Common Core AssessmentWhat it Means for You and Your Students

Janet RummelAssessment Specialist

Indiana Department of Education

One high stake assessment at the end of the year was not very useful

Tests need to function at many different levels and work with a wide diversity of students

Tests need to be actionable so that students are still in class and teachers can make adjustments to instruction

Test all the standards, not just those for which a multiple choice question may be written

Include critical thinking and communication skills. Technology as the dominant paradigm; used to

develop, administer, score, and report on the test

Race to the Top Assessment Goals

Two groups of states designing assessments Partnership for Assessment of Readiness for College and

Careers SMARTER Balanced Assessment Consortium

Won $330 million in Race to the Top funds U.S. Department of Education awarded an additional

$15.8 million to each consortium Expanded plans to provide curriculum resources,

instructional materials and professional development

Assessment Consortia: PARCC & SBAC

PARCC SBAC

AZ, AR, DC, FL, GA, IL, IN, LA, MD, MA, MS, NJ, NY, OK, RI, TN

AL, CO, DE, KY, ND, OH, PA, SC

CA, CT, HI, ID, IA, KS, ME, MI, MO, MT, NV, NH, NM, NC, OR, SD, VT, UT, WA, WV, WI, WY

Include “through-course” assessments in each grade in addition to end-of year test to produce a more complete picture of student performance

Provide a common measure of college and career readiness, and will include a college-ready cut score to signal readiness for credit-bearing, college-level coursework

Leverage new technologies in assessment and reporting to get timely and actionable student data to educators and parents

Partnership for Assessment of Readiness for College and Careers (PARCC)

Include a range of item types that allow for the assessment of higher-order skills and measure the CCSS in full

Measure students’ mastery of Common Core State Standards, and mitigate challenges associated with student mobility by ensuring students will have the same expectations wherever they live

PARCC’S Next-Generation Assessment System

PARCC Assessments

Through-courseASSESSMENT4• Speaking• Listening

25%

Through-courseASSESSMENT 1

• ELA• Math

50%

Through-course

ASSESSMENT 2

• ELA• Math

90%

END OF YEARCOMPREHENSIVE ASSESSMENT

75%

Through-course

ASSESSMENT 3

• ELA• Math

PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model content frameworks, model instructional supports, student and educator tutorials and sample items, scoring training modules, and professional development materials

Summative assessment for accountability

Required, but not used tor accountability

English Language Arts and Mathematics, Grades 3 - 11

Content Frameworks Help identify the priority “big ideas” in the standards that will determine

the focus for the various assessment components. Model Instructional Units

Aligned to the CCSS and PARC content frameworks, and anchored around a PARCC assessment component

Sample Assessment Tasks Mirror the tasks that will be included on the PARCC assessments

Professional Development Modules Implementation of new assessments How to interpret and use the assessment results

Model 12th Grade Bridge Courses For students who do not score college-ready on the high-school

assessments

PARCC Supporting Resources

Text Complexity Diagnostic Tool Computer adaptive tool to identify students’ reading level and

supply suggestions for appropriate texts for students to read to stretch their reading and put them on a growth path

K-2 Assessments English Language Arts/Literacy Mathematics Optional for states to administer

PARCC Supporting Tools

PARCC Timeline

SY 2011-12

Development begins

SY 2012-13

First year pilot/field testing and

related research and

data collection

SY 2013-14

Second year pilot/field testing and

related research and

data collection

SY 2014-15

Full administration

of PARCC assessments

SY 2010-11

Launch and design phase

Summer 2015

Set achievement

levels, including

college-ready performance

levels

Balanced components to assess deep disciplinary understanding and higher-order thinking skills

Computer adaptive testing Innovative and real-world problem types Required summative exams Optional formative exams Online, tailored reports that link to professional

development and instructional resources Library of “Best of the Best” tools and resources

SMARTER Balanced Assessment Consortium (SBAC)

SBAC Assessments

Computer adaptive assessments and performance tasks administered in the last 12 weeks of the school year Grades 3-8 and high school Selected-response, constructed response, technology-enhanced,

performance tasks requiring application of knowledge and skills Measure progress toward knowledge and skills required

to be college and career ready Efficient and precise measurement across the full range

of achievement and quick turnaround of results Composite content area scores based on computer-

adaptive items and performance tasks

SBAC Summative Assessments

Optional computer adaptive assessments and performance tasks that can be administered at locally determined intervals

Item sets to provide actionable information about student progress

Administer at strategic points in the instructional year Use results to better understand students’ strengths

and limitations in relation to the standards.

SBAC Interim Assessments

Assess standards together, not as discreet items English Language Arts – Common Core State Standards

Appendix B Mathematics Task Types

Novice Tasks Skill/procedural knowledge

Apprentice Tasks Performance Assessments Expert tasks with added scaffolding

Expert Tasks Unscaffolded Multiple-day/complex/portfolio

Sample Tasks

Performance tasks may involve interactive spreadsheets, databases, graphing, sketch pads, dynamic geometry

Shell Centre MARS – Mathematics Assessment Resource Service Inside Mathematics NAEP Questions Tool Educational Designer

Mathematics Sample Tasks

Implement an authentic formative assessment program, implementing high quality performance assessments and develop learning communities that are generative and foster teaching and learning.

What is the best strategy for preparing for the Common Core State Standard assessments?

Describe the content that the assessment should cover as well as the performance of the student in relation to that content

Elements of a complete test plan include: Content topics to assess Types of thinking skills to assess Specific learning targets to assess Emphasis (number of items or points) for each learning target

to be assessed Analyze existing assessments

Utilize teacher teams, professional learning communities Our assessments do not always tell us what we think they do

Classroom Assessment Blueprints

Classroom Assessment

Content outline Recalling information taught or read

Applying knowledge in situation very similar to those

taught

Applying knowledge in a new or novel

context

I. Basic Parts of Cell A. Nucleus B. Cytoplasm C. Cell membrane

1. Name and tell functions of each part of cell

8. Label parts of cell shown on a line drawing

11. Given photographs of actual plant and animal cells, label the parts

40% of Total = 8 pts 37% of Row = 3 pts 37% of Row = 3 pts 26% of Row = 2 pts

II. Plant vs. Animal cells A. Similarities B. Differences i. cell wall vs. membrane ii. food manufacture

2. Explain differences between plant and animal cells3. Describe the cell wall and cell membrane

10% of Total = 2 pts 100% of Row = 2 pts __% of Row = _ pts __% of Row = _ pts

III. Cell Membrane A. Living nature of B. Diffusion C. Substances diffused by cells

4. List substances diffused and not diffused by cell membranes5. Give definition of diffusion

9. Distinguish between diffusion and oxidation

20% of Total = 4 pts 75% of Row = 3 pts 25% of Row = 1 pts __% of Row = _ pts

IV. Division of Cells A. Phases in division B. Chromosomes and DNA C. Plant vs. Animal cell division

6. Give definitions of division, chromosomes, and DNA7. State differences between plant and cell division

30% of Total = 6 pts 67% of Row = 4 pts 33% of Row = 2 pts __% of Row = _ pts

Classroom Assessment Blueprint – No Objectives Listed

Content outline Recalling information taught or read

Applying knowledge in situation very similar to those

taught

Applying knowledge in a new or novel

context

I. Basic Parts of Cell A. Nucleus B. Cytoplasm C. Cell membrane

1 item, scored 0-3 (short-answer)

1 item, scored 0-3 (label parts of cell drawing)

2 items, each scored 0-1 (label parts of cell photographs)

40% of Total = 8 pts 37% of Row = 3 pts 37% of Row = 3 pts 26% of Row = 2 pts

II. Plant vs. Animal cells A. Similarities B. Differences i. cell wall vs. membrane ii. food manufacture

2 items, each scored 0-1 (short-answer)

10% of Total = 2 pts 100% of Row = 2 pts __% of Row = _ pts __% of Row = _ pts

III. Cell Membrane A. Living nature of B. Diffusion C. Substances diffused by cells

2 items, one scored 0-2, the other scored 0-1 (short-answer)

2 items, each scored 0-1 (multiple choice)

20% of Total = 4 pts 75% of Row = 3 pts 25% of Row = 1 pts __% of Row = _ pts

IV. Division of Cells A. Phases in division B. Chromosomes and DNA C. Plant vs. Animal cell division

4 items, each scored 0-1 (definitions, short-answer)

1 item, scored 0-1 (short answer)

30% of Total = 6 pts 67% of Row = 4 pts 33% of Row = 2 pts __% of Row = _ pts