Assessment Transition to New Missouri Core Academic Standards

1. Assessment Transition to New Missouri Core Academic Standards Show-Me Curriculum Administrators Fall Conference Michael Muenks Coordinator of Assessment October 7-8, 2012

2. Why? “The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.”

3. PISA 2009Program for International Student Assessment Overall Reading Scale

4. Overall Math Scale PISA 2009Program for International Student Assessment

5. PISA 2009Program for International Student Assessment Overall Science Scale

6. “…while reading demandsin college, workforce training programs, and lifein general have held steady or increased over the last half century, K-12 texts have actually declined in sophistication…” (CCSS Appendix A, p.2 ) INCREASED RIGOR

7. 1600 1400 1200 Text Lexile Measure (L) 1000 800 Reading Study Summary High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* 600 * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

8. “Elementary and secondary students are not required to read enough informational text independently even thoughexpository text makes up the vastmajority of therequiredreading in college and the workplace.” (CCSS Appendix A, p.2) INCREASED EXPOSURE

9. “Next Generation” Assessments Major Shifts in Testing • Computer-Based (w/ Adaptive Response and Multimedia Content) • Performance-Based (Reflective of Real World Tasks) • Integrated (Reading, Writing, Collaboration, Research) • Interdisciplinary (Social Studies, Science, Humanities) • Text-Dependent

10. Standards drive curriculum/Curriculum is how and when you teach • Common Core State Standards Organization • Don’t deconstruct – Look at the whole document • Progressions, Math Practices, Text Complexity, Glossaries, Appendices, etc. • The focus is fewer items to a greater depth. • Professional learning will be a key component • Evaluate teacher content knowledge – Are there opportunities? • Fidelity of curriculum implementation – Are favorite units that are now inappropriate being abandoned? Leadership

11. Missouri’s Transition in ELA and MA

12. The Smarter Balanced Assessment System Comprehensive Assessment System Optional Interim assessment system — no stakes Summative assessment for accountability English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School* Last 12 weeks of year** DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT • PERFORMANCE TASKS • ELA / Literacy • Math COMPUTER ADAPTIVE ASSESSMENT ELA/Literacy & Math Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined Re-take option available * Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10. ** Time windows may be adjusted based on results from the research agenda and final implementation decisions.

13. EMBEDDED TASKS ASSESSMENTS A series of more than 100 items/tasks per year embedded within instruction, each with various forms and scaffolds to allow for customization to student needs. Each task typically requires one to five minutes for completion. The Dynamic Learning Maps Assessment Consortium (DLM) Alternate Assessment System English Language Arts and Mathematics, Grades 3–8 and High School DIGITAL LIBRARY of learning maps; professional development resources; guidelines for IEP development and student selection for the alternate assessment; instructionally relevant tasks with guidelines for use materials, accommodations, and scaffolding; automated scoring (for most) and diagnostic feedback; and online reporting system. END-OF-YEAR ADAPTIVE ASSESSMENT Two options for summative assessment** Instructionally embedded tasks used with all DLM students. States may choose to use aggregate data for summative purposes (state decision).* Summative assessment for accountability for those states that choose not to use the embedded tasks for accountability. * Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards. ** Research will be conducted to review the technical feasibility of using data from the tasks for summative accountability purposes. Developed by The Center for K–12 Assessment & Performance Management at ETS.For detailed information on DLM, go to www.dynamiclearningmaps.org.

14. Sample AssessmentsSmarter Balanced Assessments Three Parts: Interim, Summative and Formative

15. Interim (open anytime) – Take away the mystery of the test at the end of the year! • Pre-test students • This is a non-secure item bank • Teachers can create their own assessment or use provided test templates Smarter Balance

16. Summative (Window – 12 weeks in the spring) • Secure Item Bank • Online Computer Adaptive Technology • The next question is based on your answer to the current question. Like the Nursing Boards, GRE, etc. • Question can be from the previous year or, if you are advanced, from the next year. • Everyone will have a different test • All types of questions and several sessions SR, CR, PE, TE • Grades 3-8, and11 Smarter Balance

17. Formative (open anytime) • Teacher help center • Scoring rubrics, tools for teaching, videos, tools for student evaluation • Social professional networking, collaboration, pooling resources • Professional development Smarter Balance

18. All the consortia assessments are technology based. • Completing the technology readiness survey and updating it is very important. • Make sure your tech people are completing this and keeping it up to date. • Call the Assessment Section if you need technical assistance with the survey. • Keep new technology specifications in mind when making purchases. • Plan for bandwidth upgrades. Technology Readiness

19. Grades 3-8 • 2012-2013 – Normal testing, except PE and WP are BACK in all content areas! Pilot of Smarter Balance assessments. • 2013-2014 – Normal testing, except moving the Communication Arts and Mathematics assessments to align as closely as possible to CAS without changing test design or blueprint. Field test of Smarter Balance assessments. • 2014-2015 – Implement Smarter Balance assessments in English/language arts and mathematics. Science assessments remain in place. Missouri Assessment Program Transition

20. MAP-A • 2012-2013 – Normal testing • 2013-2014 – Normal testing with field test of Dynamic Learning Maps assessment • 2014-2015 – New assessments in English language arts and mathematics. Science assessments remain in place. Missouri Assessment Program Transition

21. Item Exemplars: Performance Task 8th Grade Math Example.

22. DESE Smarter Balance CCSS HomepageSample Assessment Items & Explanations Understanding the Model CurriculumDESE “How-To” Model Curriculum Smarter Balance Assessments Sample Online Test Items