Achievement Level Descriptors & College Content-Readiness Webinar 1 November 15, 2012

Overview Overview of Achievement Level Descriptors (ALDs) The ALD-Writing Workshop –Who attended –Achievement Level Descriptors created Definition of College Content-Readiness The Draft Achievement Level Descriptors The Feedback Process

Overview of Achievement Level Descriptors

What are achievement level descriptors (ALDs)? Achievement (performance) levels –Aggregate students into groups based on test performance Achievement level descriptors define the types of knowledge, skills, and processes expected of or demonstrated by students in each level of achievement –ALDs have described either what students should be able to do or can do –ALDs inform stakeholders of how to interpret student test scores in relationship to the content standards –ALDs typically are used for standard setting or score reporting

What can ALDs become? ALDs define the intended interpretations of test scores –In the past, they have only informed standard setting and/or score interpretation In the future, Smarter Balanced will use ALDs for –test development –standard setting –score interpretation

Family of ALDs Policy ALDs Are broad statements that are utilized by high-level policy makers (e.g., state superintendent) Set tone and rigor for the assessment and for the Range, Threshold, and Reporting ALDs Range ALDs Describe expectations for whole of student performance in an achievement level Are specific to a grade and content area Are utilized by item writers or test developers Threshold ALDs Describe expectations for student performance at the entry point of an achievement level Are specific to a grade and content area Are used by standard setters Reporting ALDs Describe student performance at the entry point of an achievement level Are specific to a grade and content area Are used by stakeholders Are not part of this contract

ALDs and the Development Cycle Specific to a single grade content area General to all grade content areas Range ALD Advanced Range ALD Proficient Range ALD Basic Threshold ALD Just Advanced Threshold ALD Just Proficient Reporting ALD Just Advanced Reporting ALD Just Proficient Policy ALD Advanced Policy ALD Proficient Policy ALD Basic General Specific Test Development Standard Setting Score Reporting

Smarter Balanced Achievement Levels Smarter Balanced has four achievement levels –Intended alignment with PARCC & NAEP SmarterPARCCNAEP Lowest Level Highest Level 11Below Basic 22 & 3Basic 34Proficient 45Advanced  PARCC—Level 4 is college ready  Smarter Balanced – Level 3 is college content ready

Questions?

The ALD Writing Workshop

Oct 1–5, 2012 in Las Vegas, NV 30 K-12 panelists –All governing states represented 21 higher education (HE) panelists –All but one governing state represented

Workshop Overview Policy ALDs created College content readiness defined HE & K-12 represented Oct 1 Grade 11 ALDs created HE & K-12 represented Oct 2-3 Grades 3 – 8 ALDs created HE & K-12 represented Oct 4-5

Workshop Materials Policy ALDs Smarter Balanced overall claim Smarter Balanced specific content claims Range ALDs Smarter Balanced assessment targets Common Core State Standards Threshold ALDs Range ALDs

Workshop Feedback More than 80 percent of panelists agreed that –The process would results in valid ALDs –They supported the rigor of the ALDs

College Content Readiness

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.

College Readiness Policy Framework LevelPolicy ALD College Content- Readiness Implications for Grade 12 and College Placement Four 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. Three 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). 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.

College Readiness Policy Framework LevelPolicy ALD College Content- Readiness Implications for Grade 12 and College Placement Two Demonstrates partial command of the knowledge and skills associated with college and career readiness. Student needs support to meet college readiness standard. States/districts/colleges may implement Grade 12 transition courses or other programs for these students. States also may choose to retest these students near the conclusion of Grade 12. Colleges may evaluate additional data (courses completed, grades, placement test scores, etc.) to determine placement in developmental or credit-bearing courses. OneDemonstrates minimal command of the knowledge and skills associated with college and career readiness Student needs substantial support to meet readiness standard. States/districts/colleges may offer supplemental programs for these students. States also may choose to retest these students near the conclusion of Grade 12. Colleges may evaluate additional data (courses completed, grades, placement test scores, etc.) to determine placement in developmental or credit- bearing courses.

Key Issues To be Determined Recommended time limit on recognition of scores Validation Criteria Career Readiness Comparability with PARCC

Questions?

Draft Achievement Level Descriptors

Policy ALDs General descriptors that articulate the goals and rigor for the final performance standards Level 1 Level 2 Level 3 Level 4 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.

Range ALDS Define expected knowledge and skills of all students in a particular achievement level Depict the expected grade-level learning progression by content category Guide item development Assessment Target Level 1Level 2Level 3Level 4 Target A. Represent and solve problems involving multiplication and division. Level 1 students should be able to represent multiplication and division problems within 100 involving equal groups of objects. Level 2 students should be able to use multiplication and division within 100 to solve one-step real-world or mathematical problems using arrays. They should be able to interpret the meaning of multiplication of two whole numbers and to determine the unknown number in a multiplication equation relating three whole numbers. Level 3 students should be able to select the appropriate operation (multiplication or division) to solve one-step real-world or mathematical problems involving measurement quantities of single-digit whole numbers. They should be able to determine the unknown number in a division equation relating three whole numbers and to interpret the meaning of whole number quotients of whole numbers. Level 4 students should be able to use multiplication and division within 100 to solve one-step real-world or mathematical problems involving measurement quantities of two- or three- digit whole numbers.

Threshold ALDS Define expectations for students at the threshold of the achievement level Guide the standard setting workshop Level 3 The student who just enters Level 3 should be able to:  Estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters  Generate measurement data by measuring length using rulers marked with quarter-inch intervals and represent the data on a line plot marked with quarter-inch intervals  Find the area of a rectilinear figure by multiplying side lengths and by decomposing a rectilinear figure into non-overlapping rectangles and adding them together  Solve real-world problems involving perimeters of polygons

ALDs –Grade 3 English language arts/literacy ALDsGrade 3 English language arts/literacy ALDs

Review Cycle

Open until January 15, 2013 Feedback collected through Survey Monkey Revisions based on feedback in late January/early February Final state review in February State vote in March at Collaboration Conference Future adjustments based on field test results/standard setting

Survey Web-based survey A PDF version will be available for you to preview. Complete the web-based survey.

Questions? Thank you for your participation!