MCAS Standard Setting Policy Committee Guiding Principles for Determining New Achievement Levels

What are the guiding principles? The standard setting policy committee (SSPC) met in fall 2016 for one and a half days of facilitated meetings, where they first heard background information on the MCAS program and the history of MCAS achievement levels, learned about the uses of descriptors and achievement levels, and examined examples from other assessment programs. The following slides were developed during these meetings as a set of guiding principles. Key among them are: the need to develop positive and motivating achievement level names; the importance of clear communication to parents and students regarding readiness to engage in academic activities at the next level; and the desire to communicate shared responsibility for student success. Massachusetts Department of Elementary and Secondary Education

Guiding Principles - 1 A primary audience for the reporting of achievement level results is parents and students. At all grades, the reporting of achievement level results should convey information about student readiness to engage in academic activities at the next grade level. College readiness determinations should not be made based solely on grade 10 achievement, but graduation readiness can be signaled. Clear communication is essential. Achievement levels and reports should convey How the student performed Whether that is “good enough” How that performance compares to others

Guiding Principles - 2 Achievement level names (labels) should be positive and motivating The state must be mindful of the unintended consequences that achievement level labels can have on individual students, educators, schools, and communities. There should be consistency across the assessment and accountability systems (e.g., Level 5 should not indicate high performance in one system and high need in the other).

Guiding Principles - 3 Ensure that there is coherence in achievement level expectations across grade levels Over time, claims that students are “on track” or “prepared” should be supported by evidence and not based solely on judgment. Achievement standards should be monitored over time to ensure that claims are supported. The assessments must be part of a coherent system of high quality content standards, instruction, and student support.