122463-CCSS_AssessmentShifts_webinar_handouts.pdf

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ASCD2012 | CommonCoreStateStandards


Assessment Shifts

Sue Brookhart

April 3, 2012


Assessment Shifts State Level

Currently, each state has its own standards andits own state assessment system

Two consortia are working on assessments of

the Common Core State Standards (ELA andMathematics)

PARCC

Smarter Balanced Assessment Consortium

Target for implementation 2014-15 school year

Assessment and accountability will still be bystate


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PARCC


PARCC Assessment Purposes

1. College- and career-ready

2. Full range of Common Core State Standards

3. Full range of student performance

4. Data during year to inform instruction,

interventions, professional development

5. Data for accountability, including growth

6. Innovative approaches


PARCC Assessment System

Grades 38 and High School

Four components

Two summative, required

Two non-summative, optional

(Non-summative, speaking and listening)


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Summative components

Performance-based Assessment (PBA) ELA/literacy writing effectively when analyzing text

Mathematics application, problem solving, reasoning

End-of-Year Assessment (EOY)

ELA/literacy reading comprehension

End of Grade (EOG) in High School

Mathematics innovative, machine-scorable

End of Course (EOC) in High School




Non-summative components

Diagnostic Assessment

Mid-Year Assessment

Performance-based items and tasks

Emphasis on hard-to-measure standards




Characteristics of the assessment system

Constructed response, performance tasks, and

computer-enhanced and computer-scored items

Administered via computer Some automated and some human scoring

College-ready cut scores for high school tests in

Mathematics and ELA/Literacy


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PARCC K2 Formative Assessments

Bank of assessment resources

Vertically aligned to PARCC assessment system Include developmentally appropriate

assessment types

Observations

Checklists

Classroom activities and protocols


Smarter Balanced


Smarter Balanced Assessment

Purposes

To accurately measure student progress toward

college- and career-readiness

To provide meaningful feedback and actionable

data to inform instruction To provide tools for teachers to help students

succeed


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System

Grades 38 and 11

Summative assessment Two parts Computer adaptive test (40-65 items/content area)

Performance tasks (on computer, not computer

adaptive), one reading, one writing, two math

Teacher involvement

Help write items and tasks

Alignment and bias review

Scoring



System

Grades 38 and 11

Optional interim assessments

Computer adaptive test

Performance tasks (on computer, not computer

adaptive)

Accessible for instruction and professional

development (not secure)



System

Grades 38 and 11

Formative assessment

Digital library of professional development

materials, resources, and tools

Aligned to Common Core State Standards and

Smarter Balanced assessment targets


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Conclusions

Both PARCC and Smarter Balanced AssessmentConsortium

Based on the Common Core State Standards

Utilize technology

Required summative end-of year assessments

Optional interim, non-summative, and formativeassessments

Are in developmentchanges are still possibleand even expected


Implications for the Classroom

State

District

Classroom



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Example Assessment Prompt

[Read text provided, How do we measure the

quality of our waters? from water.epa.gov]

Why do scientists need to use multiple

measures when evaluating water quality?

Include at least four details from the passage to

support your response. (Smarter Balanced AssessmentConsortium, Measured Progress, ETS, 2012, p. 35)

Students enter response as text in computer


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Example Assessment Prompt

[Read text provided, How do we measure the

quality of our waters? from water.epa.gov]

Explain the organizational structure of the passageand discuss one advantage and one disadvantage

of using this structure. What could the author have

done differently, if anything, to help the reader better

understand the information? Include details from the

passage in your response, (Smarter Balanced AssessmentConsortium, Measured Progress, ETS, 2012, p. 41)

Students enter response as text in computer


Example Classroom Assessments

Talk about, write about, and/or diagram the

organizing structures of informational texts they

read

Explain why the structure is used and how it

serves the authors purpose

Compare (talk, write, or diagram) the structures

of two different passages on the same topic, and

explain why these might be different


Example Classroom Assessments

What is the main point of the text? How is that

an argument?

What evidence supports or contradicts the

argument? Explain your thinking. What logic or reasoning does the author use to

relate the evidence? Is the logic sound? Explain

your thinking.

What assumptions must be true to make this

argument valid? Explain your thinking.


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Classroom Assessments

in a Balanced System

Supporting CCSS and Accountability

Ask a variety of standards-based, higher-order

thinking questions about each text that is read

Ask such questions routinely, in both formative

and summative contexts

Include assessments of supporting and enabling

knowledge and skills


Classroom Assessments

in a Balanced System

Supporting CCSS and Accountability

Involve students in critiquing their own analyses

according to criteria and using self, teacher

and/or peer feedback to revise

Use new/novel texts each timestudents should

learn that thinking about newly read material is

routine



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Sue Brookhart may be reached at

[email protected]

Glacier National Park and Yosemite National Park photos 2011 by Susan

Brookhart

Bryce Canyon National Park photo 2010 by Susan Brookhart

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