kansas state social studies assessment information
TRANSCRIPT
• Download handouts at:essdack.org/mlk2008/?q=node/58
• Download presentation at:slideshare.net/glennw98
Will it be this bad?
Coin flip
Questions?
Lynn VasquezKSDE
Lynn VasquezKSDE
Glenn Wiebenot from KSDE
Expert teachers
Expert teachers
Glenn Wiebenot an expert teacher
We assume nothing!
Standard
“A general statement of what a student should know & be able to do”
Benchmark
“What a student should know at a specific time”
Indicator
“Specific statement of knowledge or skills that is measurable”
• Includes Knowledge & Application at different cognitive levels
Delta Indicators
“Indicators that may be testable items on the state assessment”
Star indicators
“Mark the K-4 indicators that are foundational for the 6th grade assessment”
Secret code?
H7B3I5 (K) History, 7th grade, benchmark three, indicator five, (knowledge), testable indicator
(K) describes the reasons for the Exoduster movement from the South toKansas (e.g., relatively free land, symbol of Kansas as a free state, the riseof Jim Crow laws in the South, promotions of Benjamin “Pap” Singleton.
cognitive demand main concept
embedded concepts
Deconstructing the Indicator
Indicator:
Main Concept(s): Embedded Concept(s):
Three Story Intellect What researched based classroom activities will be used toteach the cognitive demand and concept?
What assessment questions will you ask to see if students have mastered the cognitivedemand and knowledge? Does this assessment question match the cognitive demandcategory?
What research based reading strategies can you use to teach theindicator?
GATHER (1)
-describes-recalls-tells-lists-identifies-defines-recognizes-knows-observes
PROCESS (2)
-compares-contrasts-interprets-explainshow/why-classifies-cause/affect-infers-distinguishes
APPLY (3)
-evaluates-imagines-predicts-speculates-hypothesizes-generalizes-concludes-problem solves-uses
Deconstructing the Indicator
Indicator:
Main Concept(s): Embedded Concept(s):
Level of Cognitive Demand required by theWhat researched based classroom activities will be used toteach the cognitive demand and concept?
What assessment questions will you ask to see if students have mastered the cognitivedemand and knowledge? Does this assessment question match the cognitive demandcategory?
What research based reading strategies can you use to teach theindicator?
(A) compares characteristics of traditional, command, market, and mixed economies on thebasis of property rights, factors of production and locus of economic decision making (e.g.,what, how, for whom).
Impact of economic systems;tenants of each system
•Owner v. worker; market policies; lotus of control;
2
Performance Assessment: Create political cartoons that humorously depict two of the economic systems.
Formative: which statement best exemplifies a command economy?
GATHER (1)
-describes-recalls-tells-lists-identifies-defines-recognizes-knows-observes
APPLY (3)
-evaluates-imagines-predicts-speculates-hypothesizes-generalizes-concludes-problem solves-uses
PROCESS (2)
-compares-contrasts-interprets-explainshow/why-classifies-cause/affect-infers-distinguishes
Hold a Socratic seminar debating pros and cons of each marketsystem
Create a word wall with vocabulary terms found in readingpassages related to each type of market system.
Five levels of performance
• Exemplary
• Exceeds Standards
• Meets Standards
• Approaches Standards
• Academic Warning
Cut scores?
Standard of Excellence?
Standard of Excellence 2005• 95% of 6th grade
students above “Meets Standards”
Standard of Excellence 2005• 90% of 8th grade
students above “Meets Standards”
Standard of Excellence 2005• 90% of 11th grade
students above “Meets Standards”
So . . . ?
Purpose of assessment?
Perceived purpose
Measure individual students
Measure individual teachers
Perceived purpose
Measure individual students
Measure individual teachers
Original purpose
Measure district ability to improve student learning
Encourage focus on standards
Reality?
Assessment Info
All students in 6th / 8th / 11th grade will take assessment
• General Assessment
• General Assessment with Modifications
• Alternate Assessment
• KAMM
All students in 6th / 8th / 11th grade will take assessment
• General Assessment
• General Assessment with Modifications
• Alternate Assessment
• KAMM
Assessment will consist of Multiple Choice / Single correct answer questions
Civics/Gov 15% Economics 15% Geography 15% All History Areas 50%
Did ya do the math?
6th Grade
24 tested indicators / 48 questions
Civics/Gov 8 questions
Economics 8 questions
Geography 8 questions
All History Areas 24 questions
8th Grade
30 tested indicators / 60 questions
Civics/Gov 10 questions
Economics 10 questions
Geography 10 questions
All History Areas 30 questions
High school
30 tested indicators / 60 questions
Civics/Gov 10 questions
Economics 12 questions
Geography 10 questions
All History Areas 28 questions
High school
Two assessments
• US & Kansas focus
• World focus
• 30 questions per assessment
• Can give as one test
Questions will assess
Questions will assess
• Knowledge base
“recognize & recall”
Questions will assess
• Knowledge base
“recognize & recall”
• Application base
“interpret, analyze, problem solve, make informed decisions, & impact civic participation”
. . . at different percentages
Knowledge Application
6th grade 65% 35%
8th grade 50% 50%
High School 35% 65%
• Four forms of test at each grade level
• More primary sources at every level
• More graphic organizers
• Focus on global economics
Exception to “all”?
ELL students
Must take the assessment but may be exempted if . . .
• First year in US school
Accomodations
May be read to students
Electronic translators and bilingual dictionaries allowed
Extended time and small-group setting are allowed
SPED students
General assessment
General assessment with accommodations
98% of students
SPED students
General assessment
General assessment with accommodations
98% of students
KAMMAlternate Assessment
Testing window
• Regular Assessment March 17 - May 9
• Alternate Assessment January 2 - May 9
Receive final results in Summer 2008
Suggested
Two 45 minute periods for 6th / 8th grade
One 45 to 60 minute period per form for HS
• But should not be “timed”
Measures what?
Measures what?
Delta-ed indicators Δ
• In packets
Option?
• Can offer test in off-years
What are you “sinking” about?
Fasten your seatbelts!
Opportunity to Learn(OTL)
Means what?
2007-2008
2007-2008
All 11th graders must take test
• Sets cut scores
• 11th grade is cohort group
2007-2008
All 11th graders must take test
• Sets cut scores
• 11th grade is cohort group
9th and 10th may take test
• Scores are banked
Future
Any HS student may take either form
• Or both forms as one test
Future
May take test only once
• Score probably travels with student if banked
• “Traveling” score will probably NOT count for QPA or Standard of Excellence
Future• Will probably count for
participation
• “Mobility” issues are being discussed / final guidelines out in May 2008
“old” Future
Cohort group is First Semester 12th Grade
• Starting 2009-2010
“new” Future
Cohort group is 12th Grade
• Starting 2009-2010
Assessment may be given any year to any group but scores count for QPA only every other year
So . . .
• Only graduating classes of 2010, 2012, 2014, etc must take assessments
Online assessment
Optional
Practice tests & student tutorials are available
• Practice testing highly encouraged
Formative assessments:
• February 1st?
• Where?
Share list of questions with neighbor
What’s not crossed off?
Bill Watterson © 1995
What works?
Align curriculum to state suggested scope and
sequence
Grade F ocus K Se l f 1 Families 2 Then and Now (Past and Present) 3 Communities (Local History ) 4 Kansas and Regions of the United States 5 United States History (Beginnings to 1800) 6 World History (Ancient and Medieval
Civ i l i zations ) 7 Semester 1 – World Geography
Semester 2 – Kansas History and Government
8 United States History (1800 – 1900) High Schoo l World History (Rena is sance to present)
-and - United States History with Kansas History integrated into coursework (1900 to present) -and- Civics-Government
The Great Depression“Why are some people poor and
others rich?”
“Can the government really impact
society?”
“Was the New Deal really
new?”
“How does where we live impact who we are?”
The Great Depression
History• leaders• New Deal• “Grapes of Wrath”
Geography• drought• soil conservation• migration
Government• social reforms• public policy• “court packing”
Economics• supply/demand• subsidies• welfare
“Why are some people poor and
others rich?”
“How does where we live impact who
we are?”
“Was the New Deal really
new?”
“Can the government really impact
society?”
Flip charts, resources, standards, assessment info
Use KSDE Social Studies page
www.ksde.org
Use Flip Charts to align
instructional Bloom’s levels
to indicator levels
• Focus on verbs in indicators / what are kids’ brains doing?
• Primary sources
• Mental maps / Google Earth
• Word walls
What do you use?
NetTrekker / Formative Test Builder
kportal.learningstation.com
Use the KSHS Kansas History
bookwww.kshs.org
Use Social Studies Centralwww.socialstudiescentral.com
Kansas Council for Economic Education
www.kcee.wichita.edu
Don’t forget to use multiple sources of data
www.serve.org/_downloads/publications/AssessHistory-final.pdf
Connect with parents
Send notes home
“Just for Parents” brochures
(English & Spanish)
Last chance for questions!