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Revised recommendations for the use of Smarter Balanced 11th grade assessment in Washington's higher education placement process, focusing on major shifts in the Common Core State Standards for math and ELA. These guidelines aim to align K-16 education standards and enhance college readiness.
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Revised Recommendations:System Agreement for the Use of Smarter Balanced 11th Grade Assessment in Washington Higher Education Placement Process April 2014
Major Shifts in the Common Core State Standards:“Fewer, Higher, Clearer, Deeper” MATH • Focus strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: Require conceptual understanding, fluency, and application ELA • Building content knowledge throughcontent-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice withcomplex text and its academic language www.corestandards.org
Smarter Balanced Assessment Consortium 26 states & territories (22 governing, 3 advisory, 1 affiliate) K-12 & Higher Education Leads in each state
Assessing the Common Core • Identify • List • Draw • Define • Memorize • Calculate • Illustrate • Who, What, When, Where, Why • Measure • Arrange • Name • Tabulate • Repeat • Match • Design • Recall • Categorize • Recognize • Use • Connect • Infer • Level One • (Recall) • Graph • Organize • Synthesize • Classify • Level Four • Modify • Level Two • (Skill/Concept) • Apply Concepts • Describe Explain Interpret • Smarter Balanced assessments move beyond basic skills and recall to assess critical thinking and problem solving • Cause/Effect • (Extended Thinking) • Relate • Critique • Predict • Prove • Compare • Level Three • (Strategic Thinking) • Analyze • Interpret • Estimate • Create • Revise • Assess • Summarize • Develop a Logical Argument • Use Concepts to SolveNon-Routine Problems • Show • Critique • Construct • Compare • Apprise • Investigate • Explain • Formulate • Draw Conclusions • Hypothesize • Differentiate Source: Webb, Norman L. and others, “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research, University of Wisconsin-Madison, 2 Feb 2006 4
Why is Higher Education Involved? • Common Core State Standards anchored in expectations for college readiness • Opportunity to improve college readiness, reduce remediation, and boost completion • Making K-16 “alignment” meaningful adapted from Smarter Balanced Assessment Consortium
Washington Core to College Project
Core to College System Policy Timetable Showcase local school/ college partnerships Review and endorse proposal Develop specific proposal for SB use in higher education • System group and institutional review (Winter 2014--Spring 2014)
SMARTER BALANCED RECOMMENDATIONS: MATH POSTSECONDARY PLACEMENT OPTIONS BASED ON SCORE POTENTIAL IMPLICATIONS FOR 12TH GRADE SMARTER BALANCED SCORE LEVEL 4 (college-ready) Any entry college-level math course through pre-calculus I Expected and advised to earn college credits • Encouraged to consider appropriate advanced college credit courses • Taking a calculus pathway class • An entry college-level terminal math course not on the calculus pathway • An entry-level calculus pathway math course, contingent on a B or better in a calculus pathway class as a senior LEVEL 3 (college-ready) An entry college-level terminal math course not on the calculus pathway, contingent on a B or better in the statewide math college readiness/transition course Taking the statewide math senior year college readiness/transition course LEVEL 2 District option: Senior year college readiness/transition course (or some other intensive academic support), then opportunity for re-testing Additional placement information, determined by local institutional processes (transcript, high school GPA, additional testing, etc.), needed for all entry-level courses LEVEL 1
SMARTER BALANCED RECOMMENDATIONS: ENGLISH POSTSECONDARY PLACEMENT OPTIONS BASED ON SCORE POTENTIAL IMPLICATIONS FOR 12TH GRADE SMARTER BALANCED SCORE LEVEL 4 (college-ready) An entry college-level English course (including but not limited to English Composition or its equivalent) Expected and advised to earn college credits • An entry college-level English course (including but not limited to English Composition or its equivalent) Encouraged to consider opportunities for earning college credit LEVEL 3 (college-ready) An entry college-level English course (including but not limited to English Composition or its equivalent), contingent on a B or better in a statewide English senior year college readiness/transition course Taking astatewide English senior year college readiness/transition course LEVEL 2 District option: Senior year college readiness/transition course (or some other intensive academic support), then opportunity for re-testing Additional placement information, determined by local institutional processes (transcript, high school GPA, additional testing, etc.), needed for all entry-level courses LEVEL 1
Agreement Timeframe Review agreement in winter 2018 and consider revision/renewal for class of 2019
Comments & Questions? Core to College website Bill Moore bmoore@sbctc.edu 360-704-4346