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COMMON CORE ASSESSMENT SELECTION WORK GROUP
MAY 10, 2013OREGON DEPARTMENT OF EDUCATION
WELCOME
• Thank you for your work last week
• We’re making a high-stakes recommendation
What is at stake:Education of kids in Oregon
Including Oregon’s ability to provide an education system that is competitive nationally and internationally
OVERVIEW OF DAY
1:00-3:00 – Finish evaluating assessments against criteria.
3:00-4:00 – Roll up criteria-level evaluations into determination about best
assessment at the feature level. Then determine best assessment overall.
4:00-5:00 – Develop recommendation language for pitching the formal adoption of the
assessment by the State Board.
Agenda is on the table—let’s track time together.
REVIEW OF MAY 3RD
Objectives
I. Understand current assessment context and needs
II. Determine which assessments will be evaluated
III. Determine how to weight the features in the assessment evaluation
IV. Begin evaluating the Common Core assessments against the criteria
Outcomes• Reviewed all assessments against our requirements for the
new assessment and determined which assessments will be evaluated
• Determined how the core features of the assessment system should be weighted in the assessment evaluation
• Completed first evaluation of assessment for first two features and criteria.
ADDITIONAL ASSESSMENT INFORMATIONReceived information on new assessments.
Last week we reviewed all assessments against our requirements determined which assessments will be evaluated.
These assessments did not meet our basic requirements, so we have not brought that information here.
Received additional information on assessment and will provide that during evaluation.
Received new information on one assessment and will re-review that assessment against requirement (next slide).
6
Requirements
Aspire MAP PARCC SAT Smarter Balanced
STAR
Aligned to CCSS
Yes Yes Yes Yes Yes Yes
Available in reading, writing, and mathematics
Yes No, reading and math only
Yes Yes Yes No, reading and math only
Available at 3-8 and high school
Yes Yes Yes No, available at the high school level only
Yes Yes
Administrated online
Yes Yes Yes No, paper and pencil
Yes Yes
Comparable across multiple states
Yes Yes TBD – pending field test (2014) data
Yes TBD – pending pilot (2013) and field test (2014) data
Yes
Operational in 201415 academic year
Yes Yes TBD - timeline states Winter-Spring 2015
TBD – timeline states Spring 2015; pilot was administered on time in Spring 2013
REQUIREMENTS TABLE
OBJECTIVESMay 10th
I. Finish evaluating the Common Core assessments against the criteria
II. Determine best assessmentIII. Develop Common Core assessment
recommendation
FINISH EVALUATING THE COMMON CORE ASSESSMENTS AGAINST THE CRITERIA
OBJECTIVE I
EVALUATING:
PROCESS
1. Revisit criteria 1.1-1.4 and 2.1, 2.2
(25 min)
2. Evaluate assessments against criteria 3.1, 3.2
(20 min)
3. Evaluate assessments against criteria 4.1, 5.1
(20 min)
4. Recap of all reviews:
Rank top 2 assessments for each criteria
Select best assessment for each feature
(15 min)rap up
EVALUATION__20 MIN
Revisit criteria 1.1-1.4 and 2.1, 2.2
Hand out and notes:
Material from last week
Feature 1 and 2 New Information packet
Process
1. Individually review each feature and criteria (10 min)
2. Discuss (10 min)
3. Take notes/rank (5 min)
Evaluate assessments against criteria 3.1, 3.2
Hand out and notes:
Criteria 3.1 and 3.2 Fact Sheets
Assessment Evaluation Sheet: Feature 3
Process
1. Individually review each feature and criteria (10 min)
2. Discuss (10 min)
3. Take notes/rank(5 min)
EVALUATION__20 MIN
Evaluate assessments against criteria 4.1, 5.1
Hand out and notes:
Criteria 4.1 and 5.1 Fact Sheets
Assessment Evaluation Sheet: Feature 4
Assessment Evaluation Sheet: Feature 5
Process
1. Individually review each feature and criteria (10 min)
2. Discuss (10 min)
3. Take notes/rank (5 min)
EVALUATION__20 MIN
RECAP__15 MIN
Independently
1. Go back through and rank the top 2 assessments for each criteria
2. Select the best assessment for each feature
BREAK
DETERMINE BEST ASSESSMENT
OBJECTIVE II
PROTOCOL FOR BUILDING AGREEMENT
1. Open discussion about best assessment
2. Temperature check about best assessment
3. Minority voice led discussion
4. Consensus
TIME OVERVIEW
Feature Time Estimate
1. Quality Assessment 13 minutes
2. Accommodations Available 11 minutes
3. Suite of Resources Available 11 minutes
4. Aligned with college and career 5 minutes
5. Oregon can contribute to content 5 minutes
QUALITY ASSESSMENT__13 MIN
1. Open discussion about best assessment
2. Temperature check about best assessment
3. Minority voice led discussion
4. Agreement
ACCOMMODATIONS AVAILABLE__11 MIN
1. Open discussion about best assessment
2. Temperature check about best assessment
3. Minority voice led discussion
4. Agreement
SUITE OF AVAILABLE RESOURCES __11 MIN
1. Open discussion about best assessment
2. Temperature check about best assessment
3. Minority voice led discussion
4. Agreement
ALIGNED WITH COLLEGE AND CAREER__13 MIN
1. Open discussion about best assessment
2. Temperature check about best assessment
3. Minority voice led discussion
4. Consensus
OREGON CAN CONTRIBUTE__13 MIN
1. Open discussion about best assessment
2. Temperature check about best assessment
3. Minority voice led discussion
4. Agreement
BEST ASSESSMENT
Feature % Best Assessment
1. Quality Assessment 33
2. Accommodations Available 22
3. Suite of Resources Available
28
4. Aligned with college and career
07
5. Oregon can contribute to content
10
BEST ASSESSMENT
Assessment %ASPIRE
MAP
PARCC
Smarter Balanced
COST OVERVIEW• Estimated costs of ASPIRE have not been determined at this point
• PARCC per student costs have not been updated since proposal
• Smarter Balanced and MAP costs updated Spring, 2013
Assessment FormativeCost/Student
InterimCost/Student
SummativeCost/Student
ASPIRE TBD TBD TBD
MAP– Basic n/a n/a $15-19
MAP– Suite of Resources Included Included Varies
PARCC – Basic n/a n/a $22
PARCC – Suite of Resources Included Included TBD
Smarter Balanced – Basic n/a n/a $22.5
Smarter Balanced – Suite of Resources Included Included $27.3
BREAK
DEVELOP COMMON CORE ASSESSMENT RECOMMENDATION
OBJECTIVE III
WHAT ODE WILL PROVIDE• Description of the requirements, feature, and criteria
• Description of the work group process
WHAT WE NEED FROM THE WORK GROUP
Articulate why this is the best assessment for Oregon students.
1. For each feature (5 min/feature)
Strengths for / reasons why this is the best assessment
2. For the assessment overall (10 min)
Develop an elevator speech we can all share.
“_______is the best assessment for Oregon students, because___________________________________”
1. Quality Assessment
Strengths for / reasons why this is the right assessment
2. Accommodations Available
Strengths for / reasons why this is the right assessment
3. Suite of Resources Available
Strengths for / reasons why this is the right assessment
4. Aligned to College and Career
Strengths for / reasons why this is the right assessment
5. Oregon can contribute to content
Strengths for / reasons why this is the right assessment
As a group, complete the following statement.
“__________is the best assessment for Oregon students because:
__________________________________________
___________________________________________”
ELEVATOR SPEECH
Next Steps
• ODE and any interested work group participants will present to State Board (Thursday, 05/16)
• State Board will decide whether to adopt assessment recommendation or take another action.
• ODE will write up process in final report, available publicly.
• Additional legislative meetings will occur
We will provide timely information to you throughout these steps.
Thank you for your thoughtful contributions.
WRAP UP