Date post: | 02-Jan-2016 |
Category: |
Documents |
Upload: | chester-james |
View: | 213 times |
Download: | 0 times |
Defining Alignment and Achieving College Readiness
Joe Willhoft, Executive DirectorSusan Gendron, Policy Coordinator
May 9, 2011SHEEO/Hunt Institute
2
• To develop a system 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, so that...
• ...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.
3
“College- and career-ready (or readiness) means, with respect to a student, that the student is prepared for success, without remediation, in credit-bearing entry-level courses in and IHE (as defined in section 101(a) of the HEA), as demonstrated by an assessment score that meets or exceeds the achievement standards (as defined in the NIA) for the final high school summative assessment in mathematics or English language arts.”
Notice Inviting Applications for the Comprehensive Assessment System, Part II.B Definitions, p. 72, May 2010
Engagement with IHE
5
29 States in the SMARTER Balanced Consortium
7
• IHE partners
• More than 180 public and private systems and institutions of Higher Education
• Representing nearly 75% of the direct matriculation students from all SMARTER Balanced States
• IHE representatives and/or postsecondary faculty serve on:
• Executive Committee (2 of 9 members)
• Item and scoring design committees
• Standard-setting design and panels
8
Resources of $2.5M for collaboration with IHE
• IHE CoordinatorFull-time person with from higher education leadership
• IHE Advisory Committee8-10 Higher Education representatives from across roles
• IHE ConsultantsResources to contract w/ Higher Ed consultants on special
topics/issues
• Test Design and Standard Setting for CCRThrough IHE Coordinator engage w/ and bring Higher Ed into
test development, definition of CCR, and standard setting
9
Jamal Abedi
UC Davis/CRESST
Randy Bennett
ETS
Derek Briggs
University of Colorado
Greg Cizek
University of North Carolina
David Conley
University of Oregon
Linda Darling-Hammond
Stanford University
Brian Gong
The Center for Assessment
Ed Haertel
Stanford University
Joan Herman
UCLA/CRESST
Jim Pellegrino
University of Illinois, Chicago
W. James Popham
UCLA, Emeritus
Joe Ryan
Arizona State University
Martha Thurlow
University of Minnesota/NCEO
10
• An integrated systemo Summative/Interim/Formative
• Design with evidence of student performanceo “Evidence-based design”
• Teacher involvemento Prototype design; item/task writing; scoring of
complex items/tasks
• State-led with transparent governanceo Engagement in policy and implementation
decisions
11
• Continuously improve teaching and learningo Regular feedback of progress; professional
development supports
• Useful information on multiple measureso Progression-based scores; extended response
items and performance tasks
• Adhere to established professional standardso AERA/NCME Standards for Testing
o ATP Best Practices
o JCSEE Standards (Utility, Reliability, Propriety, Feasibility)
What Is Our Design?
13
How do we get from here...
...to here?
All studentsleave high
school college and career
ready
All studentsleave high
school college and career
ready
Common Core State
Standards specify K-12 expectations
for college and career
readiness
Common Core State
Standards specify K-12 expectations
for college and career
readiness...and what can an assessment system
do to help?
All students leave high
school college and career ready
Adaptive summative assessments
benchmarked to college & career
readinessCommon
Core State Standards specify K-
12 expectation
s for college and
career readiness
Assessment System Components
15
Summative assessments using online computer adaptive technologies
• The accountability component• Adaptive testing...
o A way to select items for studentso Highly individualizedo Accurate measurement across the performance scaleo Very efficient – less testing time needed
• Reports current achievement and growth across time
• Multiple item types• Two performance tasks per year per content area • Students may take twice a year; results in two weeks
All students leave high
school college and career ready
Adaptive summative assessments
benchmarked to college & career
readinessCommon
Core State Standards specify K-
12 expectation
s for college and
career readiness
Adaptive interim assessments that are flexible and open providing
actionable feedback
Assessment System Components
17
Optional interim assessments using online adaptive technology
• Non-secure and fully accessible• Timing and content are customizable • On same scale as the summative
assessments• Includes performance tasks • Clear examples of the expected performance• Helps identify specific needs • Teachers included in item and task design
and scoring
All students leave high
school college and career ready
Adaptive summative assessments
benchmarked to college & career
readinessCommon
Core State Standards specify K-
12 expectation
s for college and
career readiness
Teachers can access formative tools and practices
to improve instructio
n
Adaptive interim assessments that are flexible and open providing
actionable feedback
Assessment System Components
19
Optional Web-based formative resources• Online resources for...
o Aligning instruction to CCSSo Classroom evidence of student learningo Formative assessment guides
• Training in item and task development, creating scoring guides/rubrics
• Best-practice support through online learning modules
• Comprehensive information portal...o Access to information about student progresso Student performance history
All students leave high
school college and career ready
Adaptive summative assessments
benchmarked to college & career
readinessCommon
Core State Standards specify K-
12 expectation
s for college and
career readiness
Teachers can accessformative tools and practices
to improve instructio
n
Adaptive interim assessments that are flexible and open providing
actionable feedback
Assessment System Components
Key Features
22
23
• Computerized testingo Paper/pencil option locally available during a 3-year
transition
o Spring 2011: State-by-state survey of technology/infrastructure gaps
• End-of-course testso Test-builder tool available to use interim item pool for EOCs
• Common, interoperable open-source softwareo Accommodate State-level assessment options
• Adoption of best practices procedures/protocolso Common protocols for item development: accessibility,
language/cultural sensitivity, construct irrelevant varianceo Common accommodation and translation protocols
Getting the Work Done
25
26
...the SMARTER Balanced Assessment Consortium can be found online at
www.k12.wa.us/SMARTER
Thank You