Smarter Balanced Assessment Consortium. Smarter Balanced Membership

  • Published on
    28-Dec-2015

  • View
    220

  • Download
    3

Embed Size (px)

Transcript

PowerPoint Presentation

Smarter BalancedAssessment ConsortiumSmarter Balanced Membership

2 The Assessment ChallengeHow do we get from here......to here?All studentsleave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness...and what can an assessment system do to help?Concerns with Today's Statewide AssessmentsEach state bears the burden of test development; no economies of scale Each state pays for its own assessmentsStudents in many states leave high school unprepared for college or careerBased on state standardsInadequate measures of complex skills and deep understandingHeavy use of multiple choiceTests cannot be used to inform instruction or affect program decisions Results delivered long after tests are givenDifficult to interpret meaning of scores; concerns about access and fairness Accommodations for special education and ELL students varyCostly, time consuming, and challenging to maintain securityMost administered on paperNext Generation AssessmentsRigorous assessment of progress toward college and career readinessCommon cut scores across all Consortium statesProvide both achievement and growth information Valid, reliable, and fair for all students, except those with significant cognitive disabilitiesAdminister onlineUse multiple measuresOperational in 2014-15 school yearSource: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85The U.S. Department of Education has funded two consortia of states with development grants for new assessments aligned to the Common Core State StandardsSmarter BalancedBackground The Purpose of the ConsortiumTo develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that... [The assessments shall be operational across Consortium states in the 2014-15 school year]State LedCommitted to Transparency

State-Led GovernanceStates Join Consortium as Governing or Advisory State Governors Education ChiefsState Legislatures State Boards of EducationState Representatives Serve on Executive Committee2 elected co-chairs4 representatives elected by governing statesLead procurement state (WA)Higher education representativesSmarter Balanced StaffWestEd, Project Management PartnerAdvisory CommitteesWho We AreExecutive CommitteeCo-Chairs: Deb Sigman, Ph.D. (CA), Joseph Martineau, Ph.D. (MI)Committee: Deb Sigman (CA); Dan Hupp (ME); Michael Hock, Ph.D. (VT); Mike Middleton (WA); Lynette Russell, Ph.D. (WI); Charles Lenth, Ph.D. (SHEEO-Higher Education Representative); Beverly Young, Ph.D. (CA-Higher Education Representative) Staff Executive Director: Joe Willhoft, Ph.D.Chief Operating Officer: Tony Alpert Director of Strategic Communications and PIO: Eddie Arnold, APRLead Psychometrician: Marty McCall, Ph.D. Director of Higher Education Collaboration: Jacqueline King, Ph.D.Director of English Language Arts / Literacy: Barbara Kapinus, Ph.D.Director of Mathematics: Shelbi Cole, Ph.D.Director of Support for Under-Represented Students: Magda Chia, Ph.D. AdvisorsPolicy Coordinator: Sue Gendron, Ph.D. (former Maine Education Commissioner)Senior Research Advisor: Linda Darling-Hammond, Ph.D. (Stanford University)Technical Advisory CommitteeJamal Abedi , Ph.D.UC Davis/CRESSTRandy Bennett, Ph.D.ETSDerek C. Briggs, Ph.D.University of ColoradoGregory J. Cizek, Ph.D.University of North CarolinaDavid T. Conley, Ph.D.University of OregonLinda Darling-Hammond, Ph.D.Stanford UniversityBrian Gong, Ph.D.The Center for Assessment

Edward Haertel, Ph.D. Stanford UniversityJoan Herman, Ph.D.UCLA/CRESSTJames W. Pellegrino, Ph.D.University of Illinois, ChicagoW. James Popham, Ph.D.UCLA, EmeritusJoseph Ryan, Ph.D.Arizona State UniversityMartha Thurlow, Ph.D.University of Minnesota/NCEO

Smarter BalancedApproachA Balanced Assessment SystemCommon Core State Standards specify K-12 expectations for college and career readinessAll students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning

Interim assessments Flexible, open, used for actionable feedbackSummative assessments Benchmarked to college and career readinessTeacher resources for formative assessment practicesto improve instruction13A Balanced Assessment SystemSchool YearLast 12 weeks of the year*DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.ELA/Literacy and Mathematics, Grades 3-8 and High SchoolComputer AdaptiveAssessment andPerformance TasksComputer AdaptiveAssessment andPerformance TasksScope, sequence, number and timing of interim assessments locally determined*Time windows may be adjusted based on results from the research agenda and final implementation decisions.Performance Tasks

ELA/literacyMathematicsComputer Adaptive AssessmentELA/literacyMathematicsOptional InterimAssessmentOptional InterimAssessmentRe-take option availableSummative Assessment for AccountabilityAssessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive)Mandatory comprehensive assessment in grades 38 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growthSelected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive)Optional comprehensive and content-cluster assessmentLearning progressionsAvailable for administration throughout the yearSelected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Formative Processes and Tools Optional resources for improving instructional learningAssessment literacy

Using Computer Adaptive Technology for Summative and Interim AssessmentsProvides accurate measurements of student growth over timeIncreased precisionItem difficulty based on student responsesTailored for Each StudentLarger item banks mean that not all students receive the same questionsIncreased SecurityFewer questions compared to fixed form testsShorter Test LengthTurnaround time is significantly reducedFaster ResultsGMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)Mature TechnologyK-12 Teacher InvolvementWrite and review items/tasks for the pilot test (2012-13) and field test (2013-14)Develop formative assessment practices and curriculum tools for inclusion in digital library (2013-14)Data Review of the Pilot test itemsDevelop scoring criteria for performance tasks Smarter Balanced Digital LibraryYour state is part of the Smarter Balanced Consortium, which is designing new summative and interim assessments for member states.Smarter Balanced is guided by the belief that the effective use of a balanced assessment system can improve teaching and learning.Smarter Balanced is designing a Digital Library to provide resources, tools and professional learning support for educators in your state.Your instructional expertise will be a valuable contribution in the development of this powerful resource.

Page 17

State Network of Educators (SNE)Smarter Balanced and Wisconsin are seeking the expertise of a highly selective group of educators to:Review and contribute resources for the Digital LibraryGet early access to resourcesTake advantage of new collaboration functionality

We invite you to apply between May 1 May 30, 2013. Page 18

Who should apply for the SNE?The State Network of Educators will be comprised of qualified educators in K-12 and higher education with expertise in:Formative Assessment (e.g., collecting evidence of student learning as you teach and using it to adjust instruction)Common Core State Standards for English Language Arts (ELA) and/or MathematicsGeneral EducationGifted and Talented students English Language Learners (ELL)Students With Disabilities (SWD)Note: A few positions for science and social science educators are available.

Page 19

We invite you to be part of this opportunity, where you will connect with colleagues in common grade levels and content areas throughout the Smarter Balanced states.Higher Education CollaborationInvolved 175 public and 13 private systems/institutions of higher education in applicationTwo higher education representatives on the Executive CommitteeHigher education lead in each state and higher education faculty participating in work groupsGoal: The high school assessment qualifies students for entry-level, credit-bearing coursework in college or universityAssessment System ComponentsSummative Assessment (Computer Adaptive)Assesses the full range of Common Core in English language arts and mathematics for students in grades 38 and 11 (interim assessments can be used in grades 9 and 10)Measures current student achievement and growth across time, showing progress toward college and career readinessIncludes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasksAssessment System ComponentsInterim Assessment (Computer Adaptive)Optional comprehensive and content-cluster assessment to help identify specific needs of each studentCan be administered throughout the yearProvides clear examples of expected performance on Common Core standardsIncludes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasksAligned to and reported on the same scale as the summative assessmentsFully accessible for instruction and professional development

Assessment System Compon

Recommended

View more >