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Civics End-of-Course
Assessment Assessment Update #5 October 2012
Randall G. Felton, Ph.D.
Social Studies Coordinator Test Development Center Florida Department of Education Phone: (850) 922 – 2584 ext 238 Fax: (850) 922 – 4150 SUNCOM: 292 – 2584 E-mail: [email protected]
This presentation and question/answer session that follows is designed to update Florida educators on the progress of the Middle School Civics
End - of-Course (EOC) Assessment scheduled to become operational in the 2013–2014 Academic Year.
THE PRESENTATION WAS DEVELOPED BY THE TEST DEVELOPMENT
CENTER TO UPDATE FLORIDA EDUCATORS ON THE ORIGIN, COURSE,
AND PROGRESS FLORIDA’S NEW END – OF - COURSE MIDDLE SCHOOL
CIVICS ASSESSMENT. AS THIS IS A WORK IN PROGRESS, THE VIEWER
WOULD NEED TO BE COGNIZANT THAT ITEMS PRESENTED ARE, IN
FACT, A DRAFT AND SUBJECT TO CHANGE. HENCE, POSSIBLE
PROJECTED DATES TARGETED, NUMBER OF ITEMS PLANNED
COMPRISING THE ASSESSMENT, REPORTING CATEGORIES, ETC. ARE
SUBJECT TO CHANGE AND / OR MODIFICATION. ANY CHANGES WILL BE
PRESENTED IN SUBSEQUENT UPDATES TO THIS PRESENTATION.
Past Tense
A Rationale for Civic Education in the United States and Florida
&
A Quick Review of the 2010 Legislative Session and an Outline of
CS / HB 105 “The Justice Sandra Day O’Connor Civics
Education Act”
CS/HB 105: The Justice Sandra Day
O’Connor Civics Education Act
The Key Players
Passed 115-0
Passed 38-0
CS/HB 105: The Justice Sandra Day
O’Connor Civics Education Act
Main Components of the Legislation include . . . . . .
Students successfully complete a one semester
Civics education course.
Beginning with the 2014 – 2015 academic year, a stu-
dent must earn a passing score on the End – of –
Course Computer Based Assessment in Civics in
order to receive credit.
CS/HB 105: The Justice Sandra Day O’Connor Civics Education Act
Civics EOC Assessment:
– 2012-2013—Field Test – 2013-2014—30% of the student's final course grade – [Fall 2014—Standard Setting] – 2014-2015—student must earn a passing score on
the EOC in order to receive course credit
Assessment Time Line
The section that follows will outline the tasks and
deadlines that have not only been achieved but are projected through
the fall of the 2012 calendar year.
Civics EOC Time Line
Date Milestone 21 September 2009 Social Studies Coordinator Hired and On Board
11 May 2010 CS/HB 105 Signed Into Law By the Governor
1 July Project Initiation
8 July Civics Standards and Benchmarks to be Assessed Identified
16 August Civics Content Advisory Group Identified and Contacted
21 September Civics Content Advisory Group Convenes
15 October Benchmark Clarifications Forwarded to TDC for Approval
30 November First Review of Civics Test Item Specifications
20 January 2011 Pearson Item Writing Training
8 February Civics Content Advisory Group Convenes
5 August 240 Field Test Assessment Items Delivered by Pearson
Civics EOC Time Line
Date Milestone 1 September 2011 Completion of Review of Proposed Test Items by TDC/Pearson
11 October Test Item Review for Bias & Sensitivity
17 October Civics Content Advisory Group Convenes
25 October Civics Assessment Expert & Item Review
19 January 2012 Pearson Item Writing Training (till 27 January)
31 July Civics Test Specifications Posted to FDOE Website
24 August 220 Additional Field Test Assessment Items Delivered
4 September Completion of Review of Proposed Test Items by TDC/Pearson
16 October Test Item Review for Bias & Sensitivity (till 17 October)
23 October Civics Expert & Item Review (through 26 October)
7 November Pearson Item Writing Training
Civics EOC Time Line
Date Milestone 29 April 2013 Civics Field Test Window Opens (through 7 June)
“?”August Civics Achievement Level Descriptions Meeting (2 days)
“?”August Civics History Forms Review Meeting (2 days)
Achievements
The section that follows outlines the specific “agreed-upon” points that allow test development
to move forward for operational implementation in 2013–2014.
Personnel
Staff Social Studies Project Coordinator
Randall G. Felton, B.S., Social Studies Education, Florida State University [Tallahassee]
M.A.T. History, Jacksonville [Florida] University
Ph.D., Social Studies Education, Florida State University [Tallahassee]
Contractor Content Specialists
Kathleen Trambley, B.A. Communications, University of Pittsburgh [Pennsylvania]
M.A. History, University of Northern Colorado [Greely]
Brian Vogel, B.A. History & Political Science, Iowa State University [Ames]
Personnel
Content Advisory Committee
Robert Bhoolai, Social Studies Teacher, Mann Middle School, Brandon
Jason Caros, Social Studies Coordinator, Volusia District Schools, Daytona Beach
Paul Ouellette, Social Studies Coordinator, Marion District Schools, Ocala
Annette Pitts, Executive Director, Florida Law Related Education Association Tallahassee
Cathryn Schroepfer, Social Studies Teacher, Deerlake Middle School, Tallahassee
Sameka Thompson, Margate Middle School, Margate
Jackie Viana, Hialeah Gardens Middle School, Miami
Elizabeth Washington, Ph.D. Professor, University of Florida, Gainesville
Personnel
2011 Assessment Content Review Committees [Below] Approved
Expert Review Committee Terri Fine, Ph.D. Professor, Department of Political Science, University of Central Florida, Orlando
Mark Schlakman, LL.D., Adjunct Professor, College of Law, Florida State University, Tallahassee
Item Review Committee Robert Bhoolai, Social Studies Teacher, Mann Middle School, Brandon
Robert Brazofsky, Social Studies Supervisor, Miami – Dade District Schools, Miami
Jeff Cornett, Ph.D., Professor of Education, University of North Florida, Jacksonville
Summer DeMilly, Civics Teacher, Woodham Middle School, Pensacola
Megan Miller, Civics Teacher, Switzerland Point Middle School, Jacksonville
Paul Ouellette, Social Studies Coordinator, Marion District Schools, Ocala
Annette Pitts, Executive Director, Florida Law Related Education Association, Tallahassee
Jackie Viana, Hialeah Gardens Middle School, Miami
Content Achievements - - - - Signifies Completion of the Task xxxxxxx
- - - - Signifies Task to be Completed
During the First Twenty Months of the Project . . . . . . . . . . .
m Also Assesses Approved
m Benchmark Clarifications Approved
m Cognitive Complexity Breakdown Approved
m Item Development Plan Approved
m Item Writing Training Activity Approved
m Project Time Lines [through 2015] Approved m Test Blueprint Approved
m Test Items Specifications Booklet Developed & Posted
4600 Field Test Assessment Items Delivered by Pearson Assessment
Content Achievements
460 Delivered Items Reviewed for Bias and Sensitivity,
Historical Accuracy, Grade Level Appropriateness, Assessing the Assigned Benchmark, Appropriate Difficulty / Cognitive Complexity, Correct Response Stimulus.
Field Test Construction Completed / Field Test Administered
Field Test Item Analysis and Statistical Review Completed
Baseline Assessment Test Construction Completed
Achievement Level Descriptions Written
Baseline Assessment Forms Reviewed
Baseline Assessment Administered
Current Focus
The section that follows identifies those areas which will impact the school and the classroom as well as potential future directions.
How will the assessment instrument be utilized?
Within the body of the Legislation [CS/HB 105], it states that the
required assessment would: • Be utilized to determine successful completion of a Civics course of a minimum semester
duration to be eligible for middle grades promotion.
• Require the inclusion of the results in the determination of school grades effective with the
2013 -2014 academic year.
Other possible effects of the required assessment in future years
could include any or both of the following: • An accountability piece to evaluate student performance in the Race to the Top initiative.
• An accountability piece to evaluate teacher performance in the Race to the Top initiative.
The Assessment
The section that follows gives information on the specific components of the current version of the assessment.
In reviewing these components, please note that any of these
are subject to review and possible change.
Depth of Knowledge
What is it?
It is the measure of the cognitive demand (cognitive load) of the task students are asked to
perform.
Cognition – the act or process of knowing, including both awareness and judgment (complexity
- - NOT difficulty).
Some Factors that Contribute to Depth of Knowledge
Level and complexity of reasoning required
Types and varieties of presentations (diagrams, maps, quotes, etc.) needed to complete a
response.
Low is the recognition or recall of information such as a fact, definition, term, or a simple
procedure. The student either knows or doesn’t know the answer. The answer does not need
to be figured out or solved.
Moderate includes the engagement of some mental processing beyond recalling or
reproducing a response. A moderate assessment item requires students to make some
decisions as to how to approach the problem or activity, whereas a low assessment item
requires students to demonstrate a rote response.
High requires reasoning, planning, using evidence, and a higher level of thinking than the
previous two levels. In most instances, requiring students to explain their thinking would be a
high item. Requiring a very simple explanation should be a moderate item..
Examples of Civics Activities Across Cognitive Complexity Levels
Low Complexity Moderate Complexity High Complexity
Identify or recall common
historical events, actions,
personalities, or concepts.
Apply or infer cause-and-effect
relationships.
Solve or predict the outcome of a
problem.
Use a chart, table, diagram,
graph, or image to recall or
recognize information.
Identify outcomes of particular
cause-and-effect relationships.
Generalize or draw conclusions
when presented with historical or
contemporary information.
Identify characteristics of a
particular group, place, or event.
Identify the significance of
historical or contemporary events,
actions, personalities, or
concepts.
Provide justification for events,
actions, or issues in history.
Categorize historical or
contemporary people, places,
events, or concepts.
Predict a long-term result,
outcome, or change within society.
Determine the relationships
between historical or
contemporary events, actions,
personalities or concepts. Explain
historical or contemporary
problems, patterns or issues.
Analyze how changes have
influenced people or institutions.
Explain historical or contemporary
problems, patterns, or issues.
Recognize and explain historical
misconceptions.
Analyze similarities and
differences.
Regarding Cognitive Complexity Level 1: Low Complexity Item
The statements below are from an historical document.
In which document are these statements found?
A. Magna Carta
B. Mayflower
Compact
C. Articles of
Confederation
* D. Declaration of
Independence
Regarding Cognitive Complexity Level 2: Moderate Complexity Item
The statements below are from an historical document.
How did the opinions expressed in these statements help influence the American political system in the United States?
A. citizens believed
legislators should be
elected
* B. citizens believed
government should be
limited
C. voters believed laws
should be publicly
debated
D. voters believed equality
should be legally assured
Regarding Cognitive Complexity Level 3: High Complexity Item
The statements below are from an historical document.
How does the modern political system in the United States uphold the principles expressed in these statements?
A. by requiring voter
registration laws for
local elections
* B. by causing elected
officials to be respon-
sible to citizen needs
C. by allowing federal
judges to be appointed
by elected officials
D. by making local govern-
ments responsible for
monitoring elections
Regarding Cognitive Complexity Cognitive Complexity Breakdown
Development of the Civics items by Cognitive Complexity
will be spread out as noted below, based on the Civics
Content Advisory Committee recommendations:
Grade Low Moderate High
Civics 15% – 25% 45% – 65% 15% – 25%
Civics EOC Test Blueprint Reporting Category Benchmark
Percent of Items
Number of Items
SS.7.C.1.1 SS.7.C.1.2 SS.7.C.1.3 SS.7.C.1.4 SS.7.C.1.5 SS.7.C.1.6 SS.7.C.1.7 SS.7.C.1.8 SS.7.C.1.9 SS.7.C.3.10
SS.7.C.2.1 SS.7.C.2.2 SS.7.C.2.4 SS.7.C.2.5 SS.7.C.3.6 SS.7.C.3.7 SS.7.C.3.12
SS.7.C.2.8 SS.7.C.2.9 SS.7.C.2.10 SS.7.C.2.11 SS.7.C.2.12 SS.7.C.2.13 SS.7.C.4.1 SS.7.C.4.2 SS.7.C.4.3
SS.7.C.3.1 SS.7.C.3.2 SS.7.C.3.3 SS.7.C.3.4 SS.7.C.3.5 SS.7.C.3.8 SS.7.C.3.11 SS.7.C.3.13 SS.7.C.3.14
Totals 35 100 52–60
Florida, Civics, Test Blueprint
25
25
25
25
1. Origins and Purposes of Law and Government
4. Organization and Function of Government
3. Government Policies and Political Processes
2. Roles, Rights, and Responsibilities of Citizens
Future Tense
The implementation of the Secondary
End-of-Course Assessments
across several content areas will have a significant impact not only on state assessment and reporting, but on curriculum and instructional delivery as well.
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
Algebra I (FT) Algebra I (B) Algebra I (SS)
Geometry (FT) Geometry (B) Geometry (SS)
Biology I (FT) Biology I (B) Biology I (SS)
High School
U.S. History (FT)
High School
U.S. History (B)
High School
U.S. History (SS)
Middle School
Civics (FT)
Middle School
Civics (B)
Key: FT – Field Test; B – Baseline; SS – Standard Setting
Current Plans
Comments? Concerns?
Questions? Issues?
Points of Contact:
Steve Ash Executive Director, Test Development Center
Randy Felton Social Studies Coordinator, Test Development Center
