Assessment Transition to New Missouri Core Academic Standards

Show-Me Curriculum AdministratorsFall Conference

Michael MuenksCoordinator of

AssessmentOctober 7-8, 2012

WHY?“The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.”

1 Shanghai-China 5562 Korea 5393 Finland 5364 Hong Kong-China 5335 Singapore 5266 Canada 5247 New Zealand 5218 Japan 5209 Australia 51510 Netherlands 50817 United States 50020 Germany 49721 Ireland 49622 France 49625 United Kingdom 49433 Spain 48143 Russian Federation 45948 Mexico 425

Overall Reading

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 493)

Significantly below OECD Average

PISA 2009Program for International Student Assessment

PISA 2009Program for International Student Assessment

Overall Math Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 496)

Significantly below OECD Average

1 Shanghai-China 600

2 Singapore 562

3 Hong Kong-China 555

4 Korea 546

6 Finland 541

9 Japan 529

10 Canada 527

11 Netherlands 526

13 New Zealand 519

15 Australia 514

16 Germany 513

22 France 497

28 United Kingdom 492

31 United States 487

32 Ireland 487

34 Spain 483

38 Russian Federation 468

51 Mexico 419

Overall Science

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 501)

Significantly below OECD Average

1 Shanghai-China 575

2 Finland 554

3 Hong Kong-China 549

4 Singapore 542

5 Japan 539

6 Korea 538

7 New Zealand 532

8 Canada 529

10 Australia 527

11 Netherlands 522

13 Germany 520

16 United Kingdom 514

20 Ireland 508

23 United States 502

27 France 498

36 Spain 488

39 Russian Federation 478

50 Mexico 416

PISA 2009Program for International Student Assessment

INCREASED RIGOR

“…while reading demands in college, workforce training programs, and life in

general have held steady or increased over the last half century, K-12 texts have actually declined in sophistication…”

(CCSS Appendix A, p.2 ) Text Complexity

Grade BandsPrevious Lexile Ranges New Lexile Ranges

(Aligned to CAS Expectations)

K-1 N/A N/A2-3 450-725 450-7904-5 645-845 770-9806-8 860-1010 955-1153

9-10 960-1115 1080-130511-12 1070-1220 1215-1355

Reading Study Summary

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

INCREASED EXPOSURE

“Elementary and secondary students are not required to read enough informational

text independently even though expository text makes up the vast majority of the required reading in college and the

workplace.” (CCSS Appendix A, p.2)

1.Computer-Based (w/ Adaptive Response and Multimedia Content)2.Performance-Based (Reflective of Real World Tasks)3.Integrated (Reading, Writing, Collaboration, Research)4.Interdisciplinary (Social Studies, Science, Humanities)5.Text-Dependent

“NEXT GENERATION” ASSESSMENTS MAJOR SHIFTS IN TESTING

Leadership

10

Standards drive curriculum/Curriculum is how and when you teach

Common Core State Standards OrganizationDon’t deconstruct – Look at the whole document

Progressions, Math Practices, Text Complexity, Glossaries, Appendices, etc.

The focus is fewer items to a greater depth.Professional learning will be a key component

Evaluate teacher content knowledge – Are there opportunities?

Fidelity of curriculum implementation – Are favorite units that are now inappropriate being abandoned?

Missouri’s Transition in ELA and MA

2011-2012• Development

of Model Curriculum units per grade and content area K-12

• Awareness presentations

2012-2013• Implementation of

Model Curriculum units K-12

• Regional professional learning focused on deep implementation of CCSS as illustrated by Model Curriculum

• Dual reporting of current assessments to both GLEs/CLEs and CCSS

• Administer current MAP-A

2013-2014• Continued

implementation of Model Curriculum units K-12

• Regional professional learning focused on deep implementation of CCSS as illustrated by Model Curriculum

• Dual reporting of current assessments to both GLEs/CLEs and CCSS

• Begin the process of updating EOCs to fully assess the CCSS

• Administer current MAP-A

• Field test Dynamic Learning Maps for Alternate Assessment

2014-2015• Full

implementation of Model Curriculum

• Continued regional professional learning

• Administer Smarter Balance Assessment Consortium (SBAC) assessments

• Administer Dynamic Learning Maps Alternate Assessment

• Field test EOCs designed to assess the CCSS

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year**

DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCE TASKS

• ELA / Literacy• Math

Re-take option available

The Smarter Balanced Assessment System

* Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10.** Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School*

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

COMPUTER ADAPTIVE

ASSESSMENTELA/Literacy &

Math

Comprehensive Assessment System

EMBEDDED TASKS ASSESSMENTS A series of more than 100 items/tasks per year embedded within

instruction, each with various forms and scaffolds to allow for customization to student needs. Each task typically requires one

to five minutes for completion.

The Dynamic Learning Maps Assessment Consortium (DLM)

DIGITAL LIBRARY of learning maps; professional development resources; guidelines for IEP development and student selection for the alternate assessment; instructionally relevant tasks with guidelines for use materials, accommodations, and scaffolding; automated scoring (for most) and diagnostic feedback; and online reporting system.

END-OF-YEARADAPTIVE

ASSESSMENT

* Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards.** Research will be conducted to review the technical feasibility of using data from the tasks for summative accountability purposes.

Instructionally embedded tasks used with all DLM students. States may choose to use aggregate data for summative purposes (state decision).*

Summative assessment for accountability for those states that choose not to use the embedded tasks for accountability.

Two options for summative assessment**

Developed by The Center for K–12 Assessment & Performance Management at ETS. For detailed information on DLM, go to www.dynamiclearningmaps.org.

Alternate Assessment System

English Language Arts and Mathematics, Grades 3–8 and High School

SAMPLE ASSESSMENTSSMARTER BALANCED ASSESSMENTS

Three Parts: Interim, Summative and Formative

Smarter Balance

15

1. Interim (open anytime) – Take away the mystery of the test at the end of the year!

• Pre-test students• This is a non-secure item bank

• Teachers can create their own assessment or use provided test templates

Smarter Balance

16

2. Summative (Window – 12 weeks in the spring)• Secure Item Bank• Online Computer Adaptive Technology

The next question is based on your answer to the current question. Like the Nursing Boards, GRE, etc.

Question can be from the previous year or, if you are advanced, from the next year.

Everyone will have a different testAll types of questions and several sessions

SR, CR, PE, TEGrades 3-8, and11

Smarter Balance

17

3.Formative (open anytime)• Teacher help center

• Scoring rubrics, tools for teaching, videos, tools for student evaluation

• Social professional networking, collaboration, pooling resources

• Professional development

Technology Readiness

18

• All the consortia assessments are technology based.

•Completing the technology readiness survey and updating it is very important. Make sure your tech people are completing this

and keeping it up to date. Call the Assessment Section if you need

technical assistance with the survey.

•Keep new technology specifications in mind when making purchases.

•Plan for bandwidth upgrades.

Missouri Assessment Program Transition

19

Grades 3-82012-2013 – Normal testing, except PE and WP are

BACK in all content areas! Pilot of Smarter Balance assessments.

2013-2014 – Normal testing, except moving the Communication Arts and Mathematics assessments to align as closely as possible to CAS without changing test design or blueprint. Field test of Smarter Balance assessments.

2014-2015 – Implement Smarter Balance assessments in English/language arts and mathematics. Science assessments remain in place.

Missouri Assessment Program Transition

20

MAP-A2012-2013 – Normal testing2013-2014 – Normal testing with field test of

Dynamic Learning Maps assessment2014-2015 – New assessments in English

language arts and mathematics. Science assessments remain in place.

Item Exemplars: Performance Task

8th Grade Math Example.

DESE Smarter Balance CCSS HomepageSample Assessment Items & Explanations

Understanding the Model CurriculumDESE “How-To”

Model Curriculum

Smarter Balance Assessments

Sample Online Test Items