Kansas State Social Studies Assessment Information

transcript

Glenn Wiebeglennw@essdack.orgESSDACK

I’m ready for the Social Studies assessment! Are you?

• 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

Glenn Wiebenot from KSDE

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;

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”

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

High school

Two assessments

• US & Kansas focus

• World focus

• 30 questions per assessment

• Can give as one test

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

Melanie Manares

• 785.296.7929

• mmanares@ksde.org

SPED students

General assessment

General assessment with accommodations

98% of students

SPED students

General assessment

General assessment with accommodations

98% of students

KAMMAlternate Assessment

Colleen Riley

785.291.3097

criley@ksde.org

www.kansped.org

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?

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

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

Lynn Vasquez

• lvasquez@ksde.org

• 785.296.3892

Online assessment

Optional

Practice tests & student tutorials are available

• Practice testing highly encouraged

• cete@ku.edu

• 785-864-3537

Formative assessments:

• February 1st?

• Where?

Share list of questions with neighbor

What’s not crossed off?

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 KSDE resources web site

www.kerc-ks.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!