Assessments for the Common Core State Standards

1. Assessments for the Common Core State Standards

2. Agenda – Assessment Standards-Based Instruction and the Role of Assessment Assessment Paradigm Shift – Worthy of Instructional Imitation Evidence Centered Design Timelines Sample Items Non-Negotiables – Don’t wait for PARCC or SBAC

3. Standards Based Instruction Expectations of the CCSS are for all students Focused, Clear, Higher expectations Innovative practices to meet the needs of all students Assessment is a critical component to the instruction cycle

4. Assessment Paradigm Shift Assessments worthy of instructional imitation Assessments that are not an interruption to instruction Assessments that deliver valuable, actionable, valued information

5. Shifts and the Impact on Assessment: Imagine • ELA/Literacy • Building knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language • Mathematics • Focus: Focus strongly where the standards focus. • Coherence: Think across grades, and link to major topics • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

6. Assessment Evaluation Tool [AET] For evaluation of grade or course-level assessment materials, including interim/benchmark assessments and other forms of classroom assessments Tools for K-HS Mathematics and 3-12 ELA/Literacy Can be used for Purchasing decisions; Evaluating previously purchased or developed sets of materials or item banks Guide development or refinement of individual or sets of assessments Professional Development Inform publishers of the criteria July 19 on achievethecore.org

7. NON-NEGOTIABLES IN MATHEMATICS

8. Non-Negotiables: Focus Non-Negotiable 1. FOCUS ON MAJOR WORK: The large majority of points in each grade K–8 are devoted to the major work of the grade, and the majority of points in each High School course are devoted to widely applicable prerequisites. 85% of the total points in grades K–2 align exclusively to the major work of the grade. 75% of the total points in grades 3–5 align exclusively to the major work of the grade. 65% of the total points in grades 6–8 align exclusively to the major work of the grade. Non-Negotiable 2. FOCUS IN K–8: No item assesses topics directly or indirectly before they are introduced in the CCSSM.

9. Non-Negotiables: Coherence Non-Negotiable 5. ALIGNMENT OF TEST ITEMS:Test items elicit direct, observable evidence of the degree to which a student can independently demonstrate the targeted standard(s), adhering to the full intent of the CCSSM. Directly reflecting the language of individual standards. Reflecting the progressions in the Standards. Assessing all levels of the content hierarchy. Using the number system appropriate to the grade level.

10. Non-Negotiables: Rigor Non-Negotiable 3. RIGOR AND BALANCE: Each grade/course’s assessments reflect the balances in the Standards and help students meet the Standards’ rigorous expectations by helping students develop conceptual understanding, procedural skill and fluency, and application. Non-Negotiable 4. PRACTICE-CONTENT CONNECTIONS:Each grade/course’s assessments include items that meaningfully connect the Standards for Mathematical Content and Standards for Mathematical Practice. However, not all items need to align to a Standard for Mathematical Practice. And there is no requirement to have an equal balance among the Standards for Mathematical Practice in any set of items or test forms.

11. NON-NEGOTIABLES IN ELA/LITERACY

12. I. Texts and Other Stimuli Non-Negotiable 1. COMPLEXITY OF TEXTS: Reading texts have the appropriate level of complexity for the grade, according to both quantitative measures and qualitative analysis of text complexity. Non-Negotiable 2. RANGE OF TEXTS: ELA/literacy assessments reflect the distribution of text types and genres required by the standards. Non-Negotiable 3. QUALITY OF TEXTS: The quality of texts and other stimuli is high-- they are worth reading closely and exhibit exceptional craft and thought and/or provide useful information.

13. II. Reading Test Questions Non Negotiable 4. TEXT-DEPENDENT AND TEXT-SPECIFIC QUESTIONS: Test questions are text-dependent and text-specific: They require students to read closely, find the answers within the text(s), and use textual evidence to support their responses. Non-Negotiable 5. ALIGNMENT OF TEST QUESTIONS: Test questions reflect the rigor and cognitive complexity demanded by the standards; they assess the depth and breadth of the standards at each grade level.

14. III. Writing to Sources and Research Non-Negotiable 6. WRITING TO SOURCES: The majority of writing prompts, at all grade levels, are text-dependent and reflect the writing genres named in the standards.

15. IV. Speaking and Listening Non-Negotiable 7. SPEAKING AND LISTENING: Items assessing speaking and listening reflect true communication skills required for college and career readiness.

16. V. Language Non-Negotiable 8. LANGUAGE: Items assessing conventions and writing strategies reflect actual practice to the extent possible.

17. Evidence-Centered Design (ECD) ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

18. Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 2 Optional Assessments/Flexible Administration • End-of-Year • Assessment • Innovative, computer-based items • Required • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Required • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative • Speaking And Listening Assessment • Locally scored • Non-summative, required

19. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). Claims Structure: Mathematics Sub-Claim B: Additional & Supporting Content2 with Connections to Practices The student solves problems involving the Additional and Supporting Content2 for her grade/course with connections to the Standards for Mathematical Practice. Sub-Claim E: Fluency in applicable grades (3-6) The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. Sub-Claim A: Major Content1 with Connections to Practices The student solves problems involving the Major Content1 for her grade/course with connections to the Standards for Mathematical Practice. Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.  Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS) Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) The student expresses grade/course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. ~37 pts (3-8), ~42 pts (HS) ~14 pts (3-8), ~23 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR) 7-9 pts (3-6) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) 1For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters. 2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. 3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.

20. Claims Driving Design: ELA/Literacy

21. PARCCONLINE.org Resources Mid-Year Assessment 2014-15 K-1 Formative Assessment Tools and the Diagnostic Assessments in Grades 2-8 are being developed to provide teachers instructionally useful information about how well students have learned, or how prepared they are to learn, key content and skills in the CCSS.  Pilot 2014-15. Available 2015-16 Speaking and Listening Assessments Assessment Professional Development (PD) Modules June 2014

22. Look at these things Prototypes http://www.parcconline.org/samples/item-task-prototypes Test Blueprints/Test Specifications http://www.parcconline.org/assessment-blueprints-test-specs Model Content Frameworks http://www.parcconline.org/parcc-model-content-frameworks

24. Mathematics Claims Overall Claim for Grades 3–8 Students can demonstrate progress toward college and career readiness in mathematics. Overall Claim for Grade 11 Students can demonstrate college and career readiness in mathematics. Claim #1 – Concepts & Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim #2 – Problem Solving Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Claim #3 – Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4 – Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

25. ELA/Literacy Claims Overall Claim for Grades 3–8 Students can demonstrate progress toward college and career readiness in English language arts and literacy. Overall Claim for Grade 11 Students can demonstrate college and career readiness in English language arts and literacy. Claim #1 – Reading Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2 – Writing Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim #3 – Speaking and Listening Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 – Research/Inquiry Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information

26. smarterbalanced.org Resources Sample Tasks http://www.smarterbalanced.org/sample-items-and-performance-tasks/ Practice Tests! http://sbac.portal.airast.org/Practice_Test/default.html