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Oregon’s Statewide Assessment System

Oregon’s Statewide Assessment System . Derek Brown Director of Assessment, Office of Learning Oregon Department of Education. Discussion. Overview – w here we are and where we’re going Smarter Balanced Assessment System Smarter Balanced Accommodations

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Oregon’s Statewide Assessment System

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  1. Oregon’s Statewide Assessment System Derek Brown Director of Assessment, Office of Learning Oregon Department of Education

  2. Discussion • Overview – where we are and where we’re going • Smarter Balanced Assessment System • Smarter Balanced Accommodations • Smarter Balanced Field Test and Standards Setting • Strategic Investments • Graduation Requirements

  3. History • State Board of Education adopts the Common Core State Standards for ELA and Math in October 2010 • Standards reflect the expectations of college and career readiness by the end of high school • Development led by CCSSO and NGA, included teachers, parents, administrators, and content experts from across the country • Smarter Balanced Assessment System adopted by the State Board of Education in May 2013

  4. Smarter Balanced Membership

  5. Development Timeline

  6. Moving Forward

  7. Summative Assessments • Administered during the last 12 weeks of the school year. The high school (grade 11) test will be administered during the last six weeks of the school year. • Accurately describe both student achievement and growth of student learning as part of a program evaluation and state accountability systems • Provide, valid, reliable, and fair measures of students’ progress • Capitalize on the strengths of computer adaptive testing • Significant portion of the assessment requires hand scoring, estimated 6-week turnaround for student achievement results

  8. How is the new test different?

  9. Summative Assessment – Testing Times Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table.

  10. Common Core Shifts inELA/Literacy 6 Source: StudentAchievement Partners,“TheCommonCoreShiftsata Glance,”(2013)http://www.achievethecore.org/page/277/the-common-core-shifts-at-a-glance

  11. Common Core Shifts inMathematics 7 Source: NewYorkStateEducationDepartment, “PedagogicalShiftsdemandedby theCommonCoreStateStandards,” (2013) http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf

  12. Smarter Balanced Assessment Structure Overarching Claims 3-8 and High School Assessment Claims Targets Standards

  13. Smarter Balanced Assessment Claims • Assessment Claims are broad evidence-based statements about what students know and can do as demonstrated by their performance on the assessments • At each grade level within mathematics and ELA/literacy, there is one overall claim encompassing the entire content area and four specific content claims • Students will receive a score on each overall claim and scores for the specific content claims

  14. Claims for the English Language Arts/Literacy Summative Assessment

  15. Claims for the Mathematics Summative Assessment

  16. Smarter Balanced Assessment Targets • Assessment Targets connect the CCSS to evidence that will be collected from the assessment • The targets map the standards in the CCSS onto assessment evidence that is required to support the content categories and claims • Assessment targets are used to guide the development of items and tasks that will measure the CCSS

  17. 3rd Grade ELA • Overall • Claim • Claim • Content • Category • Target • CCSS

  18. AssessingHigher-Level ThinkingSkills Identify Draw List Define • The Depth-of-Knowledge Levels web is one widely used method for illustrating the various types of knowledge and skills that teaching and learning encompasses. Memorize Calculate Illustrate Who,What,When,Where,Why • Measure Arrange Repeat Name Match Use Tabulate Design Connect Recall Categorize Recognize Infer Organize LevelOne (Recall) • The level of thinking becomes more demanding as one moves to the higher levels and tackles more complex tasks such as synthesizing multiple pieces of information or proving an idea based on evidence in a text. • Graph Classify Synthesize • Level Four • Level Two (Skill/ Concept) Modify • Describe Explain Interpret ApplyConcepts Cause/Effect • (Extended Thinking) • Relate Critique Predict Prove • Level Three (Strategic Thinking) Compare Analyze Interpret Estimate Summarize Create Revise Assess Developa LogicalArgument • Students especially need level three and four skills to succeed in college and careers. The Common Core standards reflect these skills more strongly than most state tests. • Use Concepts to Solve Non-Routine Problems Show Critique Construct • Apprise Formulate Compare Explain Investigate DrawConclusions Hypothesize Differentiate • 25 • Source: N.L. Webb, Depth-of-Knowledge Levels for Four Content Areas (2002) http://facstaff.wcer.wisc.edu/normw/All%20content%20areas%20%20DOK%20levels%2032802.doc; Linda Darling- Hammond, et al., Criteria for High-Quality Assessment (2013) https://edpolicy.stanford.edu/sites/default/files/publications/criteria-higher-quality-assessment_2.pdf

  19. Using Depth-of-KnowledgeLevelstoCompareTestItems • Use a concept Repeat Calculate Compare • Smarter Balanced Test Item: • Five swimmers compete in the 50- meter race. The finish time for each swimmer is shown in the video. • Level One • Level Two • Level Four • Level Three • Current state test item: Round the number 873 to the nearest hundred. • Apply concepts Revise • Develop a logical argument • Compare • Explain how the results of the race would change if the race used a clock that rounded to the nearest tenth. • 30 • Source: Smarter Balanced Assessment Consortium, “Sample Items,” (2013), http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm; Indiana Department of Education, “ISTEP+ Mathematics Item Sampler,” (2011) http://www.doe.in.gov/sites/default/files/assessment/math-grades6-8-item-sampler.pdf

  20. Sample 5th Grade OAKS Math Item (Practice Test) Twenty-seven people are to be seated in a room and only four people can be seated at each table. How many tables would be needed to seat everyone? 6.5 6 ¼ 7 8

  21. Sample 5th Grade Smarter Balanced Math Item (Practice Test)

  22. Sample 5th Grade OAKS Reading Item (Practice Test) Bitter wind from Crazy Peak tugged at the sagebrush as fourteen-year-old Elliot Schroeder coaxed his buckskin horse back toward the ranch. He strode easily as if his short frame had grown from the saddle. Across his lap, he held a kicking newborn calf. The morning wind gusted. Elliot pulled an old gunnysack from his saddlebag and wrapped it around the calf like a blanket. He clapped his frozen gloves against his pants to warm his hands and threaded his way down the rocky slope. The calf’s mother followed, bawling her concern. The calf kept struggling. Knock it off!” Elliot scolded, squinting into the driving snow. “You’d be dead if I hadn’t found you.” He was right, too. Early snows could freeze a calf to death before its mother licked it dry. Elliot knew he was lucky to find the calf. He had been daydreaming, watching the snowflakes swirl past him like stars past a spaceship blasting through space. Only the mother cow’s bawling had caused Elliot to look down.

  23. Sample 5th Grade OAKS Reading Item (Practice Test) The Story Says that only the mother Cow’s bawling had caused Elliott to look down. The word bawling means Sleeping B. Chasing C. Crying D. Rushing

  24. Sample 5th Grade Smarter Balanced ELA (Reading) Item (Practice Test)

  25. Accommodations Guidelines Universal Tools • New accommodations guidelines available • http://www.ode.state.or.us/search/page/?=487 • Calculator • Manipulatives (Math) • Formula and conversion sheets (Math) • Common transitions (ELA) • Smarter Balanced-OAKS accommodations crosswalk posted • Smarter Balanced accommodations FAQ Designated Supports DocumentedAccommodations

  26. Accommodations Guidelines Guidelines were adopted 9/10/13 by the Governing States of Smarter Balanced Universal Tools Designated Supports Embedded Breaks, Calculator, Digital Notepad, English Dictionary, English Glossary, Expandable Passages, Global Notes, Highlighter, Mark for Review, Math Tools, Spell Check, Strikethrough, Tab- enter Navigation, Writing Tools, Zoom Embedded Color Contrast, Highlighter, Magnification, Masking, Text-to-speech, Translations (Glossary), Translations (Stacked), Turn off Any Universal Accessibility Tools DocumentedAccommodations Embedded American Sign Language, Braille, Closed Captioning, Speech-to-text, Text-to- speech Non-­‐embedded Abacus, Alternate Response Options, Calculator, Multiplication Table, Print on Demand, Read Aloud, Scribe Non-­‐embedded Breaks, English Dictionary, Protractor, Ruler, Scratch Paper, Thesaurus Non-­‐embedded Bilingual Dictionary, Color Contrast, Color Overlay, Read Aloud Scribe, Separate Setting, Translation (Glossary)

  27. Smarter Balanced Field Test • March 25 through June 6, 2014 • Purpose is to develop scale and calibrate test questions • Students in grades 3-8 and high school will participate • Approximately 3000 students per grade and test (ELA and Math) • 240 schools across 98 districts are enrolled in the field test

  28. Smarter Balanced Field Test

  29. Standard SettingTimeline

  30. Major Activities • Chief Approval of the Process • - TAC Review • - Chief Orientation (March) and Approval (April) • Distributed Standard Setting (+ Pilot Test) • - Up to 250,000 participants; wide net • - Recommendations used by Vertical Articulation Panel • In-Person Standard Setting (+ Pilot Test) • - 504 participants in grade/subject panels • - Bookmark procedure with construct maps • Vertical Articulation • - 60 panelists from In-Person standard setting • - Recommend changes across grades

  31. College and Career Readiness Assessments: District Selection District Contracts for Building Local Assessment Capacity 4-5 districts or teams of districts will receive grants to work on assessment development in ELA or Math across grades 3-12. Districts will be selected through a transparent, non-competitive process based primarily on a combination of demographic factors (student population, location); we are still working out the process but will post it online and through AA Update. Selected districts will be ambassadors for assessment development and will provide training at Summer Assessment Institute.

  32. College and Career Readiness Assessments: Statewide Impact Training modules on how to: • Develop high-quality standards-based assessments across grades 3-12 • Score and interpret assessments results across grades 3-12 Will be available statewide alongside assessment features within the Portal online system.

  33. College and Career Readiness Assessments: Statewide Impact Bank of4 math and 4 reading/writing student assessments with scored student work will: • Be Common Core-aligned and used to demonstrate the Essential Skill proficiencies • Include grades 3 through 12 • Be available statewide alongside assessment features within the Portal online system.

  34. College and Career Readiness Assessments: Statewide Impact Bank of: • 35 reading, writing, and math Work Samples, with • Scored student work for 5 of the reading, writing, and math Work Samples. Be available statewide alongside assessment features within the Portal online system.

  35. Graduation Policy School Year Cohort/ Grade Cohort Year Smarter Balanced Assessment - Operational

  36. Graduation Policy • Oregon Administrative Rule 581-22-0615 • The Assessment of the Essential Skills • Students will be able to use Essential Skills assessment evidence collected prior to the transition to Smarter Balanced (as long as it comes from the approved list of assessment options). • The approved assessment options will remain in place through the transition to Smarter Balanced (state test, other standardized tests, work samples)

  37. Graduation Policy

  38. Graduation Policy • Summer/Fall 2014 • There may be a discrepancy between (a) the achievement level on Smarter Balanced that represents an equivalent level of rigor to the “meets” achievement level on OAKS and (b) the “meets” achievement level on Smarter Balanced OAKS * 280 (b) (meets) 236 (meets) (a)

  39. Graduation Policy – Impact DataOAKS Math Scores at NAEP Performance Standards *NAEP administered at grade 12 **NAGB adopted standard in August 2013

  40. Graduation Policy – Impact DataOAKS Reading Scores at NAEP/SAT Performance Standards *NAEP administered at grade 12 **Linked to the SAT (Critical Reading) assessment, with a cut score of 500

  41. Resources Smarter Balanced Webpage www.smarterbalanced.org Smarter Balanced Practice Test http://sbac.portal.airast.org/practice-test/ Usability, Accessibility and Accommodations Guidelines http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf. Smarter Balanced Spanish Resources Webpage http://www.smarterbalanced.org/parents-students/como-ayudar-a-todos-los-estudiantes-a-que-tengan-exito/.

  42. Resources • Smarter Balanced Field Test Portal • http://sbac.portal.airast.org/ • Common Core Standards Webpage (ODE) • http://www.ode.state.or.us/search/page/?id=2860 • Oregon Diploma Webpage • http://www.ode.state.or.us/search/results/?id=368 • Essential Skills Webpage • http://www.ode.state.or.us/search/page/?id=2042 • General Assessment Webpage • http://www.ode.state.or.us/search/results/?id=169

  43. Contact Information Derek Brown Director of Assessment Office of Learning derek.brown@state.or.us 503-947-5841

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