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CCSS Assessment Implementation in Washington State May, 2012.

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Presentation on theme: "CCSS Assessment Implementation in Washington State May, 2012."— Presentation transcript:

1 CCSS Assessment Implementation in Washington State May, 2012

2 Statewide Assessment Landscape and Update New Assessment System for CCSS: What we know so far 5/29/122

3 The Assessment Challenge How do we get from here? All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness...and what can an assessment system do to help? 5/29/123

4 Next Generation Assessments More rigorous tests measuring student progress toward college and career readiness Have common, comparable scores across member states, and across consortia Provide achievement and growth information to help make better educational decisions and professional development opportunities Assess all students, except those with significant cognitive disabilities Administer online, with timely results Use multiple measures Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp /29/124

5 A National Consortium of States 28 states representing 44% of K-12 students 21 governing, 7 advisory states Washington state is fiscal agent 5/29/125

6 A Balanced Assessment System: ELA and Math --Grades 3-8 and High School 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 5/29/126

7 Addressing State Concerns PARCC and Smarter developing technology assessment tool to identify infrastructure gaps Paper/pencil option locally available during a 3-year transition 12-week administration window reduces pressure on computer labs Technology Compatibility Developing a business plan for post-2014 Seeking additional funding for ongoing support Member states will be actively involved in determining the future of the Consortium Long-term Governance Common protocols for item development: accessibility, language/cultural sensitivity, construct irrelevant variance Common accommodation and translation protocols Adoption of best practices On average, Smarter states pay $31 per student for current assessments Third-party cost estimate for Smarter Balanced: Summative assessment $19.81/ student; Optional interim assessments $7.50/ student Cost Common, interoperable, open-source software accommodates state-level assessment options Test-builder tool available to use interim item pool for end-of-course tests 5/29/127

8 Using Computer Adaptive Technology for Summative and Interim Assessments Turnaround in weeks compared to months today Faster results Fewer questions compared to fixed form tests Shorter test length Provides accurate measurements of student growth over time Increased precision Item difficulty based on student responses Tailored to student ability Larger item banks mean that not all students receive the same questions Greater security GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP) Mature technology 5/29/128

9 A Balanced Assessment System 5/29/129

10 Grades Supported Through Smarter Balanced GradesSummativeInterim (Optional) Formative Tools and Professional Learning (Optional) 1-2 Performance Tasks as Required to Cover CCSS EOC and Comprehensive EOC and Comprehensive Optional EOC and Comprehensive /29/12

11 11

12 Assessment Claims for English Language Arts/Literacy Total English language arts/literacy (Grades 3–8) Students can demonstrate progress toward college and career readiness in English language arts and literacy. Total English language arts/literacy (High School) Students can demonstrate college and career readiness in English language arts and literacy. Reading Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Writing Students can produce effective and well-grounded writing for a range of purposes and audiences. Speaking and Listening Students can employ effective speaking and listening skills for a range of purposes and audiences. Research/Inquiry Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. 5/29/1212

13 Summative Assessment Focused on being on track for college and career readiness Built on technology we can all trust Incorporates the expertise of multiple states and vendors Rigorous Based on deliberative approach so that meaning of the results is clear Incorporates tools into the system that provide access to all students Universal Design Helps understand what is working within and across states Allows districts to connect with each other across state lines Supports variety of growth and accountability models Provides Data for Policy Decisions 5/29/1213

14 Time and format Summative, ELA and Math (last 12 weeks of year): Computer Adaptive Testing Selected response (MC), Constructed Response (open-ended), Technology enhanced (e.g., drag and drop, video clips, limited web- interface) Shorter option for states (~3 hours ELA, ~2 hours Math) Scale score on comprehensive test (met/not met determination) Longer option for states (~5 hours ELA, ~3 hours Math) Able to report data on claims for individual students Performance Tasks (like our CBAs) Up to 2 per content area in grades 3-8 Up to 6 per content area in High School 5/29/1214

15 Interim Assessment Optional for states Non-secure Flexible Teachers can match assessments with scope and sequence Teachers can review student responses Teachers can score student responses Supports Proficiency Based Instruction Includes full range of item types Uses the same scale as the Summative Assessment Includes performance assessments Authentic Measures 5/29/1215

16 Time and format Interim assessments Can be used as often as needed Can be customized by districts/schools To focus on selected strands To clone summative test Will use Computer Adaptive Technology Released items from summative item bank 5/29/1216

17 Formative Assessment Optional for states Non-secure Improves Instruction Access to the best resources available without re-inventing the wheel Pooled Resources 5/29/1217

18 How can teachers volunteer for item writing? How can schools volunteer for limited pilot? Will everyone have to participate in the field test? What retake opportunities will there be? Mandatory testing schedule? Will translations be available? What tools will be allowed (e.g., calculator, highlighter, thesaurus)? What accommodations will be allowed? 5/29/1218 Still to be worked out: System Development and Implementation Details

19 What technology infrastructure will be required (survey for districts coming this spring)? What if there are not enough computers? What will parent and classroom reports look like? What happens to the Smarter Balanced Consortium at the end of the grant (Oct 2014)? 5/29/1219

20 Smarter Balanced Timeline Formative Processes, Tools, and Practices Development Begins Writing and Review of Pilot Items/Tasks (including Cognitive Labs and Small-Scale Trials) Field Testing of Summative and Interim Items/Tasks Conducted 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 Common Core State Standards Adopted by All Member States Summative Master Work Plan Developed and Work Groups Launched 5/29/1220

21 Washingtons Smarter Involvement… OSPI staff involved in workgroups Including Higher Education representative Widespread Input on Item Specifications (March 2012) District Input on Current Technology Capacity and Infrastructure (Spring 2012) – Survey Teachers from all states involved in focus groups and item writing (Spring / Summer 2012) Limited pilot in and Comprehensive field test in /29/1221

22 Washingtons Testing System Transition Current Testing System Reading and Math: Grades 3–8 and 10 Writing: Grades 4, 7, 10 Science: Grades 5, 8, 10 SBAC/CCSS Testing System English/Language Arts and Math: Grade 3–8 and 11* Science exams (grades 3, 8, high school) are required under ESEA but are not included in SBAC * 11 th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance). () 5/29/1222

23 Will 11 th grade exam be used for graduation (exit exam) in Washington? If these exams are our exit exams what will the CAA options be? Will the Summative SBAC test replace our End of Course exams or will SBAC have End of Course exams too? How will Washingtons science tests mesh with these tests? 5/29/1223 Still to be worked out: Washingtons Policy Discussion…

24 5/29/1224 How to Find Out More: www. www. OSPI Contact:

25 5/29/1225 Zip files with ELA and Math Item Specifications and Sample Student Tasks -balanced-assessments/

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