What it Means for You and Your Students Janet Rummel Assessment Specialist Indiana Department of Education

 One high stake assessment at the end of the year was not very useful  Tests need to function at many different levels and work with a wide diversity of students  Tests need to be actionable so that students are still in class and teachers can make adjustments to instruction  Test all the standards, not just those for which a multiple choice question may be written  Include critical thinking and communication skills.  Technology as the dominant paradigm; used to develop, administer, score, and report on the test

 Two groups of states designing assessments  Partnership for Assessment of Readiness for College and Careers  SMARTER Balanced Assessment Consortium  Won $330 million in Race to the Top funds  U.S. Department of Education awarded an additional $15.8 million to each consortium  Expanded plans to provide curriculum resources, instructional materials and professional development

PARCCSBAC AZ, AR, DC, FL, GA, IL, IN, LA, MD, MA, MS, NJ, NY, OK, RI, TN AL, CO, DE, KY, ND, OH, PA, SC CA, CT, HI, ID, IA, KS, ME, MI, MO, MT, NV, NH, NM, NC, OR, SD, VT, UT, WA, WV, WI, WY

 Include “through-course” assessments in each grade in addition to end-of year test to produce a more complete picture of student performance  Provide a common measure of college and career readiness, and will include a college-ready cut score to signal readiness for credit-bearing, college-level coursework  Leverage new technologies in assessment and reporting to get timely and actionable student data to educators and parents

 Include a range of item types that allow for the assessment of higher-order skills and measure the CCSS in full  Measure students’ mastery of Common Core State Standards, and mitigate challenges associated with student mobility by ensuring students will have the same expectations wherever they live

Through-course ASSESSMENT4 Speaking Listening 25% Through-course ASSESSMENT 1 ELA Math 50% Through-course ASSESSMENT 2 ELA Math 90% END OF YEAR COMPREHENSIVE ASSESSMENT 75% Through-course ASSESSMENT 3 ELA Math PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model content frameworks, model instructional supports, student and educator tutorials and sample items, scoring training modules, and professional development materials Summative assessment for accountability Required, but not used tor accountability English Language Arts and Mathematics, Grades

 Content Frameworks  Help identify the priority “big ideas” in the standards that will determine the focus for the various assessment components.  Model Instructional Units  Aligned to the CCSS and PARC content frameworks, and anchored around a PARCC assessment component  Sample Assessment Tasks  Mirror the tasks that will be included on the PARCC assessments  Professional Development Modules  Implementation of new assessments  How to interpret and use the assessment results  Model 12 th Grade Bridge Courses  For students who do not score college-ready on the high-school assessments

 Text Complexity Diagnostic Tool  Computer adaptive tool to identify students’ reading level and supply suggestions for appropriate texts for students to read to stretch their reading and put them on a growth path  K-2 Assessments  English Language Arts/Literacy  Mathematics  Optional for states to administer

SY Development begins SY First year pilot/field testing and related research and data collection SY Second year pilot/field testing and related research and data collection SY Full administration of PARCC assessments SY Launch and design phase Summer 2015 Set achievement levels, including college-ready performance levels

 Balanced components to assess deep disciplinary understanding and higher-order thinking skills  Computer adaptive testing  Innovative and real-world problem types  Required summative exams  Optional formative exams  Online, tailored reports that link to professional development and instructional resources  Library of “Best of the Best” tools and resources

 Computer adaptive assessments and performance tasks administered in the last 12 weeks of the school year  Grades 3-8 and high school  Selected-response, constructed response, technology-enhanced, performance tasks requiring application of knowledge and skills  Measure progress toward knowledge and skills required to be college and career ready  Efficient and precise measurement across the full range of achievement and quick turnaround of results  Composite content area scores based on computer- adaptive items and performance tasks

 Optional computer adaptive assessments and performance tasks that can be administered at locally determined intervals  Item sets to provide actionable information about student progress  Administer at strategic points in the instructional year  Use results to better understand students’ strengths and limitations in relation to the standards.

 Assess standards together, not as discreet items  English Language Arts – Common Core State Standards Appendix B  Mathematics Task Types  Novice Tasks  Skill/procedural knowledge  Apprentice Tasks  Performance Assessments  Expert tasks with added scaffolding  Expert Tasks  Unscaffolded  Multiple-day/complex/portfolio

 Performance tasks may involve interactive spreadsheets, databases, graphing, sketch pads, dynamic geometry  Shell Centre  MARS – Mathematics Assessment Resource Service  Inside Mathematics  NAEP Questions Tool  Educational Designer

Implement an authentic formative assessment program, implementing high quality performance assessments and develop learning communities that are generative and foster teaching and learning.

 Describe the content that the assessment should cover as well as the performance of the student in relation to that content  Elements of a complete test plan include:  Content topics to assess  Types of thinking skills to assess  Specific learning targets to assess  Emphasis (number of items or points) for each learning target to be assessed  Analyze existing assessments  Utilize teacher teams, professional learning communities  Our assessments do not always tell us what we think they do

Classroom Assessment Content outline Recalling information taught or read Applying knowledge in situation very similar to those taught Applying knowledge in a new or novel context I. Basic Parts of Cell A. Nucleus B. Cytoplasm C. Cell membrane 1. Name and tell functions of each part of cell 8. Label parts of cell shown on a line drawing 11. Given photographs of actual plant and animal cells, label the parts 40% of Total = 8 pts37% of Row = 3 pts 26% of Row = 2 pts II. Plant vs. Animal cells A. Similarities B. Differences i. cell wall vs. membrane ii. food manufacture 2. Explain differences between plant and animal cells 3. Describe the cell wall and cell membrane 10% of Total = 2 pts100% of Row = 2 pts__% of Row = _ pts III. Cell Membrane A. Living nature of B. Diffusion C. Substances diffused by cells 4. List substances diffused and not diffused by cell membranes 5. Give definition of diffusion 9. Distinguish between diffusion and oxidation 20% of Total = 4 pts75% of Row = 3 pts25% of Row = 1 pts__% of Row = _ pts IV. Division of Cells A. Phases in division B. Chromosomes and DNA C. Plant vs. Animal cell division 6. Give definitions of division, chromosomes, and DNA 7. State differences between plant and cell division 30% of Total = 6 pts67% of Row = 4 pts33% of Row = 2 pts__% of Row = _ pts

Classroom Assessment Blueprint – No Objectives Listed Content outline Recalling information taught or read Applying knowledge in situation very similar to those taught Applying knowledge in a new or novel context I. Basic Parts of Cell A. Nucleus B. Cytoplasm C. Cell membrane 1 item, scored 0-3 (short-answer)1 item, scored 0-3 (label parts of cell drawing) 2 items, each scored 0-1 (label parts of cell photographs) 40% of Total = 8 pts37% of Row = 3 pts 26% of Row = 2 pts II. Plant vs. Animal cells A. Similarities B. Differences i. cell wall vs. membrane ii. food manufacture 2 items, each scored 0-1 (short- answer) 10% of Total = 2 pts100% of Row = 2 pts__% of Row = _ pts III. Cell Membrane A. Living nature of B. Diffusion C. Substances diffused by cells 2 items, one scored 0-2, the other scored 0-1 (short-answer) 2 items, each scored 0-1 (multiple choice) 20% of Total = 4 pts75% of Row = 3 pts25% of Row = 1 pts__% of Row = _ pts IV. Division of Cells A. Phases in division B. Chromosomes and DNA C. Plant vs. Animal cell division 4 items, each scored 0-1 (definitions, short-answer) 1 item, scored 0-1 (short answer) 30% of Total = 6 pts67% of Row = 4 pts33% of Row = 2 pts__% of Row = _ pts