connecting summative assessment to improving …€¦ · ppt file · web view2016-12-06 · 4....

Measuring the Power of Learning.™

Connecting Summative Assessment to Improving

Teaching and LearningMay and June 2016

California

http://tinyurl.com/h7d4hub/


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Workshop GoalsParticipants will learn:• the rightful place and purpose of the summative

assessments • to use results to inform the instructional process by

connecting curriculum, instruction and assessment• to access supplementary resources and reference

materials to assist local training• to use tools to reflect on current practice to improve

teaching and learning• a variety of ways to display data to communicate a

particular message


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The Many Faces of Testing


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Overview of Major Assessment Types

http://www.csai-online.org/sites/default/files/resources/4666/CSAI_AssessmentTypes.pdf


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ClassroomFormative

Statewide Summative

Rightful Place/Purpose: Assessment Frequency

and Impact on Instruction


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Standards set expectations

on path to college- and

career- readiness

All students graduate college-

and career- ready

Teachers and schools have

information and tools to improve

teaching and learning

Interim assessments Flexible, open, and used for actionable feedback

Summative assessments benchmarked to college and

career readiness(Grades 3–8 and Grade 11)

Digital Library Formative assessment

tools and practicesfor teachers to improve

instruction

A Balanced Assessment System


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Statewide summative assessments are like icebergs—it pays to pay

attention


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Rightful Place, Rightful Purpose for Statewide Summative Assessment

• Provide a general direction—we must dig deeper to determine cause– Focus on groups, programs, and disaggregation

• Rarely provide definitive answers, but raise many questions, allowing reflection on context and practice

• Provide an entry point into a collaborative, honest conversation

• Provide a necessary story


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Using Summative Results • Comprehensive, complex, and difficult process

– Not a checklist– Not meant to be completed at a single staff meeting

or professional development event• Focus on improving learning

– Not solely about increasing scores• Collaborative process that requires:

– Honesty– Willingness to commit the time– Ability to handle ambiguity– Patience


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Data Examination Is Complicated


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. . . about the rightful place/purpose of summative

assessment results How do you currently use statewide summative

assessment results in the curriculum, instruction, and assessment planning process within your LEA? What is the place and purpose of the

summative assessment in your LEA right now?


ITEMS

Evidence Statements

Content Claims

Targets

The Smarter Balanced Hierarchy ofItem Development and Reporting of Scores

Overall Claims

Evidence-Centered Design


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1. Define the domainCommon Core Standards—

Mathematics; English Language Arts/Literacy (ELA)

2. Define claims to be made Four ELA & Four Mathematics ClaimsContent Specifications

3. Define assessment targets Knowledge, Skills, and Abilities

4. Define evidence required Evidence to be Elicited from Student

5. Develop items or performance tasks Methods for Eliciting Evidence

Concepts of Evidence-Centered Design


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English Language Arts and

Literacy in History/Social

Studies, Science, and

Technical Subjects

English Language

Arts/English Language

Development Framework

English

Language Arts/Literacy

Content Specifications

(Claims)

Relationships Between Common Core Standards, California Frameworks, and

Assessments


15http://www.smarterbalanced.org/assessments/development/

ELA/Literacy Content Specifications(Grade 7 ELA Example)


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Technical Subjects

English Language



English



(Claims)

English Language

Arts/Literacy Item

Specifications

(Claims and targets per

claim)


Assessments



Example of Item Specifications(Abbreviated)

Evidence Required for Target 1

The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text.


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Technical Subjects

English Language



English



(Claims)

English Language

Arts/Literacy Item

Specifications


claim)

English Language

Arts/Literacy Assessment

Blueprint


Assessments



Sample ELA/Literacy Summative Assessment Blueprint


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Technical Subjects

English Language



English



(Claims)

English Language

Arts/Literacy Item

Specifications


claim)

English Language

Arts/Literacy Assessment

Blueprint

English Language

Arts/Literacy Summative Assessment

MathematicsMathematics

Framework for California

Public Schools

Mathematics


(Claims)

Mathematics Item

Specifications


claim)

Mathematics Assessment

Blueprint

Mathematics Summative Assessment

Relationships Between Common Core Standards, California Frameworks, and Assessments


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Student Response

Evidence

Assessment Target

Claim

Common Core State Standards

Assessment Claim

Assessment Target

Evidence

Student Response

Building a Logical Argument


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. . . about the test design and the connections to the

instructional cycle To what extent do the teachers at your school or LEA

understand how the test is constructed and how it is connected to the standards and the frameworks? How does this connection have implications for instructional planning?


Review of Available Summative Scores


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• Scale scores• Achievement levels

– not met, nearly met, met, exceeded

• Claim levels– below, near, above

• Target scores– worse, similar, better– insufficient information

Available Summative Assessment Scores


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Scale Score – Achievement Level Relationship – Grade 3 Example

Scale Score Range Smarter Level CA Achievement Level

≤ 2366 Level 1 Standard Not Met

2367 ― 2431 Level 2 Standard Nearly Met

2432 ― 2489 Level 3 Standard Met

≥ 2490 Level 4 Standard Exceeded


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Smarter Balanced ELAThreshold Scale Scores

Grade Level 2 Level 3 Level 4

Grade 3 2367 2432 2490

Grade 4 2416 2473 2533

Grade 5 2442 2502 2582

Grade 6 2457 2531 2618

Grade 7 2479 2552 2649

Grade 8 2487 2567 2668

Grade 11 2493 2583 2682

http://www.cde.ca.gov/ta/tg/ca/sbelathresholdscre.asp


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Low, Medium and High Bands

2367to

2387

2388to

2408

2409to

2431

2432to

2450

2451to

2469

2470to

2489

2416to

2433

2434to

2452

2453to

2472

2473to

2491

2492to

2511

2512to

2532

(Divide the difference by three =

21 pts)


21 pts)


21 pts)


21 pts)


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Low, Medium and High Bands (cont.)

2432

2470

2015

2016


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Comparing Year to Year

http://www.cde.ca.gov/ta/tg/ca/caasppssrinfo.asp


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English Language Arts/Literacy Claim #1

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claims are broad, evidence-based statements about what students know and can do as demonstrated by their performance on the assessments. For example:

Claim Scores: Example of a Claim


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• Reported at an individual and aggregate level• Reported for all claims in ELA and mathematics

Use of Claim Scores


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• Assessment targets connect the content standards to evidence that will be collected from the assessment.

• Targets map the Common Core State Standards (CCSS) onto assessment evidence that is required to support the content categories and claims.

• Targets are used to guide the development of items and tasks that will measure the CCSS.

Assessment Targets


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Target 1

Key Details:Identify explicit textual evidence to support inferences made or conclusions drawn.

Example of an Assessment Target(Grade 7 ELA Claim 1 Example)


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• Reported at an aggregate level relative to group performance• Reported for all claims in ELA, but only for

Claim 1 in mathematics• Only targets with 10 or more items in the item pool for a grade

are included in target reports

Use of Target Scores

http://www.caaspp.org/rsc/pdfs/CAASPP.target-report-FAQs.2016.pdf


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What’s one thing you will take away from this quick review of the scores?

What additional information do you need?

. . . about the summative assessment scores


Tools for Analysis of the

Smarter Balanced Summative

Results


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• Content Specifications• Item Specifications• Blueprints• Achievement Level Descriptors (ALDs)

− Policy, range, threshold, and reporting• Claim Descriptors• Score Reports• Additional Data

Supporting Documentation


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• Text descriptions of the knowledge, skills, and processes demonstrated by students at each level.

• Four types of levels or categories of performance– Policy and Content– Range– Threshold– Reporting

Achievement Level Descriptors

http://www.smarterbalanced.org/assessments/scores/


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Base for the ALDs (page xvi)


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Range ALDs

• Composed of grade- and content-specific descriptors

• Describe the cognitive and content rigor that is encompassed within particular achievement levels

• Describe the knowledge, skills, and processes expected of students

• Used by test developers to guide item writing


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Range ALDs (Grade 7 ELA Claim 1 Example)


Level 1 Level 2 Level 3 Level 4


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Range ALDs (cont.)(Grades 6-8 Math Claim 2, 4 Example)




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Relationship Between Range and Threshold Descriptors

Adapted from Figure 1 in the Initial Achievement Levels Descriptors document.

Students performing at Level 1 should be able to identify textual evidence that minimally supports a basic idea drawn about texts of low complexity.

The student who just enters Level 2 should be able to…



Students performing at Level 2 should be able to cite relevant textual evidence to support a simple inference, analysis, interpretation, or conclusion …

Students performing at Level 3 should be able to cite sufficient and relevant textual evidence that adequately supports a complex inference…

Students performing at Level 4 should be able to cite strong and thorough textual evidence to support a complex inference, analysis…



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• Are used to guide standard setting• Define the minimum performance required for

meeting a particular achievement-level expectation• Reflect the knowledge, skills, and processes that are

expected of studentsNote:• The knowledge, skills, and processes in ALDs are

cumulative. • The student who has achieved the threshold Level 3 is

assumed to have the knowledge, skills, and processes of the range Levels 1 and Level 2 ALDs.

Threshold ALDs


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Threshold ALDs (Grade 7 ELA Claim 1 Example)




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Threshold ALDs (Grade 6-8 Math Claim 2, 4 Example)




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Start thinking about how you might weave these documents into planned professional learning, instructional planning, and local assessment development in the coming school year…

. . . about the documentswe’ve just reviewed.


Putting It All Together


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Using Summative Assessment Results in the Instructional Cycle

Improving Teaching and

Learning

Data review and discoveryWhat is the current state of

performance?

Recalling program, practice, policies, etc.

What happened?

Possible connections between performance and

program, practice, policies, etc.

How or why did the performance occur?

Possible actions moving forwardWhat should/will

change?


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Research, Recall, Reflect, Respond

Data review and

discovery

Program, practice, policies

Possible connections

Possible actions moving forward


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Sources of Data: Identifying the Appropriate Scores and Reports

• Consider the reports covered in the a.m. session.

• Consider the “unit of analysis” for your data research.

DATASOURCE

Identify and use

appropriate data sources.


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Research• Engage with the data

to find facts.• Describe what you

observe.• Look for data trends.• Focus on facts, not

conjecture.

RESEARCH

Using the data sources available,

report the facts. Look for trends or areas of

concern. Look for areas of success. This is an objective data

discovery.


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Examples of Research Guiding Questions - Finding the Facts

1. What do you notice about the overall scores?2. What are the percentages of students in each of the

achievement levels?3. Where do the scale scores fall, i.e., high, medium,

low band?4. How do the grade level scores compare with the

Smarter Balanced threshold scores?5. Which scores look most noticeably different from the

population being studied?


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Research (cont.) Example: Comparative Template Using

Threshold Scores and Claim Scores Spring 2015 Smarter Balanced

Scale Score

Achievement Level

Threshold ScoreOr Range

Below–Above Expected

Strongest Claim Area

Weakest Claim Area

Grade or Group Content Area

5 Mathematics 2494 2 (Medium) 2455(2455–2581)




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Average Scale Score and Performance Level of Overall Score

Percentage of Students in Each

Claim Performance Category

% Below Standard

% At/Near Standard

% Above Standard

Grade Group

ELA/Literacy

Average Scale Score

Performance Level of Overall Score Claims

Percentage in Each Claim Performance Category

7 All

Reading

Writing

Listening

Research/Inquiry

7 EL

Reading

Writing

Listening

Research/Inquiry

7 Hispanic

Reading

Writing

Listening

Research/Inquiry

Research (cont.)Example: Comparative Template Using Claim Scores


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Recall• Consider classroom

program, practice and policies.

• Think about last year:– What happened?– What curriculum

was in place?– What professional

learning occurred?

RECALLFocusing on the prior school year(s), discuss the realities of classroom, school, district program, practice, and policies. What happened? Facts only – no conjecture.


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Examples of Recall Guiding Questions – What Happened?

1. What curriculum did we initiate/continue last year?

2. What professional development opportunities were available to teachers, administrators, and support staff?

3. What environmental factors were at play?4. What changes occurred in our population?5. What particular needs did our students exhibit?


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RecallingExample Recall Template—Observations Only

SCORE: Scale Score in ELAGROUP: Grade 7 Subgroups DATA OBSERVATIONS CONDITIONS FROM LAST

YEAR

What do you notice about the overall scale score?

The overall scale score for Grade 7 ELA is 2525. • Environment?

• Curriculum?• Context?• Professional

Development?

How do these scale scores compare with the threshold scores?

The overall scale score falls into the medium band of Level 2, Standard Nearly Met.

What subgroups are struggling the most?

African American, English learners, SED, SWD


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Resources• What should our

students know or be able to do?

• What are the expectations of our students, based on the range and threshold descriptors?

Evidence Required for Target 1The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text.

Recall: program,

practice, policies

Reflect: possible

connections


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Reflect• Use the guiding

questions. • Determine possible

reasons for the performance.

• Keep the conversation honest.

• Explore many possibilities.

REFLECTConnect performance

with prior year practices, programs,

and policies. Consider possible

reasons. Be honest about what occurred

last year and how that may have impacted the

performance that you observe.


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Examples of Reflecting Guiding Questions – Why and how may it

have happened?1. How do these results affirm areas where instruction

was provided?2. What would you consider is the single-most

important factor contributing to the apparent successes/needs as indicated by the scores?

3. Consider what might explain these gaps in achievement. Think about current:

Policies Programs Practices


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Reflecting—Beyond the NumbersExample Reflection Template

Teaching and Learning Inventory: Content Area: ____________________

Component In Place

In Progress

Not Yet

How might these conditions have played a role in the observed

performance?Teachers use a curriculum aligned to the CA state standards and frameworks

Teachers are provided regular professional learning opportunities around the standards.

Teachers use ongoing formative assessment practices and tools

Teacher make use of Interim assessment(s), including SBAC IABs to measure student progress

Teachers have collaborative planning time to discuss effective and responsive teaching practices/strategies

Teachers have sufficient collaborative planning time to examine student work


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Respond• Use guiding questions.• Think about what you

can control.• Ask yourself:

– What other data are available to you?

– How will you know progress is being made?

RESPONDWhat might be some possible ways to move

forward? These responses should tie directly to what was discovered in

the reflection process.


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Examples of Responding Guiding Questions – What’s our path

forward?1. How might we need to alter our curriculum and/or

materials to address the areas of need for the coming year?

2. What evidence do we need during classroom instruction to know that our students are making progress toward meeting the targets for each claim?

3. How might we use the performance tasks to illustrate student performance and to guide the possible intervention?


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Using the Resources to Research, Recall, Reflect, and Respond

DATA SOURCE RESEARCH RECALL RESOURCES REFLECT RESPONDIdentify and use appropriate data sources.

Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of

success. This is an objective data discovery.

.

Using the data sources available, report the facts. Look for trends or areas of concern. Look for areas of success. This is an objective data discovery.

Use the information contained in the

supporting documents to bridge the conversation between reflection and

revealing.

Connect performance with practice and determine possible reasons. Be honest about what occurred last year and how that may have impacted the performance that you observe..

What might be some possible ways to move forward? These responses should tie directly to what was revealed in terms of cause.

Scale Scores

Achievement Levels

Claim Scores

Target Levels


66





.




revealing.



Scale Scores

Achievement Levels

Claim Scores

Target Levels

The Spring 2015 CAASPP ELA summative test results for our LEA show that overall scale scores for every grade level fell into Level 2, Standard Nearly Met. Grade 8 and Grade 11 scale scores fell into the high band of Level 2; all other grades’ scale scores fell into the medium band of Level 2.

Overall scale scores for Black or African American students in Grades 3 through 7 fell into Level 1, Standard Not Met. …

The Spring 2015 CAASPP ELA summative test results for our LEA show that overall scale scores for every grade level fell into Level 2, Standard Nearly Met. Grade 8 and Grade 11 scale scores fell into the high band of Level 2; all other grades’ scale scores fell into the medium band of Level 2. Overall scale scores for Black or African American students in Grades 3 through 7 fell into Level 1, Standard Not Met. Overall scale scores for Black or African American students in Grade 8 and Grade 11 fell into Level 2. District wide, 5% of the Black or African American students’ scale scores fell into the Standard Exceeded level, with 15% falling into the Standard Met level. In comparison, 15% of the districts’ All Students’ scores fall into the Standard Exceeded level and 27% fell into Standard Met.


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.




revealing.



Scale Scores

Achievement Levels

Claim Scores

Target Levels

Across all claims in ELA, fewer than 10% of all Black or African American students in Grades 3 through 7 had claim scores of Above Standard. Over 60% of the Grade 3 through Grade 6 students’ claim scores were at the Below Standard level.

Across all claims in ELA, fewer than 10% of all Black or African American students in Grades 3 through 7 had claim scores of Above Standard. Over 60%...




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.




revealing.



Scale Scores

Achievement Levels

Claim Scores

Target Levels

Target scores for the Spring 2015 CAASPP ELA summative test results for the Grade 3 Black or African American students indicate relative weakness in Key Details, Central Ideas, and Word Meaning.Target scores for the Spring 2015

CAASPP ELA summative test results for the Grade 3 Black or African American students indicate relative weakness in …





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.




revealing.



Scale Scores

Achievement Levels

Claim Scores

Target Levels

Target scores for the Spring 2015 CAASPP ELA summative test results for the Grade 3 Black or African American students indicate relative weakness in …




Over 30% of our elementary teachers retired at the end of the previous school year, and many of the new teachers were unfamiliar with the district’s materials.

We had new principals at all but two of our schools.

We implemented a new student information system, district wide.

We implemented a new mathematics curriculum in Grades K through 6.

Over 30% of our elementary teachers retired at the end of the previous school year, and many of the new teachers were unfamiliar with the district’s materials. All of our professional learning opportunities were focused on ELA.We implemented a new student information system, district wide.We implemented a new mathematics curriculum in Grades K through 6.


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Using the Tools to Research, Recall, Reflect, and Respond




.




revealing.



Scale Scores

Achievement Levels

Claim Scores

Target Levels

Target scores for the Spring 2015 CAASPP ELA summative test results for the Grade 3 Black or African American students indicate relative weakness in …




Over 30% of our elementary teachers retired at the end of the previous school year, and many of the new teachers were unfamiliar with the district’s materials.

We had new principals at all but two of our schools.

We implemented a new student information system, district wide.

We implemented a new mathematics curriculum in Grades K through 6.

At Grade 3:

Students performing at Level 3 should be able to use explicit details and information from the text to support answers or basic inferences in texts of moderate-to-high complexity.

Students performing at Level 3 should be able to identify or summarize central ideas, key events, or the sequence of events presented in texts of moderate-to-high complexity.

Students performing at Level 3 should be able to determine…

At Grade 3:Students performing at Level 3 should be able to use explicit details and information from the text to support answers or basic inferences in texts of moderate-to-high complexity. Students performing at Level 3 should be able to identify or summarize central ideas, key events, or the sequence of events presented in texts of moderate-to-high complexity. Students performing at Level 3 should be able to determine intended meanings of words, including words with multiple meanings, based on context, word relationships, word structure, or use of resources in texts of moderate-to-high complexity.


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. . . using summative assessment results

Choose either Scenario #1 ELA, or Scenario #2 mathematics.

Treat the sample data as if it were your LEA’s data.

Use the Guiding Questions and work your way through the template, answering the questions as best you can.

Practice


Telling the Story with the

Data


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Different Scores Tell Different Stories

• What is the message you want to send?• Who is your audience?• What do you want your audience to

remember?• Manage your message through

– Emphasizing– Spotlighting– Focusing

Context Display Level of detail


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ELASpring 2015 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

Number of Students Tested 4588 4627 4754 4720 4802 4749 4315

Percent of Students Tested 99 99 99 99 99 98 98

Mean Scale Score 2419.2 2457.4 2494.5 2527.4 2541.7 2555.5 2607.1

Achievement Level Nearly Met

Nearly Met

Nearly Met

Nearly Met

Nearly Met

Nearly Met Met

ELA—Example LEAMean Scale Scores and Corresponding Achievement Levels by Grade


75

Comparing ELA Scale ScoresYear to Year: Grade

● 2419

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

● 2457● 2494

● 2527 ● 2541

● 2607

Spring 2015●

● 2433● 2475

● 2505● 2535 ● 2558

● 2620

Spring 2016●

● 2555 ● 2570

2800

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 112300

Thre

shol

d S

cale

Sco

re R

ange


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Comparing ELA Scale ScoresYear to Year: Cohort

X 2394

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

X 2437X 2480 X 2481

X 2526O 2550

Spring 2015X

O 2465O 2490

O 2525O 2501

Spring 2016O

2800

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 112300

Thre

shol

d S

cale

Sco

re R

ange


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Take Advantage of the Local Control and Accountability Plan (LCAP) Process

• Examine the scores in the context of your LEA’s strategic plan

• Examine the scores in the context of the purpose of the Local Control Funding Formula and the LCAP

– Eight state priorities– Focus on underperforming groups of students– Consider opportunity gap as well as

achievement gap


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Eight Areas of State Priority Must Be Addressed in LEA LCAP

State Priorities

Other Pupil Outcomes (8)

Course Access (7)

School Climate (6)

Basic Services (1)

Pupil Engagement (5)

Implementation of CA Common Core State Standards

(2)

Parental Involvement (3)

Pupil Achievement

(4)


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ELA/Spring 2015Levels of Performance/ Subgroup*

Black/ African

American Asian FilipinoHispanic/

Latino WhiteTwo or

More Races

Students with

Disabilities SED^English

LearnersAll

Students

Number of Students 4,481 7,474 2,745 8,243 7,029 1,843 3,172 18,618 4,392 32,555

% Exceeded/Met 31% 58% 65% 38% 61% 50% 10% 36% 10% 50%

% Exceeded 8% 25% 26% 11% 25% 18% 3% 10% 1% 19%

% Met 23% 33% 39% 27% 36% 32% 7% 26% 9% 31%

% Nearly 27% 23% 21% 28% 22% 25% 18% 28% 31% 25%

% Not Met 42% 19% 14% 34% 17% 25% 72% 36% 59% 26%

% Nearly/Not Met 69% 42% 35% 62% 39% 50% 90% 64% 90% 51%

*The subgroups American Indian/Alaska Native and Pacific Islander are not released due to insufficient numbers.

^ SED: Socio-Economically Disadvantaged

It’s not just about the whole:Example LEA Subgroups—ELA


80

California Achievement Disparities: ELA Subgroups


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Comparable LEAs• Comparable LEAs/schools based on

demographic similarities─ Enrollment─ Poverty─ Ethnicity─ Programs (e.g., students with

disabilities)─ Language fluency

• Geographic proximity─ Within LEA─ Surrounding LEAs─ Both charters and non-charters


82

Example LEA Compared to Similar LEAs and State—ELA

ELA Spring 2015Levels of Performance/LEA Example LEA LEA 2 LEA 3 LEA 4 State

Number of Students Tested 32,555 25,327 22,609 28,634 3,154,463

% Exceeded/Met 50% 52% 42% 53% 44%

% Exceeded 19% 23% 15% 19% 16%

% Met 31% 29% 27% 34% 28%

% Nearly Met 25% 21% 25% 26% 25%

% Not Met 26% 26% 33% 21% 31%

% Nearly/Not Met 51% 47% 58% 47% 56%


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Similar LEA Subgroup Comparisons:Students Exceeding Standard


84

Similar LEA Subgroup Comparisons: Students Not Meeting Standard


85

Which data displays would be useful for your:• Board• Community• Parents• Administrators• Teachers

. . . about the data displayswe’ve just reviewed.


Applying the Learning


87

Call to Action – Pay Attention but Move Beyond the Scores

• Comprehensive, complex, and difficult process– Not a checklist– Not meant to be completed at a single staff

meeting or a single professional development event

• Focus on improving learning– Not solely about increasing scores– Honest conversations about what might

need to change


88

Call to Action – Pay Attention but Move Beyond the Scores (cont.)

• Use the data to communicate—as local policy and practice levers

• Reflect on what you can control to move beyond the scores:

─ Practices─ Policies and Procedures─ Programs


89

Summative Assessments Have a Part to Play

• How do you promote the effective use of summative assessment data in your LEA?

• Understand the distinction between– having educators make meaning of the

scores to inform instruction and practice,

– and communicating a message to a particular audience.


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Process Document


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Resources• Handout: Overview of Major Assessment Types


• English Language Arts/English Language Development Frameworkshttp://www.cde.ca.gov/ci/rl/cf/

• Content Specifications, Item Specifications and Blueprintshttp://www.smarterbalanced.org/assessments/development/

• Smarter Balanced Scale Score Ranges• http://www.cde.ca.gov/ta/tg/ca/sbscalerange.asp

• Sample 2015-16 Student Score Reporthttp://www.cde.ca.gov/ta/tg/ca/caasppssrinfo.asp

• Claim Descriptions for ELA and Mathematicshttp://www.cde.ca.gov/ta/tg/ca/elaclaimdescript.asp

• Target Score Report FAQshttp://www.caaspp.org/rsc/pdfs/CAASPP.target-report-FAQs.2016.pdf


http://www.cde.ca.gov/ci/rl/cf/

http://www.smarterbalanced.org/assessments/development/

http://www.cde.ca.gov/ta/tg/ca/sbscalerange.asp

http://www.cde.ca.gov/ta/tg/ca/caasppssrinfo.asp

http://www.cde.ca.gov/ta/tg/ca/elaclaimdescript.asp

http://www.caaspp.org/rsc/pdfs/CAASPP.target-report-FAQs.2016.pdf


92

Resources (cont.)• Achievement Level Descriptors


• California Department of EducationCalifornia Assessment of Student Performance and Progress Officehttp://www.cde.ca.gov/ta/tg/ca/[email protected]

• ETS CAASPP Portalhttp://www.caaspp.org/Help for LEA CAASPP Coordinators:

–[email protected]–800-955-2954


http://www.cde.ca.gov/ta/tg/ca/

http://www.caaspp.org/

connecting summative assessment to improving …€¦ · ppt file · web view2016-12-06 · 4....

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