SHEEO Working Conference On College Readiness and the Common Core Assessments

1. SHEEO Working Conference On College Readiness and the Common Core Assessments Joe Willhoft, Executive Director Susan Gendron, Policy Coordinator March 3-4, 2011 SHEEO Policy Center, Boulder Colorado

2. Common Core State Standards

3. Common Core State Standards For more information about the CCSS, go to... www.corestandards.org

4. Background

5. SMARTER Historical Development of the SMARTER Balanced Assessment Consortium MOSAIC • Computer Adaptive Balanced • Formative Capacity • Integrated System

6. The Purpose of the Consortium • To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards • Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching • The assessments shall be operational across Consortium states in the 2014-15 school year

7. 31 Member States

9. Consortium Governance Last Modified November 8,2010

10. SMARTER Balanced Assessment Consortium Office of the Executive Director Executive Committee Procurement & Fiscal Agent PMP Co-Chairs: Judy Park, Tony Alpert WestEd Washington OSPI Executive Director Joe Willhoft Executive Assistant Deputy Executive Director IHE Advisor Policy Coordinator (Part-time) Sue Gendron Sr. Research Advisor (Part-time) Linda Darling-Hammond Executive Assistant Content Experts Communications Communication Director Psychometrician Communications Service Provider Math Specialist US Dept of Ed grant National Partnerships Advisor (Part-time) ELA Specialist Other grants Approved by Governing States Feb. 22, 2011

11. Institution of Higher Education (IHE) Partners • IHE partners • include more than 170 public and 13 private institutions and systems of Higher Education • represent nearly 75% of the total number of direct matriculation students across all SMARTER Balanced States • IHE representatives and/or postsecondary faculty may serve on: • Executive Committee • Assessment scoring and item review committees • Standard-setting committees

12. Institution of Higher Education (IHE) Partners NIA Specifications • Commits the IHE or IHE system to participate with the consortium in the design and development of the consortium’s final high school summative assessments in mathematics and English language arts in order to ensure that the assessments measure college readiness; • Commits the IHE or IHE system to implement policies, once the final high school summative assessments are implemented, that exempt from remedial courses and place into credit-bearing college courses any student who meets the consortium-adopted achievement standard (as defined in the NIA) for each assessment and any other placement requirement established by the IHE or IHE system; and • Is signed by the State’s higher education executive officer (if the State has one) and the president or head of each participating IHE or IHE system.

13. The Challenge ...to here? How do we get from here... Common Core State Standards specify K-12 expectations for college and career readiness All studentsleave high school college and career ready ...and what can an assessment system do to help?

14. Assessment System Overview

15. Federal Assessment Requirements • Assess acquisition of and progress toward “college and career readiness” • Have common, comparable scores across member states • Provide achievement and growth information for teacher and principal evaluation and professional development • Assess all students, except those with “significant cognitive disabilities” • Administer online, with timely results • Use multiple measures Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

16. Theory of Action • A model of verifiable accomplishments/milestones, leading to the desired outcome • Accomplishments/milestones are interdependent • The theory of action is closely linked to the validation argument for the assessment system

17. Seven Principles Underlying the Theory of Action • An integrated system • Evidence of student performance • Teacher involvement • State-led with transparent governance • Continuously improve teaching and learning • Useful information on multiple measures • Adheres to established professional standards

18. Assessment System Components Adaptive summative assessments benchmarked to college & career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready

19. Summative Assessments Summative assessments using online computer adaptive technologies • Used as accountability measures, and for college- and career readiness indicator in high school • Provides accurate measurement of all students • Uses adaptive precision into selection of performance tasks • Variety of item types assess the full range of the CCSS • Measures both current achievement and growth across time • Performance standards use research-based benchmarks • Includes option of taking the summative tests twice a year • Includes two performance tasks per year per content area

20. Assessment System Components Adaptive summative assessments benchmarked to college & career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Adaptive interim assessments that are flexible and open providing actionable feedback

21. Interim Assessments Optional interim assessments using online adaptive technology • Uses the same scale as the summative assessments • Helps identify specific needs • Involvement of teachers in item and task design and scoring • Tests are non-secure and fully accessible • Timing and content of tests is customizable • Provides clear examples of the expected performance • Includes performance tasks

22. Assessment System Components Adaptive summative assessments benchmarked to college & career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative tools and practices to improve instruction All students leave high school college and career ready Adaptive interim assessments that are flexible and open providing actionable feedback

23. Formative Processes and Tools Optional Web-based formative resources • Online resources for assessment literacy, aligning assessments to CCSS, and formative assessment guides • Training in item and task development, creating scoring guides/rubrics • Best practice support through online learning modules • Comprehensive information portal: access to information about student progress student performance history

24. Assessment System Components Adaptive summative assessments benchmarked to college & career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative tools and practices to improve instruction All students leave high school college and career ready Adaptive interim assessments that are flexible and open providing actionable feedback