assessment consortia panel

Download Assessment Consortia Panel

If you can't read please download the document

Post on 25-Feb-2016

32 views

Category:

Documents

0 download

Embed Size (px)

DESCRIPTION

Assessment Consortia Panel . Tom Foster Kansas State Dept. of Education. National Forum on Education Statistics Washington D.C. July 25, 2011 . The Challenge. How do we get from here. ...to here?. Common Core State Standards specify K-12 expectations for college and career readiness. - PowerPoint PPT Presentation

TRANSCRIPT

  • Assessment Consortia Panel Tom FosterKansas State Dept. of Education

    National Forum on Education Statistics Washington D.C. July 25, 2011

    *

    How do we get from here......to 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?

  • Background

    *

    *

    To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teachingThe assessments shall be operational across Consortium states in the 2014-15 school year

    *

    *

    Fiscal Agent: Washington State

    Membership Status as ofJune 28, 2011

    18 Governing States 11 Advisory StatesCA, CT, HI, ID, KS, ME, MI, MO, MT, NC, NH, NV, OR, UT, VT, WA, WI, WVAL, CO, DE, IA, KY, ND, OH, PA, SC, SD, WYTotal Number of States = 29

    *

    *

    Last Modified July 1, 2011

    Co-Chairs Judy Park (UT)Open position to be filled by July 20, 2011Executive DirectorJoe WillhoftChief Operating OfficerTony Alpert Executive CommitteeDan Hupp (ME); Joseph Martineau (MI); Carissa Miller (ID); Lynette Russell (WI); Mike Middleton (WA); Charles Lenth (Higher Education Representative)Project Management PartnerWestEdPolicy CoordinatorSue GendronSenior Research AdvisorLinda Darling-Hammond

    *

    Consortium has established 10 work groupsWork group engagement of 80 state-level staff:Each work group: 2 co-chairs and 6 members from states; 1 liaison from the Executive Committee; 1 WestEd partnerWork group responsibilities:Define scope and time line for work in its areaDevelop a work plan and resource requirementsDetermine and monitor the allocated budgetOversee Consortium work in its area, including identification and direction of vendors

    *

    Transition to Common Core State StandardsTechnology ApproachAssessment Design: Item DevelopmentAssessment Design: Performance TasksAssessment Design: Test DesignAssessment Design: Test AdministrationReportingFormative Processes and Tools/Professional DevelopmentAccessibility and AccommodationsResearch and Evaluation

    *

    Jamal AbediUniversity of California, Davis, CRESSTRandy BennettEducational Testing ServiceDerek BriggsUniversity of Colorado at BoulderGreg Cizek University of North CarolinaDavid ConleyUniversity of OregonLinda Darling-Hammond Stanford UniversityBrian GongThe Center for AssessmentEd Haertel Stanford UniversityJoan HermanUniversity of California, Los Angeles and CRESSTJim Pellegrino University of Illinois at ChicagoW. James PophamUniversity of California, Los Angeles, EmeritusJoseph M. RyanArizona State UniversityMartha ThurlowUniversity of Minnesota and NCEO

    *

    IHE partnersInclude 163 public and 13 private institutions and systems of Higher Educationrepresent nearly 78% of the total number of direct matriculation students across all SMARTER Balanced StatesIHE representatives and/or postsecondary faculty may serve on:Executive CommitteeAssessment scoring and item review committeesStandard-setting committees

    * Does not include California IHE partners

  • Assessment System Overview

    *

    A model of verifiable accomplishments/milestones, leading to the desired outcomeAccomplishments/milestones are interdependentThe theory of action is closely linked to the validation argument for the assessment system

    *

    An integrated systemEvidence of student performanceTeacher involvementState-led with transparent governanceContinuously improve teaching and learningUseful information on multiple measuresAdheres to established professional standards

    *

    Common Core State Standards specify K-12 expectations for college and career readinessAll students leave high school college and career ready Teachers can accessformative processes and tools to improve instructionInterim assessments that are flexible, open, and provide actionable feedbackSummative assessments benchmarked to college and career readiness

    *

  • Assessment System

    *

    Assess acquisition of and progress toward college and career readinessHave common, comparable scores across member statesProvide achievement and growth information for teacher and principal evaluation and professional developmentAssess all students, except those with significant cognitive disabilitiesAdminister online, with timely resultsUse multiple measuresSource: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

    *

    Assessment system that balances summative, interim, and formative components for ELA and mathematics:Summative Assessment (Computer Adaptive)Mandatory comprehensive assessment in grades 38 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growthSelected response, short constructed response, extended constructed response, technology enhanced, and performance tasksInterim Assessment (Computer Adaptive)Optional comprehensive and content-cluster assessmentLearning progressionsAvailable for administration throughout the yearSelected response, short constructed response, extended constructed response, technology enhanced, and performance tasksFormative Processes and Tools Optional resources for improving instructional learningAssessment literacy

    *

    Mandatory comprehensive accountability measures that include computer adaptive assessments and performance tasksComputer adaptive testing offers efficient and precise measurement and quick resultsAssesses the full range of CCSS in English language arts and mathematics

    *

    Describes current achievement and growth across time, showing progress toward college and career readinessProvides state-to-state comparability, with standards set against research-based benchmarks Summative tests can be given twice a year

    *

    Optional comprehensive and content-cluster measures that include computer adaptive assessment and performance tasksProvides clear examples of expected performance on common standardsHelps identify specific needs of each student

    *

    Grounded in cognitive development theory about how learning progressesAligned to and reported on the same scale as the summative assessmentsInvolves significant teacher participation in design and scoringFully accessible for instruction and professional development

    *

    Instructionally sensitive, on-demand tools and strategies aimed at improving teaching, increasing student learning, and enabling differentiation of instruction Processes and tools are research basedClearinghouse of professional development materials available to educators includes model units of instruction, publicly released assessment items, formative strategies, and materials for professional development

    *

    System Portal contains information about Common Core State Standards, Consortium activities, web-based learning communities, and assessment resultsDashboard gives parents, students, practitioners, and policymakers access to assessment informationReporting capabilities include static and dynamic reports, secure and public viewsItem development and scoring application support educator participation in assessmentFeedback and evaluation mechanism provides surveys, open feedback, and vetting of materials

    *

    Comprehensively assesses the breadth of the Common Core State Standards while minimizing test lengthAllows increased measurement precision relative to fixed form assessments; important for providing accurate growth estimatesTesting experience is tailored to student ability as measured during the test

    *

    Supports access to information about student progress toward college and career readinessAllows for exchange of student performance history across districts and states Uses a Consortium-supported backbone, while individual states retain jurisdiction over access and appearance of online reportsTied to digital clearinghouse of formative materialsGraphical display of learning progression status (interim assessment)

    *

    Re-take optionOptional Interim assessment system Summative assessment for accountabilityLast 12 weeks of year*DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.Scope, sequence, number, and timing of interim assessments locally determinedPERFORMANCETASKS Reading Writing MathEND OF YEARADAPTIVE ASSESSMENT* Time windows may be adjusted based on results from the research agenda and final implementation decisions.English Language Arts and Mathematics, Grades 38 and High School

    Computer AdaptiveAssessment andPerformance TasksBEGINNING OF YEAREND OF YEARSource: http://www.ets.orgINTERIM ASSESSMENTComputer AdaptiveAssessment andPerformance TasksINTERIM ASSESSMENT

  • Summary

    *

    *

    Allows students to enter college having met clear, common standardsInterim assessments provide students, teachers, and parents with detailed, actionable information about knowledge and skills needed for college entry and successStudents enrolled in IHEs and IHE systems will be able to be exempt from remedial courses if they have met the Consortium-adopted achievement standard for each assessment

    *

    *

    Less cost and more capabilities through scope of work sharing and collaborationMore control through shared interoperable open-source software platforms: Item authoring system, item banking, and adaptive testing platform no longer exclusive property of vendors Better service for students w

Recommended

View more >