June 22, 2011

CCSSO-NCSA

Innovative Approaches to Statewide Writing Assessments

6/22/11 CCSSO-NCSA

Commendations

Integrating instruction and assessmentSD – Greater focus on the writing process

(development and improvement process)NC – Student and Teacher reports (feedback

for improvement)NC – Clear expectations for implementation

Implementation included professional development

Implementation provided learning opportunity for both teachers and students

CCSSO-NCSA 26/22/11

Challenges Purpose: Instruction = Summative Assessment

Defining the construct(s)Ensuring teaching and practice = assessment Teachers trusting/using systems for evaluating

student writing

Alignment of teaching/testing with the Common Core State Standards

Evaluating/scoring the “right” construct(s)

Reporting on improved writing (writing traits and/or content knowledge)

Scaling Up! – more grades, more content areas

CCSSO-NCSA 36/22/11

Future Assessment Challenges South Dakota

State policies and standardization of program parameters (scoring thresholds, revisions, prompts).

Adding content-based components a la the Common Core State Standards

North Carolina Systems changing quicklyEliminating on-demand writing tasks

Content Based Rubrics - standardization

CCSSO-NCSA 46/22/11

Literacy in History/Social Studies, Science, & Technical Subjects

WHST.11-12.1. Write arguments focused on discipline-specific content.

WHST.11-12.2. Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; …

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations …; integrate information into the text selectively to maintain the flow of ideas, avoiding … and following a standard format for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSSO-NCSA55

6/22/11

Questions to Ponder

Is frequency of participation related to achievement?

Is fidelity of implementation related to achievement?

Are all the goals being attained, e.g., improved reading comprehension?

What evidence is there that teachers in various disciplines are requiring writing in line with the CCSS?

CCSSO-NCSA 66/22/11

Contact Information

Dr. Cornelia S. Orr

Executive Director

National Assessment governing Board

800 North Capitol Street NW, Suite 825

Washington, DC 20002-4233

cornelia.orr@ed.gov

CCSSO-NCSA 76/22/11