assessment that supports k-16 alignment policy, politics and practice david t. conley director,...

Assessment That Supports K-16 AlignmentAssessment That Supports K-16 Alignment

POLICY, POLITICS AND POLICY, POLITICS AND PRACTICEPRACTICE

David T. ConleyDavid T. Conley

Director, Director,

Standards for SuccessStandards for Success

Association of American UniversitiesAssociation of American Universities

Center for Educational Policy ResearchCenter for Educational Policy Research

University of OregonUniversity of Oregon

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The State Of Assessment PolicyThe State Of Assessment PolicyThe State Of Assessment PolicyThe State Of Assessment Policy

Briefly describe any effort in your Briefly describe any effort in your state to align state K-12 assessments state to align state K-12 assessments with other systems, including with other systems, including community colleges, 4-year colleges, community colleges, 4-year colleges, universities, world of workuniversities, world of work

Highlight the key impediment in your Highlight the key impediment in your state to the success of any such state to the success of any such alignment policyalignment policy

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Why Consider Aligned Assessments?Why Consider Aligned Assessments?Why Consider Aligned Assessments?Why Consider Aligned Assessments?

Enhanced state leadership in K-12 ed. policyEnhanced state leadership in K-12 ed. policyState standards and assessments have become tools for

accountability (system, school, teacher, student) in addition to tools for higher academic achievement

The shift to accountability has not been accompanied by a concomitant increase in reasons to do well on assessments

Even high stakes assessments have little to motivate high school students to do well

Assessments aren’t well-suited to multiple Assessments aren’t well-suited to multiple purposespurposes

Low-level high school competency tests are pitched to the 8th grade level of skill

High-level tests aren’t coordinated with work world or college admissions/placement

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Why Consider Aligned Assessments:Why Consider Aligned Assessments:Limitations of Current MeasuresLimitations of Current Measures

Why Consider Aligned Assessments:Why Consider Aligned Assessments:Limitations of Current MeasuresLimitations of Current Measures

GPA “compression”GPA “compression”Regardless of whether grade “inflation” exists, GPAs are becoming

compressed toward higher end> E.g., Ziomek, R. L., & Svec, J. C. (1995). High School Grades and

Achievement: Evidence of Grade Inflation, The College Board (forthcoming)

Variation in quality of academic coursesVariation in quality of academic coursesE.g., NAEP findings of differences in urban/rural performance

Inherent problems of class ranking schemesInherent problems of class ranking schemesWeighting, course difficulty, small differences in GPA resulting in large

differences in rank; quality differences between high schools

Lack of connection to high school curriculum and Lack of connection to high school curriculum and “signaling” problems“signaling” problems

Measures like SAT, GPA and class rank don’t make it clear to students what they need to do in high school to succeed in college

> e.g., Bridge Project preliminary findingsRemediation rates suggest signaling problems

> (Conditions of Education, 2000, National Center on Education Statistics)

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Why Consider Assessment Alignment: Why Consider Assessment Alignment: Politically-Related IssuesPolitically-Related Issues

Why Consider Assessment Alignment: Why Consider Assessment Alignment: Politically-Related IssuesPolitically-Related Issues

Equity issues remain in turmoilEquity issues remain in turmoilWill state assessments aid equity or will they further restrict access? Answer: It depends

State assessments could help identify those who outperform relative to their classmates or they could become a new barrier

If state tests measure the “taught curriculum,” they become an indicator of ability to learn what is taught and suggest those with potential to succeed

If all applicants are required to meet minimum “cut score” on state tests, no greater diversity will be achieved

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Why Consider Assessment Alignment: Why Consider Assessment Alignment: Policy-Related ReasonsPolicy-Related Reasons

Why Consider Assessment Alignment: Why Consider Assessment Alignment: Policy-Related ReasonsPolicy-Related Reasons

State education policies increasingly State education policies increasingly seek K-16 linkagesseek K-16 linkages

Academic content standards in essentially every state

State assessments systems with high stakes in 35 states

Assessments linked to graduation in 24 statesAssessments beginning to be aligned with college admission/ placement

Illinois, New York, Oregon, Massachusetts (?)

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Why Is This A Why Is This A Current Policy Issue?Current Policy Issue?

Why Is This A Why Is This A Current Policy Issue?Current Policy Issue?

College admission is far more important and College admission is far more important and more competitive than ever beforemore competitive than ever before

Number of spaces at selective institutions are not increasing at anywhere the rate of increase among students who seek admission to these institutions

E.g., UC-Berkeley, UCLA processing 35,000+ applicationsReal competition began accelerating 20 years ago

Access to economic rewards is controlled by Access to economic rewards is controlled by access to bachelor’s degree to a much greater access to bachelor’s degree to a much greater degree than everdegree than ever

State assessments are becoming more “high State assessments are becoming more “high stakes”stakes”

Traditional measures such as SAT-I are under Traditional measures such as SAT-I are under sustained attack or challengesustained attack or challenge

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What Are Current Practices?What Are Current Practices?What Are Current Practices?What Are Current Practices?

State assessments not designed to connect State assessments not designed to connect beyond HSbeyond HS

Minimum competency testsE.g., Indiana ISTEP GQE tied to grade 9 skill levels

State assessments with potential to connect with State assessments with potential to connect with higher ed, work worldhigher ed, work world

E.g., California Golden State Exams, New York Regents ExamsState end-of-course examsState end-of-course exams

E.g., Virginia, North Carolina, Maryland, Georgia, Texas, California

Teacher-based judgmentsTeacher-based judgmentsE.g, Wisconsin (CBA), Oregon (PASS—

http://www.ous.edu/pass)Multi-measure assessment systemsMulti-measure assessment systems

Exam, performance task, work samples, writing samples E.g., Oregon CIM, Connecticut CAPT, Massachusetts MCAS

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Virginia Virginia End-of-End-of-Course Course Exam- Exam- 10th 10th

Grade Grade MathMath

Virginia Virginia End-of-End-of-Course Course Exam- Exam- 10th 10th

Grade Grade MathMath

Are State Are State Assessments Assessments Useful for Useful for PostsecondaPostsecondary ry Education?Education?

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MCAS Tenth MCAS Tenth Grade Math Grade Math

ItemsItems

MCAS Tenth MCAS Tenth Grade Math Grade Math

ItemsItems


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MCAS MCAS Tenth Tenth Grade Grade

Math ItemMath Item

MCAS MCAS Tenth Tenth Grade Grade

Math ItemMath Item


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MCAS MCAS Tenth Tenth Grade Grade Math Math

EnglishEnglish

MCAS MCAS Tenth Tenth Grade Grade Math Math

EnglishEnglish


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Other OptionsOther OptionsOther OptionsOther Options

Direct measures of key skills such as student Direct measures of key skills such as student writing abilitywriting ability

One of the best ways to prepare for college success across disciplines

Something students can do in high school to prepare for college success

Direct linkages between state standards and Direct linkages between state standards and assessments, university admission and assessments, university admission and placementplacement

Universities do not favor this because they do not want to lose control over admissions process

Explicit statements of knowledge and skills Explicit statements of knowledge and skills needed for university success in language needed for university success in language compatible with state academic content compatible with state academic content standardsstandards

Standards for Success pursues goal of defining Standards for Success pursues goal of defining key knowledge and skills for university successkey knowledge and skills for university success

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Defining Key Knowledge and Skills For Defining Key Knowledge and Skills For Postsecondary SuccessPostsecondary Success

Defining Key Knowledge and Skills For Defining Key Knowledge and Skills For Postsecondary SuccessPostsecondary Success

State assessments have been developed without State assessments have been developed without reference to key knowledge and skills for reference to key knowledge and skills for postsecondary successpostsecondary success

Higher education continues to think largely in terms of course requirements, GPA, and SAT/ACT scores

Defining key knowledge and skills is a basic Defining key knowledge and skills is a basic prerequisite to determining the fit between prerequisite to determining the fit between systemssystems

These knowledge and skill statements line up with state academic content standards

Degree of alignment can be determined

Fit between what states are testing and what Fit between what states are testing and what postsecondary ed expects may be excellent to postsecondary ed expects may be excellent to non-existentnon-existent

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What Else Is Being Attempted?What Else Is Being Attempted?What Else Is Being Attempted?What Else Is Being Attempted?

Wisconsin competency-based Wisconsin competency-based admissions experimentadmissions experiment

Students admitted via competency route did slightly better than comparable students admitted via traditional route

Oregon’s Proficiency-based Admission Oregon’s Proficiency-based Admission Standards SystemStandards System

Student work rated by trained scorers using common criteria showed pattern of proficiency different from grades and more highly correlated with results of state assessments than grades

First group of students admitted with any PASS proficiencies are now freshmen

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Where Is State Policy Likely to Head?Where Is State Policy Likely to Head?Where Is State Policy Likely to Head?Where Is State Policy Likely to Head?

It is almost a certainty that some states will It is almost a certainty that some states will seek to connect state K-12 assessments with seek to connect state K-12 assessments with college/ university admissioncollege/ university admission

Has been introduced as an idea in North CarolinaIllinois will be having all students take ACTGeorgia pays for all students who want to take PSATMCAS (Massachusetts) being considered by some colleges

as a placement toolMany, perhaps most, universities view this as highly

undesirable, but other levels of the postsecondary community may not react in the same fashion, thereby creating an entrée for such relationships to be tested

K-16 is a hot policy topicK-16 is a hot policy topicFew are sure what it actually means, but many activities are

being undertaken under this banner

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Issues on the HorizonIssues on the HorizonIssues on the HorizonIssues on the Horizon

A potential battle is brewing in most states between A potential battle is brewing in most states between state assessments and postsecondary admissions state assessments and postsecondary admissions and placementand placement

Legislatures will tend to seek simple solutionsLegislatures will tend to seek simple solutionsE.g., The “X-percent solution” in Texas, California, Florida

Elite universities in particular will resist imposed admissions criteria that force them to use state assessments

Any K-16 alignment that does not address Any K-16 alignment that does not address admissions and placement will be highly limited in admissions and placement will be highly limited in scopescope

Any solution that ignores key knowledge and skills Any solution that ignores key knowledge and skills for postsecondary success will be ultimately for postsecondary success will be ultimately discredited if admitted students do not succeed in discredited if admitted students do not succeed in collegecollege

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Logical Next StepsLogical Next StepsLogical Next StepsLogical Next Steps

State-level commission to examine State-level commission to examine articulation between state assessment articulation between state assessment system and key knowledge and skills for system and key knowledge and skills for postsecondary successpostsecondary success

Process for thoughtful revisions or Process for thoughtful revisions or adaptations of state assessment systems adaptations of state assessment systems to ensure they are at least consistent to ensure they are at least consistent with college preparationwith college preparation

Well-designed standards and assessment Well-designed standards and assessment articulation with buy-in of postsecondary articulation with buy-in of postsecondary community as the ultimate goalcommunity as the ultimate goal

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Examples of State Actions to Align K-16Examples of State Actions to Align K-16Examples of State Actions to Align K-16Examples of State Actions to Align K-16

TexasTexas: Title: H.B. 1144 Signed by governor : Title: H.B. 1144 Signed by governor 05/2001. Requires that records relating to student 05/2001. Requires that records relating to student performance be coordinated and maintained in performance be coordinated and maintained in standardized, compatible formats that standardized, compatible formats that allow the allow the exchange of information between K-12 and higher exchange of information between K-12 and higher education and throughout student educational education and throughout student educational careers.careers. School districts must ensure students enroll School districts must ensure students enroll in courses for the recommended or advanced high in courses for the recommended or advanced high school program. school program. Permits but does not require the Permits but does not require the commissioner of education to participate in multi-state commissioner of education to participate in multi-state end-of-course test development, and requires the end-of-course test development, and requires the development of an end-of-course test for Algebra I.development of an end-of-course test for Algebra I.

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KentuckyKentucky: Title: H.B. 17 Signed by governor : Title: H.B. 17 Signed by governor 03/2001. Relates to education councils; defines "P-16 03/2001. Relates to education councils; defines "P-16 council" or "council of partners"; specifies that the council" or "council of partners"; specifies that the Council on Postsecondary Education administer a Council on Postsecondary Education administer a competitive grant program to enable the establishment competitive grant program to enable the establishment of local P-16 councils; of local P-16 councils; a local P-16 council shall a local P-16 council shall promote teacher preparation and professional promote teacher preparation and professional development, the alignment of competency standards development, the alignment of competency standards and the elimination of barriers that impede student and the elimination of barriers that impede student transition from preschool through baccalaureate transition from preschool through baccalaureate programs;programs; requires an annual report from each P-16 requires an annual report from each P-16 council.council.


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FloridaFlorida H.B. 2263 Signed by governor 06/2000 H.B. 2263 Signed by governor 06/2000 Creates the Florida Education Governance Creates the Florida Education Governance Reorganization Act of 2000; Creates a governance Reorganization Act of 2000; Creates a governance system that deals with K-20 education. The new board system that deals with K-20 education. The new board will oversee Florida's education system from will oversee Florida's education system from Kindergarten to grad school.Kindergarten to grad school.

OregonOregon S.B. 868 Signed by governor 07/99 S.B. 868 Signed by governor 07/99 Directs State Board of Higher Education and State Directs State Board of Higher Education and State Board of Education to meet as joint boards of Board of Education to meet as joint boards of education for the purpose of reaching joint policy education for the purpose of reaching joint policy determinationsdeterminations; authorizes use of moneys ; authorizes use of moneys appropriated from General Fund for student aid or appropriated from General Fund for student aid or other incentives that encourage resource sharing.other incentives that encourage resource sharing.


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MarylandMaryland H.B. 1091 Signed by governor H.B. 1091 Signed by governor 04/2001. Creates the College Readiness Program and 04/2001. Creates the College Readiness Program and College Readiness Financial Aid Program for College Readiness Financial Aid Program for disadvantaged and capable public high school disadvantaged and capable public high school students in the state; students in the state; requires high school students requires high school students complete core college preparation courses starting in complete core college preparation courses starting in 2005-2006; requires the State Department of 2005-2006; requires the State Department of Education and the K-16 Partnership to develop a Education and the K-16 Partnership to develop a program of those courses; requires the Department program of those courses; requires the Department and the Maryland Higher Education Commission to and the Maryland Higher Education Commission to develop placement tests and cutoff scoresdevelop placement tests and cutoff scores..


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Missouri K-16 CoalitionMissouri K-16 Coalition The focus will be on grades The focus will be on grades 11 and 12 and the first two years of higher education. The 11 and 12 and the first two years of higher education. The coalition is charged with: coalition is charged with:

Promoting quality performance standardsEncouraging faculty agreements on content and expectations Encouraging faculty agreements on content and expectations

in the major disciplines, beginning with mathematicsin the major disciplines, beginning with mathematics Increasing public awareness of the importance of improved

student performance Supporting full articulation within and across educational Supporting full articulation within and across educational

sectorssectors Identifying strategies for enhanced performance based upon

preparation and ability Developing policy recommendations to be shared with the

Coordinating Board for Higher Education, the State Board of Education, and the UM Board of Curators

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For More Information…For More Information…For More Information…For More Information…

Standards for SuccessStandards for Successhttp://www.s4s.org

K (or P)-16 PoliciesK (or P)-16 Policieshttp://www.ecs.org/ecsmain.asp?page=/sear

ch/ default.asphttp://www.sheeo.org/helinks/k16-links.htm

assessment that supports k-16 alignment policy, politics and practice david t. conley director,...

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