GAUGING STUDENT MASTERY OF MICHIGAN’S SOCIAL STUDIES STANDARDS

M I C H I G A N S TAT E T E S T I N G C O N F E R E N C E

F E B R UA RY 1 4 , 2 0 1 8

M-STEP: Social Studies

SCOTT KOENIGEDUCATION CONSULTANT

OFFICE OF EDUCATIONAL ASSESSMENT AND ACCOUNTABILITY

EMAIL: KOENIGS@MICHIGAN.GOV

OFFICE: 517-373-1931

Presenter

M-STEP is * a 21st Century online test.* designed to gauge how well

students are mastering state standards.

M-STEP results* (when combined with classroom

work, report cards, local district assessments, and other tools) offer a comprehensive view of student progress and achievement.

Test Development

STEP 1: Local Education Expert Item Writing Committees

STEP 2: Local Education Expert Bias/Content Review Committees

STEP 3: Field Testing

STEP 4: Local Education Expert Data Review Committees

STEP 5: Operational

STEP 6: Local Education Expert Standard Setting (Only done with new tests)

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HERE

Social Studies 2015 - 2018

� MEAP to M-STEP – Grades 5, 8, and 11

� Measures student understanding of current (2006 adoption)social studies content standards

� Contains Multiple Choice (MC) items on assessment

� Contains technology-enhanced (TE) items and developing stimuli with sets of items

� College, Career, and Civic Life Framework (C3) update for content standards is in process for another State Board of Education review

Online Assessment

Engaging Online Assessment

� Hot Text� Match� Drag and Drops

(Text and Graphic)� Choice � Drop Down� Order

College, Career, and Civic Life (C3)

Items are being written through the C3 lens.

Focus Area

Online Assessment

Sample Items

MC Sample Item (Elementary)

MC Sample Item (Middle School)

MC Sample Item (High School)

TE Sample Item (Elementary)

TE Sample Item (Elementary)

TE Sample Item (Middle School)

TE Sample Item (Middle School)

TE Sample Item (High School)

TE Sample Item (High School)

The Social Studies Standards

An Update to the Update!

Social Studies Standards: Where Are We?

ØAn external focus group is concluding its review of the proposed standards

Ø Final edits are being discussed and completed at this time

What to expect once edits are completed . . .

ØPresentation to the State Board of Education (SBE) and anopen public comment period

ØAssessment discussion and professional development roll-out to begin pending SBE approval

Standards: Fewer, Clearer, Higher

The NEW version may read: 5 – U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of people.

Examples for Local Curriculum: Suggested perspectives could include: wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and Indigenous Peoples

U2.3 - Life in Colonial America:Distinguish among and explain the reasons for regional differences in colonial America.

5 - U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians).

Standards: Fewer, Clearer, Higher

The NEW version may read: 6 – E3.1.2 Diagram or map the flow of materials, labor, and capital used to produce a consumer product.

Example addition: 6 – E3.3.2 Compare the economic and ecological costs and benefits of different kinds of energy production.

Examples for Local Curriculum: oil, coal, natural gas, nuclear, biomass, solar, and wind

E3.1 Economic Interdependence:Describe patterns and networks of economic interdependence, including trade.

6 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

Standards: Fewer, Clearer, Higher

The NEW version may read:

5.1.2 World Religions – Analyze the impact of

the diffusion of world religions on social,

political, cultural, and economic systems.

Examples for Local Curriculum:Examples could include Christianity’s

intertwined spheres of politics and religion in

Europe and Luther’s questioning of it as

Protestantism began to spread throughout

Europe and across the Atlantic to the

Americas. Other examples might include the

expulsion of the Muslims and Jews from Spain,

the development of the Sikh religion in India

from both Hinduism and Islam, or the spread

of Islam throughout southeast Asia.

WHG: ERA 5 – The Emergence of the First Global Age, 15th to 18th Centuries5.1 Cross-temporal or Global Expectations

Analyze the global impact and

significant developments caused by

transoceanic travel and the linking of all

the major areas of the world by the 18th

century.

5.1.2 World Religions – Use historical and

modern maps to analyze major territorial

transformations and movements of world

religions including the expulsion of Muslims

and Jews from Spain, Christianity, to the

Americas, and Islam to Southeast Asia, and

evaluate the impact of these

transformations/movements on the

respective human systems.

Standards: Fewer, Clearer, Higher

The NEW version may read:

6.3.2 Political and Social Tensions – Use the core principles as set forth in the Declaration of Independence and the U.S. Constitution to evaluate the post-Civil War political, economic, and social marginalization of racial and ethnic groups.

Examples for Local Curriculum:• Jim Crow Laws• disenfranchisement, poll taxes, literacy tests• economic marginalization and the

sharecropping system• violence by groups like the Ku Klux Klan, Red

Shirts and The White League• resistance to violence (e.g. Ida B. Wells and

the anti-lynching campaign of the late 1800s and early 1900s)

HS US/GEO 6.3 Progressivism and Reform 6.3.2 Causes and Consequences of Progressive Reform - Analyze the causes, consequences, and limitations of Progressive reform in the following areas• major changes in the Constitution, including 16th,

17th, 18th, and 19th Amendments• new regulatory legislation (e.g., Pure Food and

Drug Act, Sherman and Clayton Anti-Trust Acts)• the Supreme Court’s role in supporting or

slowing reform• role of reform organizations, movements and

individuals in promoting change (e.g., Women’s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman

• Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair,Ida Tarbell)

• efforts to expand and restrict the practices of democracy as reflected in post-Civil War

• struggles of African Americans and immigrants

Notable Standard Updates

Standard Shifts:

� Grade 6 geography focus

� Grade 7 world history focus

� Language changes in standards

� Adjusted expectation numbering

� C3 Inquiry lens

Assessment Alignment:

§ Updating Item Bank content standards

§ Continued item writing though "inquiry” lens

§ Beginning development of innovative stimuli with multiple items

Social Studies Resources

M-STEP Sample Items

www.michigan.gov/mstep

Here

Spotlight

www.michigan.gov/mstep

MDE- Social Studies

http://michigan.gov/socialstudies

Performance Assessments of Social Studies Thinking (PASST)

passtmoodle.wmisd.org/

Michigan Open Book

textbooks.wmisd.org/

https://www.youtube.com/watch?v=EwmORoqJzWw

MAISA, Rubicon Atlas, or Michigan Citizenship Collaborative Curriculum (MC3)

https://oaklandk12-public.rubiconatlas.org/Atlas/Search/View/Default

Geographic Inquiry and New Temporal Sequencing in Social Studies (GIANTS)

ss.oaisd.org

National Assessment of Educational Progress (NAEP)

nces.ed.gov/nationsreportcard/

QUESTIONS?

M-STEP: Social Studies

Contact: Scott KoenigEmail: KoenigS@michigan.govOffice: 517-373-1931