POLS Conference January 17, 2013 Valley Lutheran High School Common Core State Standards: Assessing Our Progress

Classroom Assessments  Align assessments to the skills laid out in the Common Core State Standards  Understanding by Design (Wiggins) – backwards planning.  “Unpack” the standard(s) – evaluate using Bloom’s or Depth of Knowledge model  Begin with what “student needs to be able to do”  Decide what type of summative assessment will measure how well they are able to do it  What types of instruction/activities will provide student with what they need in order to be able to do it  Consider formative assessments to be used during the instructional process

State Assessments – PARCC (Partnership for the Assessment of Readiness for College and Careers) AlabamaArizonaArkansas ColoradoDistrict of ColumbiaFlorida GeorgiaIllinoisIndiana KentuckyLouisianaMaryland MassachusettsMississippiNew Jersey New MexicoNew YorkNorth Dakota OhioOklahomaPennsylvania Rhode IslandTennessee

State Assessments – SBAC (Smarter Balanced consortium) AlabamaCaliforniaConnecticut DelawareHawaiiIdaho IowaKansasMaine MichiganMissouriMontana NevadaNew HampshireNorth Carolina North DakotaOregonPennsylvania South CarolinaSouth DakotaVermont WashingtonWest VirginiaWisconsin Wyoming

Timeline Spring 2013Limited pilot test Spring 2014Larger field test Spring 2015Fully implemented

Major Shifts  Most assessments done on computer (or other device) and return results within two weeks  Assessments will feature complex, multipart tasks  Including doing electronic searches, selecting credible sources, developing a written argument supported by evidence from those sources  Solving applied math problems that require using modern technology tools  Assessments will require students to comprehend and analyze texts across all content areas that are at a higher level of complexity

Similarities between PARCC and SBAC Summative Assessments:  Online assessments for grades 3 – 8 and 11 in ELA and math  Mixed item types – selected response, constructed response, technology-enhanced, and complex performance tasks  Two required components given during final weeks of year  Window to administer assessments 8 – 12 weeks  Electronic and human scoring with results within2 weeks  Measure full range of standards on a performance continuum  Cost to state for student approximately $20

Key Similarities Between PARCC and SBAC Other Assessments, Resources, and Tools:  Optional interim assessments (Grades 3 – 8 and 9 – 11)  Professional development modules  Formative items and tasks for classroom use  Model curricular and instructional units  Online reporting  Digital library for sharing resources

Key Differences Between PARCC and SBAC PARCC Fixed form computer assessment Optional diagnostic and midyear assessments Optional K – 2 assessment Required speaking/listening assessment (Grades 3–8, 11) SBAC Adaptive computer assessment (3 years of paper/pencil option) Retake option for end-of-year component Optional interim assessments (Grades 3 – 12) will be computer adaptive and will include multiple item types

Technology Requirements Windows 7 preferred (although Windows XP should work) 1 GB internal memory for computers Visual display of 9.5+ inches with 1024 x 768 resolution Yearly installation of secure browsers 5 – 10 Kbps of bandwidth per student 1 to 7 computer ratio

Additional Assessments  Expect to see the Science assessment approximately 1 – 2 years after the ELA and Math assessments in 2015  Expect to see the Social Studies assessment approximately 1 – 2 years after the Science assessment

Resources

Lisa H. Meyers, Ed.D. Valley Lutheran High School 3560 McCarty Rd. Saginaw, MI ext. 12