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Purpose of the Smarter Balanced Assessment Consortium

Purpose of the Smarter Balanced Assessment Consortium. To develop a comprehensive and innovative assessment system* for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards , so that . . .

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Purpose of the Smarter Balanced Assessment Consortium

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  1. Purpose of the Smarter Balanced Assessment Consortium • To develop a comprehensive and innovative assessment system*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 schoolprepared for postsecondary success in college or a career through increased student learning and improved teaching. * To be operationalacross Consortium states in the 2014-15 school year

  2. Why Define College-Readiness Expectations? • “General” high school track is “Ticket to Nowhere”* • Overall cost of remediation in the US estimated at over $3.7 billion annually • Cost of “double teaching” at community colleges plus reduced potential income of college dropouts (WV ― $3.8m) • Student pipeline transition and completion rates* from ninth grade to college (150% of program time): • US average: 20.5 percent • West Virginia: 16.6 *Sources: Haycock (1999); Alliance for Excellent Education (August, 2006); NCHEMS Information Center data (2008): http://www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2008&level=nation&mode=graph&state=0

  3. Common Core State Standards (CCSS) • Preceded by American Diploma Project (piloted 2001-2003) • Initiated by National Governors Association and Council on Chief State School Officers initiative (2009-2010) • Provide benchmarks for all students in English language arts and mathematics • To date, adopted by 45 states and 3 territories • Require new assessment system • West Virginia customized CCSS>>>Next Generation Standards

  4. Common Core State Standards • Define knowledge and skills students need for college and skilled employment • Provide clear, consistent standards in English language arts/literacy and mathematics • Were developed by states with input from K-12 teacher and college faculty – adopted by 45 states and 3 territories Source: www.corestandards.org

  5. Smarter Balanced Assessment Consortium • 25 states representing 40% of K-12 students • 21 governing, advisory states • Washington state is fiscal agent • WestEd provides project management services

  6. Smarter Balanced Assessments • Online administration, with timely results • Computer-adaptive technology • Variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance • Formative, interim, and summative assessments, for more responsive teaching and better advising • Impact on teaching and learning • Common, comparable scores across member states and across consortia Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010, pp. 18,171-85

  7. Higher Education Collaboration • Involved 175 public and 13 private systems/institutions of higher education in application • Two higher education representatives on the Executive Committee • Higher education lead in each state and higher education faculty participating in work groups • Goal: The high school assessment qualifies students for entry-level, credit-bearing coursework in college or university

  8. Smarter Balanced Goals for Higher Education • Colleges and universities recognize the Smarter Balanced Grade 11 assessment as a valid measure of college content-readiness as defined by the Common Core State Standards. • Colleges and universities agree on a common performance standard in English language arts/literacy and mathematics for college content-readiness. • Colleges and universities use the Smarter Balanced assessment as evidence that students are ready for credit-bearing course work and can be exempted from remediation.

  9. What IS Asked of Higher Education What is NOT Asked of Higher Education Reaching the Goal with Higher Education Partnership • Lead role in standard-setting for 11th-grade assessment • Agreement on performance standards for placement in the most common credit-bearing entry-level courses: • College Algebra • Freshman Composition • Participation in assessment design • Use of Smarter Balanced assessment for admission • Standardization of postsecondary admissions standards • Complete reliance on the Smarter Balanced assessment for placement decisions

  10. Benefits to Higher Education • Better-prepared entering students, who know what is required of them • Less need for remediation • Better use of effort, time, and resources • Improved postsecondary persistence and completion

  11. Challenges for Higher Education • Attitudes/Views:“College isn’t for everyone.” / “College isn’t professional or skilled ‘training.’” • Structural issues: • K-12 and higher education are separate systems, separately funded, separately governed • Not part of faculty reward system—additional responsibility for those already overworked and underpaid • Institutional and faculty governance • Lowering of standards? • Intrusion into faculty prerogative • Too “one-size-fits-all” for intellectual or pedagogical good

  12. Timeline for Higher Education

  13. Sample Items and Performance Tasks

  14. Foundation for Item and Task Development Items and Performance Tasks Smarter Balanced Item and Task Specifications Smarter Balanced Content Specifications Common Core State Standards Source: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdf

  15. A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

  16. Summative Assessment: Purpose, Benefits and Limitations • Purpose • Accountability for K-12 at the state, district, school and classroom/teacher level • Accurate information about individual students’ achievement, growth over time, and (in 11th grade) readiness for college in English and math. • Benefits • Far more sophisticated and comprehensive measure of student knowledge and skills than most existing K-12 accountability or placement exams. • Linked to known, high-quality content standards (Common Core). • Early warning for students not yet college ready. • Limitations • Summative exams are not diagnostic in nature. • Will not measure readiness for advanced mathematics (Calculus) requiring 12th grade instruction.

  17. ELA/Literacy: CCSS Implications for Assessment Source: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdf

  18. The Smarter Balanced ELA/Literacy Claims •Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text. •Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences. •Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences. •Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. Source: http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/

  19. Item Development and Commitment to the CCSS • Texts worth reading • Questions worth answering • Text dependent questions • A range of thinking • Real 21st century contexts • Untimed • Contextualized writing with requirement to use information from multiple texts. • A range of domains

  20. The Smarter Balanced Mathematic Claims •Claim 1: Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. •Claim 2: Students can frame and solve a range of complex problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. •Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. •Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

  21. Next Generation Standards Progression

  22. WV HS Math Curriculum (Algebra I, Geometry, and Algebra II) • Math I • Partnerships between quantities • Linear and exponential relationship • Reasoning with equations • Descriptive statistics • Congruence, proof and construction • Connecting algebra and geometry through coordinates • Math II • Extending number system • Quadratic function & equations • Expressions and equations • Probability • Proof and trig. • Circles • Math III • Inferences and conclusions • Polynomial, rational, and radical • Trig functions • Modeling with functions

  23. College Content-Readiness Definition and Policy Framework (DRAFT)

  24. College Content-Readiness Definition

  25. Policy Framework for Grade 11 Achievement Levels

  26. Policy Framework for Grade 11 Achievement Levels cont.

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