design The Creation of the ADP Exams

4. 4 AMERICAN DIPLOMA PROJECT NETWORK Multiple purposes n Improve curriculum and instruction and ensure consistency of content and rigor n Enable states to compare results (and pool resources) across and within states n Indicate readiness for college credit bearing mathematics l All design and development activities involved two- and four-year post-secondary mathematics faculty and high school teachers

5. 5 AMERICAN DIPLOMA PROJECT NETWORK 5 5 State Uses of the Algebra II Exam n Most states are still in the process of developing and adopting policies for use of exam n Some states require students completing Algebra II course to take the exam l Arkansas l Hawaii l Indiana n No state is using the exam as high stakes graduation test n Many states are hoping exam will be used by postsecondary faculty as an indicator of readiness for credit bearing mathematics

6. 6 AMERICAN DIPLOMA PROJECT NETWORK 6 Example of College Ready HS Exam: CSU Early Assessment Program n Augments 11th grade standards based Algebra II exam with additional items to ensure alignment with CSU readiness standards n Students who score “ready” are exempt from taking placement exam as freshman if they enroll in CSU institution n Students with lower scores l Receive additional assistance in senior year l Take required placement exam as freshman

7. 7 AMERICAN DIPLOMA PROJECT NETWORK 7 Unique approach to setting cut scores Purpose: To set common performance levels based on evidence Three types of validity studies: l Concurrent studies—how does student performance on the Algebra II exam compare with other exams given in the high school to college transition? l Cross-sectional studies—what is the relationship between college students’ performance on the exam and their course grades? l Judgment studies—what kind of performance on the exam do college faculty expect? n Content alignment studies (international and state comparisons)

8. 8 AMERICAN DIPLOMA PROJECT NETWORK 8 8 Benefits of a Consortium n Quality n Efficiency /Cost Sharing n Interstate and Intrastate Comparison n Possibility of common tools/supports

9. 9 AMERICAN DIPLOMA PROJECT NETWORK Challenges n Agreement on content and design n State differences: l Testing windows, Testing modes, Test security, Test guidelines, Calculator policy for mathematics, Accommodations, Special forms required by law (Braille, large print, Spanish, etc.), Legal requirements (Procurement), etc n Meeting the various policy goals/multiple purposes n Gaining credibility with higher ed

10. 10 AMERICAN DIPLOMA PROJECT NETWORK Lessons learned n Common need not mean “lowest common denominator” n Opportunity for innovation – but tension about how far to stretch n Compromise is critical n Purpose of the exam is important to design/implementation n Leadership/political will/clear policy goals are key

11. 11 AMERICAN DIPLOMA PROJECT NETWORK Considerations – moving forward n Purposes need to drive test design n Balance between summative and interim assessments n Anchored in college and career readiness n Opportunity for Innovation n International benchmarking n Assessment as part of broader system of instructional tools/supports n Ownership & Governance

12. Common Standards and Common Assessments American Diploma Project Network Annual Meeting: September 2009