Kentucky s Core Content for Assessment, Version 4.O

1. Kentucky�s Core Content for Assessment, Version 4.O

2. 2 Agenda Where are we with the Core Content, Version 4.0? What is Depth of Knowledge and how will it influence item development for the 2007 state assessment?

3. 3 Core Content for Assessment, Version 4.0 Not a comprehensive curriculum or course of study Subset of the Program of Studies Represents content standards from Kentucky�s Academic Expectations and the Program of Studies

4. 4 The Core Content for Assessment, Version 4.0 Provides parameters for test developers as they design the state assessment items and identifies content that is fair game for inclusion on the state assessment. Provides focus for the development of the 2007 Kentucky Core Content Test (KCCT). Captures the �big ideas.�

5. 5 The Core Content for Assessment Provides additional clarity and support for instruction beginning school year 2006 � 2007.

6. 6 Core Content for Assessment CCA, 4.0 draft posted on the KDE website 2007 assessment contract to be awarded in January 2006 Field test the items developed from CCA, 4.0 in the Spring 2006 Make any adjustments to CCA based on field test and external reviews

7. 7 Core Content for Assessment Schools and districts can begin to use CCA, 4.0 to adjust their curriculum Crosswalks between 3.0 and 4.0 are posted on KDE website Upcoming ISN Newsletters will identify any updates and provide the link to the most current drafts (Next update, 10/19)

8. 8

9. 9 To maintain focus on what is assessed at the state, without narrowing the curriculum locally.

10. 10 End of primary, fourth, fifth, sixth, seventh, eighth, high school To ensure continuity and conceptual development, even though the current state assessment varies for those grade levels based on the content area. The Core Content for Assessment Version 4.0 is organized by grade level (end of primary � 4th, 5th, 6th, 7th, 8th, and high school) in order to ensure continuity and conceptual development even though the current state assessment varies for those grade levels based on the content area. This is different from the current 3.0 Version, which is organized in grade spans. Core Content standards under each assertion highlight the grade level differences. The Core Content standards are usually aligned across grade level clusters to show the spiraling curriculum of social studies where a concept is introduced in elementary school and further developed in middle and high school. The numbers may be different but the concept usually spirals. The Core Content for Assessment Version 4.0 is organized by grade level (end of primary � 4th, 5th, 6th, 7th, 8th, and high school) in order to ensure continuity and conceptual development even though the current state assessment varies for those grade levels based on the content area. This is different from the current 3.0 Version, which is organized in grade spans. Core Content standards under each assertion highlight the grade level differences. The Core Content standards are usually aligned across grade level clusters to show the spiraling curriculum of social studies where a concept is introduced in elementary school and further developed in middle and high school. The numbers may be different but the concept usually spirals.

11. 11 Organized using Bold and Italicized Statements Bold = state assessed Italicized = supporting content Core content statements are bolded for �state assessment� or italicized for �supporting content but not for state assessment�. The intent is to show what core content statements are fair game to be assessed on the Kentucky Core Content Test (KCCT) and those that instructionally support the state assessed content, but will not be assessed at the state level. � Core content statements are bolded for �state assessment� or italicized for �supporting content but not for state assessment�. The intent is to show what core content statements are fair game to be assessed on the Kentucky Core Content Test (KCCT) and those that instructionally support the state assessed content, but will not be assessed at the state level. �

12. 12 Organized using Parentheses If there is a list inside with an e.g.,, preceding it, that means the examples included are meant to be just that, examples. If the list is NOT preceded by an e.g., the list is to be considered exhaustive and those items that are fair game for assessment..

13. 13 Organized using Verbs to represent how students will be expected to demonstrate their knowledge; to reflect the depth of knowledge and cognitive complexity expected for the state assessment. The content statements for the state assessment have been clarified with verbs to represent what students will be expected to do and to reflect the depth of knowledge and cognitive complexity expected for the state assessment. They are not meant to limit the cognitive complexity for instruction in the classroom. In order for students to perform at a high level on the KCCT, they need to have mastered the supporting content as well as the state assessed content.The content statements for the state assessment have been clarified with verbs to represent what students will be expected to do and to reflect the depth of knowledge and cognitive complexity expected for the state assessment. They are not meant to limit the cognitive complexity for instruction in the classroom. In order for students to perform at a high level on the KCCT, they need to have mastered the supporting content as well as the state assessed content.

14. 14 Depth of Knowledge (DOK) Established Depth of Knowledge levels to indicate the cognitive demand limits for the state assessment and to guide item development, classification of items, and alignment to Kentucky standards Coded each Core Content for Assessment Standard to the DOK level that represents the �ceiling� or highest level for assessment

15. 15 Depth of Knowledge (DOK) Applied Norman Webb�s Depth of Knowledge Levels (1997, 2003) Drew upon other work such as NAEP�s (2004) Levels of Complexity and Dr. Andy Porter�s Curriculum Content Analysis of Student Expectations (2002, 2004)

16. 16 Depth of Knowledge Descriptive, not a taxonomy Focuses on how deeply a student has to know the content in order to respond Not the same as difficulty

17. 17 Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to content standards and assessment items is an essential requirement of alignment analysis. Four levels of depth of knowledge were used for our analysis: Level 1 - Recall and Reproduction Level 2 � Skills & Concepts Level 3 - Strategic reasoning Level 4 - Extended reasoning

18. 18 Level 1 Recall and Reproduction Focus is on specific facts, definitions, details, or using routine procedures (measure, divide, follow recipe, etc.); explaining �that��; can be �difficult� without requiring �deep� content knowledge to respond to item (memorize a complex theory without being able to explain its meaning or apply it to a real work situation); a combination of level ones do not = level 2; one right answer

19. 19 DOK Level 1 Examples Reads words in isolation Locate or recall facts or details explicitly presented in text Performs a simple scientific process or set of procedures Identify or describe features of places or people

20. 20 DOK Level 1 Examples Solve linear equations Determine the perimeter or area of rectangles or triangles given a drawing or labels

21. 21 Level 2: Skills/Conceptual Understanding Focus is on applying skills (in a familiar/typical situation) and concepts, relationships (compare, cause-effect), main ideas � requires deeper knowledge than definition; explaining how or why; making decisions � estimating, interpreting in order to respond; one right answer

22. 22 DOK Level 2 Examples Identify and summarize the major events, problem, solution, conflicts in literary text Obtain information using text features Predict a logical outcome based on information in a reading selection Classify, organize or estimate

23. 23 DOK Level 2 Examples Organize, represent and compare data Describe cause-effect of particular events Compare/contrast people, events, places, concepts Classify plane and three dimensional figures

24. 24 Level 3: Strategic Thinking and Deeper Reasoning Focus is on need for reasoning and planning in order to respond (e.g., write an essay, apply in new/novel situation); complex and abstract thinking is required; often need to provide support for reasoning or conclusions drawn; more that one �correct�response or approach is often possible

25. 25 DOK Level 3 Examples Explain, generalize, or connect ideas using supporting evidence from the text or from other sources Analyze interrelationships among elements of the text (plot, subplots, characters, setting)

26. 26 DOK Level 3 Examples Develop a scientific model for a complex idea Form conclusion from experimental or observational data Propose and evaluate solutions Explain, generalize or connect ideas, using supporting evidence from a text or source

27. 27 DOK Level 3 Examples Describe, compare and contrast solutions methods Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

28. 28 Level 4: Extended Reasoning and Thinking Requires complex reasoning, planning, and thinking generally over extended periods of time for the investigation or to complete the multiple steps of the assessment item. Students may be asked to relate concepts within the content area and among other content areas or to real-world applications in new situations.

29. 29 Level 4: Extended Reasoning and Thinking Students may have to devise or select one approach among many alternatives on how the situation can be solved.

30. 30 Level 4: Extended Reasoning and Thinking Extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. �

31. 31 Level 4 Extended Reasoning/Thinking Examples Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report Conduct an investigation from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions

32. 32 Level 4 Extended Reasoning/Thinking Examples Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports the results

33. 33 Level 4 Extended Reasoning/Thinking Examples Analyzing author�s craft (e.g., style, bias, literary techniques, point of view)

34. 34 Determining DOK: Science Example

35. 35 Next Steps Post DOK annotations for Released Items Roll out Core Content for Assessment to higher education, districts, and schools Revise the Program of Studies Combine Academic Expectations, Core Content for Assessment and Program of Studies into an instructional document for teachers Spring 2006 � Field test items

36. 36 Table Discussions Select a content area Determine the DOK for the released open-response and multiple-choice items Discuss your reasoning Review the DOK annotations for the released items Jot down questions you have

37. Proposed High School Graduation Requirements Review of HS Graduation Requirements for the Class of 2010

38. 38 Language Arts 4 credits required Currently schools move students through English I, II, III, and IV in that order 4 credits required Courses include the content strands of reading, writing, speaking, listening, observing, inquiry, and using technology as a communication tool. Language arts shall be taken every year of high school.

39. 39 Mathematics Currently 3 credits required Courses include Algebra I, Geometry, and one elective Proposed 3 credits required Include the content strands of number and computation, geometry and measurement, probability and statistics, and algebraic ideas and the following: One mathematics course taken every year of high school based on the student's Individual Graduation Plan; Required courses shall include: Algebra I, Geometry, and Algebra II or a course of equal rigor; The minimum course for credit shall be Algebra I

40. 40 Social Studies Currently 3 credits Coursework should incorporate U.S. History, Economics, Government, World Geography, and World Civilization Recommendation 3 credits Coursework to include the content strands of historical perspective, geography, economics, government and civics, and culture and society

41. 41 Science Currently 3 credits Coursework includes life science, physical science, earth and space science Recommendation 3 credits Coursework shall incorporate lab-based scientific investigation experiences Coursework includes the content strands of biological science, physical science, earth and space science, and unifying concepts

42. 42 Health/Physical Education Currently � credit of Health � credit of PE Recommendation � credit of Health to include the content strands of individual well-being, consumer decision, personal wellness, mental wellness, and community services � credit of PE to include the content strands of personal wellness, psychomotor, and lifetime activity

43. 43 History and Appreciation of Visual and Performing Arts Currently 1 credit Recommendation 1 credit to include the content strands of arts, dance, music, theatre, and visual arts (or another arts course which incorporates this content) or a standards-based specialized course based on the student�s Individual Graduation Plan

44. 44 Electives Currently 7 elective credits Recommendation 7 standards-based learning experiences in academic and career interest areas Of the 7, four (4) must be aligned with the Individual Graduation Plan

45. 45 World Language Currently No current minimum requirement for high school graduation Recommendation Demonstrated proficiency in understanding and communicating in a second language

46. 46 RecommendationDemonstrated proficiency in technology and 21st century literacy Currently No current minimum requirement for high school graduation Recommendation Demonstrated proficiency in technology and 21st century literacy

47. 47 Total Credits Currently 22 credits Recommendation 22 Credits

48. 48