Postsecondary Engagement in PARCC The College Board Annual Forum - - PowerPoint PPT Presentation

Postsecondary Engagement in PARCC

The College Board Annual Forum New York City October 23, 2013

Allison Jones, Vice President, Postsecondary Collaboration

Objectives for this Session

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Common Core State Standards PARCC Next Generation Assessment Definition of College and Career Readiness

• Identify how the Common Core State

Standards and aligned PARCC assessments advance college readiness and completion

• Establish the role of state

postsecondary educators, faculty, policy makers and institution leaders in PARCC

• Describe how PARCC scores will be

validated as indicators of college readiness at postsecondary campuses

• Discuss strategies for incorporating

PARCC scores into postsecondary placement policies

The College Readiness Disconnect

4

Academic Preparation and Expectations Gap

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In many states, students can earn a high school diploma without the skills necessary for success in college and careers resulting in high remediation rates.

≠

What students are typically expected to know at the end

• f high school, as defined by

state standards, required curriculum and assessments The knowledge and skills demanded by postsecondary and employers for successful first-year students and new employees. RESULT

PARCC States’ College-Ready Benchmarks

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Source: SAT: The College Board, Wayne Camara, Vice President Research and Development. 65% probability FTF earn 2.7 (B-) or higher. ACT: Issues in College Readiness, 2010. 50% probability of B or better; 75%, C or better. PARCC: PARCC State responses to Remediation Policies, HE 01-11, January 6, 2011

ACT SAT PARCC STATES ACT PARCC STATES SAT Low High Median Low High Median CRITICAL READING (SAT)/ ENGLISH (ACT) 18 500 17 21 19 400 600 450/500 MATH (SAT)/ COLLEGE ALGEBRA (ACT) 22 500 16 22 19 400 600 460/500

Why Higher Standards and New Assessments Now?

By the year 2020, 65% of all jobs will require some postsecondary education or training. To ensure future economic sustainability, we must prepare all students to access postsecondary opportunities:

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1/3 of

college freshmen need remedial courses

• The PARCC assessment system will

impact 23 million students. 9 million of these students attend Title I schools.

• Our K–12 system is not

adequately preparing students for college

• CCSS and PARCC have the potential to

substantially improve educational equity, postsecondary opportunity, and economic mobility if implemented with fidelity by K-12 and embraced by postsecondary institutions.

The Goal: College Access and Success

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• Identify a set of core competencies that represent a baseline of

college-and career-ready academic standards (CCCSS)

• Develop an innovative assessment system aligned to the standards:

– to help ensure new standards reach every classroom – to provide clear signals to educators, parents and students about college readiness prior to high school graduation

• Establish a College- and Career-Ready Determination accepted and

used by postsecondary faculty and administrators that guarantees student placement into entry-level, credit-bearing college courses without the need for remediation.

• Provide early interventions, tools and transition courses to ensure

students meet postsecondary goals.

PARCC: A Better Way of Measuring What Students Know and Can Do

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• 19 states
• 15 million

students in tested grades

• Aligned to the

Common Core State Standards

• 2013–14 field

testing

• 2014–15

implementation

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The Common Core State Standards Identify a Set of Core Competencies that Represent A Baseline for College and Career Readiness

Key Advances of the Common Core

MATHEMATICS

Focus, coherence and clarity: emphasis on key topics at each grade level and coherent progression across grades Balance between procedural fluency and understanding of concepts and skills Promote rigor through mathematical proficiencies that foster reasoning and understanding across discipline

ENGLISH LANGUAGE ARTS/LITERACY

Balance of literature and informational texts; focus on text complexity Emphasis on argument, informative/ explanatory writing, and research Literacy standards for history, science and technical subjects ANCHORED IN COLLEGE AND CAREER READINESS

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Claims Driving Design: ELA/Literacy

Students are on-track or ready for college and careers

Students read and comprehend a range of sufficiently complex texts independently

Reading Literature

Reading Informational Text Vocabulary Interpretation and Use

Students write effectively when using and/or analyzing sources.

Written Expression

Conventions and Knowledge of Language

Students build and present knowledge through research and the integration, comparison, and synthesis

• f ideas.

• Colleges and universities require students to –

– Analyze complex text – Conduct research and apply that research to solve problems or address a particular issue – Identify areas for research, narrow those topics and adjust research methodology as necessary, and evaluate and synthesize primary and secondary resources as they develop and defend their own conclusions

• Standards require students to –

– Conduct short, focused projects and longer term in-depth research – Identify and analyze credible information – Communicate research findings both verbally and in writing

Important to Higher Education Faculty: ELA and Literacy Standards

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Claims Driving Design: Mathematics

Students solve problems involving the major content for their grade level with connections to practices Students solve problems involving the additional and supporting content for their grade level with connections to practices Students express mathematical reasoning by constructing mathematical arguments and critiques Students solve real world problems engaging particularly in the modeling practice Student demonstrate fluency in areas set forth in the Standards for Content in grades 3-6

Students are on-track or ready for college and careers

• The high school mathematics standards:

– Identify the mathematics that all students should study in order to be college and career ready – Emphasize mathematical modeling and the use of mathematics and statistics

• To analyze empirical situations,
• Understand them better, and
• Improve decisions
• The standards require students to:

– Apply mathematical ways of thinking to real world issues and challenges – Develop a depth of understanding and ability to apply mathematics to novel situations

Important to Higher Education Faculty: High School Mathematics Standards

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The Common Core State Standards Require New Aligned Assessments

• The Common Core State Standards were developed

collaboratively by K-12 and postsecondary content experts and faculty to establish standards of college readiness

• Higher education partners in PARCC—nearly 200

institutions and systems covering over 850 campuses across the country— committed to work with K-12 partners to develop assessments aligned to these standards and set a college-ready cut score that will be used to place incoming freshman into credit-bearing college courses

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Developing the PARCC Assessments:

The Role of Postsecondary Faculty, Leaders and Policy Makers

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PARCC Priorities

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• 1. Determine whether students are college and career ready
• r on track
• 2. Aligned to the Common Core State Standards
• 3. Measure the full range of student performance, including

that of high- and low-achieving students

• 4. Provide educators with timely data
• 5. Create innovative 21st century, technology-based

assessments

• 6. Be affordable and sustainable
• 7. Provide comparable data from school-to-school and state-

to-state

What is Different About PARCC’s Development Process?

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• PARCC states first developed the Model Content Frameworks to

provide guidance on key elements of excellent instruction aligned with the Standards.

• Then, those Frameworks informed the assessment blueprint design.
• Aligned evidence statements and task models followed.

So…

• PARCC is designing the assessments around exactly the same

content shifts the standards expect of teachers and students.

• PARCC is communicating in the same voice to teachers as it is to

assessment developers

Item Development

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• Item development began in fall 2012
• Item and passage reviews take place regularly,

with teams of reviewers:

• K-12 content experts
• Higher education faculty
• Local educators
• Community members
• Item development is on schedule, and the vendors

will meet the benchmark to complete all items for field testing.

State Led Design and Development

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PARCC

Assessments developed by the states for the states K-12 and postsecondary State educator and content expert led test development State developed college-ready standards State led engagement process: Higher Education and K12

State-developed College and Career Readiness Determination and on-track measures

Educators in the PARCC consortium can trust that test items reflect the Common Core State Standards and the quality expectations of teachers in their states

• Through state level engagement efforts, almost 800 state

postsecondary institutions and systems have been involved in the development of the PARCC assessment

• PARCC ACCR and Higher Education Leadership Team played an

integral role in defining and adopting the College and Career Readiness Determination for placement into entry-level, college- credit bearing courses

• Role going forward:

– Continue to deepen awareness of the postsecondary role in PARCC – Develop K-12/postsecondary partnerships and governance plans for using the PARCC assessments for placement – Approve and participate in the standard setting and long-term validations processes – Engage higher education in supporting full implementation of the CCSS and PARCC assessments

Higher Education Engagement

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The PARCC Assessment System

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Getting All Students College and Career Ready

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K–2 Grades 3–8 High School

Voluntary K–2 assessment being

developed, aligned to the Common Core State Standards

Timely data showing

whether ALL students are on track for college and career readiness

College readiness score to identify who is

ready for college-level coursework

Success In first-year, credit-bearing, postsecondary coursework

Targeted interventions and supports:

• State-developed 12th-

grade bridge courses

Ongoing student support/interventions

Professional development for educators

Assessments

ELA/Literacy and Mathematics, Grades 3–11

25 Beginning of School Year End of School Year

Diagnostic Assessment Mid-Year Assessment Performance- Based Assessment End-of-Year Assessment Speaking and Listening Assessment

Optional Required

Key: Flexible administration

From the Student’s Perspective

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• Early Spring Performance Based Assessments in Math and

Literacy

• ELA/Literacy: 3.5 hours to write three essays
• Math: 2 hours to work through a few short problems and 6-7

extended math problems

• Late Spring: Short answer/Multiple choice Assessments
• ELA/Literacy: 2 hours to work through selected response

analytical questions

• Math: 1.75-2 hours to work through short mathematics

problems

• Less than 1% of total instructional time

PARCC Sample Assessment Items: High School Mathematics and English Language Arts

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• August 2013: PARCC released new sample items in

Mathematics and ELA/literacy

• October 2013: additional sample items released
• November 2013: sample items available on the

technology platform

• Spring 2014: PARCC practice test, available to students,

teachers, parents via PARCConline.org

A Preview of the PARCC Assessments

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PARCC Algebra I/Math I Sample Item

• Students construct a linear function based on real world facts
• Students must think about the context and use the regularity

in the linear rate to create a good mental model of the situation

• The questions in this item are sequenced to provide students

with a deeper understanding of the mathematical concept

• Item can be used in the classroom for instructional purposes
• Students may receive partial credit

Key Advances

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Student read an excerpt from "Daedalus and Icarus" from Ovid's Metamorphoses Volume Two and answer the following questions:

Part A Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?

• a. Striving to achieve one’s dreams is a worthwhile endeavor.
• b. The thoughtlessness of youth can have tragic results.
• c. Imagination and creativity bring their own rewards
• d. Everyone should learn from his or her mistakes.

Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.

• a. "and by his playfulness retard the work/his anxious father planned" (lines 310-311)
• b. "But when at last/the father finished it, he poised himself" (lines 312-313).
• c. "he fitted on his son the plumed wings/ with trembling hands, while down his withered

cheeks/the tears were falling" (lines 327-329).

• d. "Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)."
• e. "and, bold in vanity, began to soar/rising upon his wings to touch the skies"
• f. "and as the years went by the gifted youth/began to rival his instructor's art "
• g. "Wherefore Daedalus/enraged and envious, sought to slay the youth "
• h. "The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall "

PARCC Grade 10 English Language Arts/Literacy Sample Item: Evidence Based Selected Response

Part A:

• Requires students to determine one of the themes of the myth as

recounted in this version

• Requires synthesis of several parts of the myth to determine the

answer

• Lays the foundation for Part B in which students must locate

evidence to justify their answer Part B:

• Students must read carefully to answer both parts correctly
• Student must use textual evidence to justify their answer to Part A.
• Student may receive full or partial credit

Key Advances

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Students read an excerpt from both "Daedalus and Icarus," from Ovid's Metamorphoses Volume Two and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton and respond to the following prompt:

Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus.”

• As a starting point, you may want to consider what is emphasized, absent, or

different in the two texts, but feel free to develop your own focus for analysis.

• Develop your essay by providing textual evidence from both texts. Be sure to

follow the conventions of standard English.

PARCC Grade 10 English Language Arts/Literacy Sample Item: Prose Constructed Response

• Students must draw evidence from two texts and cite this evidence

clearly to analyze how the author draws upon and transforms source materials

• Student must cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text

• Students are required to demonstrate that they can apply

knowledge of language and conventions of writing

Key Advances

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PARCC Scores as Indicators of College Readiness

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Background: Policy-Level Performance Level Descriptors

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• PARCC states will use 5 achievement levels for

grades 3-8 and HS in ELA/literacy and mathematics

• Each of the proposed performance levels includes:

– Policy claims, which describe educational implications for students at a particular performance level. – General content claims, which describe academic knowledge and skills students across grade levels performing at a given performance level are able to demonstrate.

• Level 4 will be the threshold for earning the College and Career Ready

Determinations on the designated high school assessments

The following statement was approved for use to inform standard-setting (determining cut scores for PARCC performance levels) and to conduct future studies to validate the efficacy of the CCR Determinations. – Students who earn a PARCC College- and Career-Ready Determination by performing at a Level 4 in Mathematics and enroll in College Algebra, Introductory Statistics, and technical courses requiring an equivalent level of mathematics have approximately a 0.75 probability of earning college credit by attaining at least a grade of C or its equivalent in those courses. – Students who earn a PARCC College- and Career-Ready Determination by performing at a Level 4 in ELA/literacy and enroll in College English Composition, Literature, and technical courses requiring college-level reading and writing have approximately a 0.75 probability of earning college credit by attaining at least a grade of C or its equivalent in those courses.

Standard-Setting/Validation Studies

• f the CCRD

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• To set college-ready performance standards on the high school assessments,

PARCC will use evidence from research such as:

—Concurrent validity studies

• Compare performance on PARCC with ACT/SAT/COMPASS/Accuplacer

—Predictive validity studies

• Connect success of students on PARCC to performance in first-year courses

—Judgment studies

• Rate importance of CCSS standards and test items in comparison with first-year

course content

—Alignment studies

• Examine relationship between first course content and content PARCC measures

Research Strategy for Validation of College and Career Ready Scores

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Incorporating PARCC into Postsecondary Placement Policies

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• Two College and Career Ready Determinations:

– English language arts/literacy – Mathematics

• Students who receive a CCRD will have demonstrated the academic

knowledge, skills, and practices necessary to enter directly into and succeed in entry-level, credit-bearing courses at public postsecondary institutions without the need for remediation.

• Students who achieve the CCRD will be guaranteed exemption from

remedial course work in that content area.

• The PARCC Governing Board and ACCR approved the final policies during a

special October 25, 2012 session.

• Policies are located at www.parcconline.org/parcc-assessment-policies

Background: College- and Career- Ready Determination (CCRD) Policy

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A College and Career Ready Determination on the PARCC assessments indicate:

• Mastery of the core competencies in the Common Core State Standards identified

by postsecondary education faculty as prerequisites for and key to success in entry- level, credit-bearing courses in English and mathematics

• Readiness for placement into entry-level, credit-bearing courses in ELA and

mathematics A College and Career Ready Determination will not:

• Determine admission to college or university
• Replace college/university tests to place students into higher level mathematics

and English courses

• Address non-traditional students who delay enrollment

CCRD: Placement NOT Admission

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What Successful Implementation Means for Postsecondary Institutions

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• Institutions are confident in the validity of the PARCC assessments as a

measure of college readiness

• Institutions have developed and implemented policies and plans for using

PARCC to place students into entry-level credit bearing courses

• Institutions have developed and implemented a process for assessing the

needs of students who do NOT meet the CCRD determination

• Postsecondary institutions collaborate with K-12 to provide supports to

students during their senior year who are identified as not college ready in 10th grade.

• Build K-12/postsecondary partnerships to use PARCC as an early indicator

to:

– Identify students who would benefit from early college credit/concurrent enrollment programs – Provide senior year support courses so that student graduate ready for postsecondary courses

Timeline Through First PARCC Administration in 2014-2015

Results of Field Test Research Studies Will be Released All Phase 1 Items Completed and in the Item Bank for Operational Assessment Field Test Administered to

• ver 1 Million Students:

Performance Based Assessments: March –April End of Year Assessments: May-June Schools and Districts Notified of Selection for Field Testing Practice Test Available on PARCConline.org Fall 2013 Spring 2014 Summer 2014 Fall 2014 Winter 2013 Winter 2014

PARCC Assessment Implementation

Phase II Item Development Will be Completed

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Spring 2015 Summer 2015 1st Year Assessment Administration Fall 2014: Performance-Based and End of Year for Block Schedules 1st Year Assessment Administration Spring 2015: Performance- Based and End of Year Standard Setting Conducted and Scores for 1st Operational Assessments Released

The Role of Postsecondary Going Forward

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State Level Strategies

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• Increase state level awareness of the role postsecondary institutions,

leaders, and faculty have played in the development of the CCSS and PARCC assessments

• Communicate extensively to postsecondary institutions and faculty about

the research and validation process

• Work with teacher preparation programs to imbed the Common Core State

Standards and PARCC assessment into curriculum

• Assist state leaders in identifying policies and practices that need to be in

place to use PARCC for placement into college-credit bearing courses

• Prepare to communicate to students and parents about college readiness

and support students who do not meet the CCRD determination

• Build K-12 postsecondary partnerships to support implementation and

promote student success

– Continue to build a strong and committed cadre of higher education advocates within and across states; – Approve and participate in the standard setting and long-term validations processes – Collaborate with national college readiness and completion initiatives (e.g., Core to College, Complete College America, Concurrent Enrollment Programs, Early College High School) to ensure that initiatives are complementary – Support state policy alignment to ensure a smooth transition to the Common Core State Standards; – Expand engagement and collaboration of K-12 and higher education leaders through communication and interactive opportunities (e.g., vertical alignment).

The Work Continues: PARCC Higher Education State Leadership

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Benefits of CCSS to Higher Education

• Better information about the preparation of incoming students
• Better use of 12th grade
• Improved preparation of incoming students – from all states
• Increased academic rigor in entry-level, credit-bearing courses
• Reduced remediation rates
• Increased funding may be redirected to support credit-bearing courses
• Increased degree attainment rates
• Increased capacity – colleges can admit more students
• Better options for academic interventions to ensure students remain on-

track to college readiness

Progress Update: Key Developments

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In the Last Year…

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June 2012  Minimum Technology Specifications, Version 1.0, Released  Item Development Began August 2012  First Set of Item and Task Prototypes Released September 2012  Adopted Principles for Comparability with SBAC October 2012  College- and Career-Ready Determination Policy Adopted December 2012  Retest Policy Adopted  Minimum Technology Specifications, Version 2.0, Released

In the Last Year…

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January 2013  Formed Executive Committee For Streamlined Decision Making March 2013

 Assessment Administration Capacity Planning Tool Released  Estimated Time on Task Released  Item Development Research with 2,300 Students in 6 states  PARCC Non-Profit Formed

April 2013

 Added Project Management & Procurement Capacity  Draft Performance Level Descriptors Released for Comment  Draft Accommodations Manual Released for Comment  Test Blueprints & Evidence Statements Released

June 2013

 Item Tryout Studies with 4,800+ Students in 4 States  Guidance on Participation in Field Test and Practice Tests

July 2013

 Final Subject- and Grade-Level Performance Level Descriptors Adopted  First Edition of PARCC Accommodations Manual  Estimates for Summative Assessment Costs Released 

Looking Ahead: 2013

51

Fall 2013  Schools and Districts Notified of Selection for Field Testing

• Sample Items Re-Released on Technology Platform
• Minimum Technology Specifications, version 3.0
• Training Materials for IEP Writing Teams on Accommodations Manual
• Educator Leader Cadre October Convening
• Timeline / Plan for Student Registration for Operational Testing

Winter 2013-2014

• Specifications for Online Testing Portal Released
• Final Information about Field Testing
• Final Information about Timing of Data Return

Looking Ahead: 2014 and Beyond

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Spring 2014

• Field Test Administration (May-June)
• Practice Test Available
• Standard-Setting Methodology Released

Summer 2014

• Final Information about Methodology for Calculating Student Scores
• Final Test Security Policies Released
• Final Registration Timeline and Process for Operational Testing Released
• Final Technology Specifications Released

Fall 2014

• Operational Assessment Administration Manual
• Forms Construction for Operational Administration Complete

Winter 2014-2015

• 1st Operational Assessment – Fall 2014 Block Schedule Administration of

PBA and EOY

Spring 2015

• 1st Operational Assessment – Spring 2014 Administration of PBA and EOY

Summer 2015

• Student Performance Levels and Associated Cut Scores for all Grades and

for College- and Career-Ready Determination (Standard-Setting)

Resources Available

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“Connecting the Dots”, written by PARCC Higher Education Leadership Team members, and December 2012 CHANGE Magazine article “The Common Core State Standards: A Vital Tool for Higher Education”, written by Allison Jones of PARCC and Jaci King of SBAC, are available at www.parcconline.org.

Resources

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Higher education-focused message card that describes key messages on the front… …and gives stakeholders more information about PARCC and the role of and benefits to higher education on the back.

Allison G. Jones: ajones@achieve.org www.parcconline.org

Sept 2013

Smarter Balanced Overview

Jacqueline E. King Director, Higher Education Collaboration

College Board Annual Forum October 24, 2013

Smarter Balanced Assessment Consortium

• 26 states &

territories (23 governing, 2 advisory, 1 affiliate)

• K-12 & Higher

Education Leads in each state

A Balanced Assessment System

Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teache chers rs and school

• ols

s have e infor

• rma

mati tion

• n and

tools s they need to imp mprove teach chin ing g and learning ing Interim erim assessm essmen ents ts Flexible, open, used for actionable feedback Summa mati tive e assessm essmen ents ts Benchmarked to college and career readiness Teacher resources for forma mati tive e asses essment sment practi tices ces to improve instruction

Describe Explain Interpret Level One (Recall) Level Three (Strategic Thinking) (Extended Thinking) Level Two (Skill/ Concept)

Design Synthesize

Connect Apply Concepts Critique

Analyze

Create

Prove

Arrange Calculate Draw Repeat Tabulate Recognize Memorize Identify Who, What, When, Where, Why List Name Use Illustrate Measure

Define Recall Match

Graph Classify Cause/Effect

Estimate

Compare Relate

Infer

Categorize Organize Interpret

Predict

Modify Summarize Show Construct

Develop a Logical Argument

Assess Revise Apprise Hypothesize

Investigate Critique

Compare Formulate Draw Conclusions

Explain

Differentiate Use Concepts to Solve Non-Routine Problems Level Four

Source: Webb, Norman L. and others, “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research, University of Wisconsin-Madison, 2 Feb 2006 4

Assessing sessing th the Com

• mmon

mon Core

• re

Smarter Balanced assessments move beyond basic skills and recall to assess critical thinking and problem solving

Purposes rposes and User ers s for the e Summativ tive e Assess sessments ments

Grades Tested Purpose User 3-8 and 11 School/District/State Accountability Federal ESEA/NCLB 11 Student Readiness for Credit- bearing College Coursework Higher Education Institutions 9, 10, 12 State Designed End-of-Course, Graduation Requirements, etc. State Option 3-8 and 11 Teacher/Principal Accountability State/District Option

Summative Assessment: Benefits and Limitations

Benefits

• Far more sophisticated

and comprehensive measure of student knowledge and skills than most existing K-12 accountability or college placement exams.

• Linked to known, high-

quality content standards (Common Core).

• Early warning for students

not yet college ready.

Limitations

• Summative exams are not

diagnostic in nature.

• Will not measure

readiness for advanced mathematics (e.g. Calculus) requiring 12th grade instruction.

Summative Assessment: Two-pronged Approach

Computer Adaptive Test

• Assesses the full range of Common

Core in English language arts/literacy and mathematics for students in grades 3-8 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 readiness

• Includes a variety of question types:

selected response, short constructed response, extended construction response, technology enhanced

Performance Tasks

• Extended projects demonstrate real-

world writing and analytical skills

• May include online research, group

projects, presentations

• Require 1 to 2 class periods to

complete

• Included in both English language

arts/literacy and mathematics assessments

• Applicable in all grades being

assessed

• Evaluated by teachers using

consistent scoring rubrics

Es Esti timat mated ed Testing esting Times mes for Summativ ative e Assessment sessment

Test Grades CAT

• Perf. Task

Only Sub-Total In-Class Activity Total English Language Arts/ Literacy 3-5 1:30 2:00 3:30 :30 4:00 6-8 1:30 2:00 3:30 :30 4:00 11 2:00 2:00 4:00 :30 4:30 Math 3-5 1:30 1:00 2:30 :30 3:00 6-8 2:00 1:00 3:00 :30 3:30 11 2:00 1:30 3:30 :30 4:00 The testing window is the final 33% of instructional days for Grades 3-8, final 20% of instructional days for Grade 11.

Pr Prac actice tice Test est Avai aila labl ble e No Now

 Both subject areas, grades 3 through 8 and 11 

• Approx. 23 items & 1 performance task in each subject area

 Same software as operational test  Features refreshable Braille , pop-up Spanish glossary, and other accessibility/accommodation tools

Interim erim & F Forma rmativ tive e As Assessment essment

Interim Assessment

• Optional comprehensive and content-

cluster assessment to help identify specific needs of each student

• Accessible all year
• Provides clear examples of expected

performance on Common Core standards

• Includes a variety of question types:

selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

• Aligned to and reported on the same

scale as the summative assessments

• Fully accessible for instruction and

professional development

Formative Assessment

• Not a test – a digital library of

formative assessment tools & professional development resources

• Online, accessible to all teachers
• Supports to tailor instruction to student

needs based on information from the assessment system

• Developed with input from teams of
• approx. 100 educators from each

Governing State

• Resources selected according to

established quality criteria

• Social media features allow teachers

to rate items and share their perspectives

• Launching in September 2014

Field eld Test st &Standar ndard d Settin etting

• Field test in Spring 2014 (March 18 to June 6) will target 2

million students — roughly 20% of eligible students in each state (10% for ELA and 10% for math).

• States determining levels of additional field testing now.
• 1,000 educators (teachers and higher education faculty)

working now on developing and reviewing items and performance tasks.

• Standard-setting will occur after field test (August/September

2014).

 In addition to traditional workshop, Smarter Balanced will invite broad stakeholder involvement.  Stakeholders can review items and make their own cut score recommendations.  Crowd-sourced data will inform standard-setting workshop.

Smarter er Balanc nced ed and nd H Hig igher er Ed Educ ucati tion

• n

Why is Higher Education Involved in Smarter Balanced?

• Common Core State Standards are anchored in expectations

for college readiness.

• Higher education agreed when states applied for federal

grant to participate in design of assessments with goal of recognizing 11th grade exam as evidence of college content- readiness.

• Opportunity to improve college readiness, reduce

remediation, and improve lower division courses, and boost completion.

Common Core Standards and Assessments: Essential Components of the Completion Agenda

Common Core standards and assessments:

• Anchor K-12 experience in real-world

expectations for success in college and careers.

• Remove the guesswork for teachers

and schools.

• Allow schools, parents and students to

track progress.

• Identify students who need

assistance while still in high school.

• Reduce remediation and increase

college success.

Research has consistently shown that the single most powerful predictor of student success in college is the rigor of academic preparation.

A New Vision for Assessing Readiness

Typical Readiness Testing Today

• Each college or system

sets its own standards and selects its own measures.

• K-12 typically has no

information about the standards.

• Students don’t know

about tests and don’t prepare for them.

• Predictive validity of

tests is often unknown.

• Students who “played by

the rules” end up in remediation.

Smarter Balanced Vision

• Assessments designed

around known, agreed- upon standards (Common Core).

• Proficiency standards

set through an open process with substantial higher education involvement.

• Everyone (students,

teachers, parents, etc.) knows the expectations.

• Students address

deficiencies in high school.

Smarter Balanced Goals for Higher Education

• Colleges and universities recognize the Smarter

Balanced Grade 11 assessment as a valid measure of college content-readiness as defined by the Common Core State Standards.

• Colleges and universities agree on a common

performance standard in English language arts/literacy and mathematics for college content-readiness.

• Colleges and universities use the Smarter Balanced

assessment as evidence that students are ready for credit-bearing course work and can be exempted from developmental courses.

Higher Education’s Involvement Matters Involvement of higher education will influence:

• Definitions of college and career readiness
• Changes in high school curricula and teaching
• Structure and content of the new assessments
• 12th grade interventions for students who need

to address deficiencies, course schedules for students who are on track, and accelerated

• ptions for advanced students.

Reaching the Goal: Expectations of Higher Education

What is Expected

• Participation in assessment

design

• Lead role in defining college

readiness and standard- setting for 11th grade assessment

• Agreement on performance

standards for exemption from developmental courses in English and math

What is NOT Expected

• Use of Smarter Balanced

assessment for admission

• Standardization of admission

criteria or standards

• Standardization of developmental
• r first-year curricula
• Complete reliance on the

Smarter Balanced assessment for placement decisions (other data points and assessments may be used)

Col

• llege

lege Con

• nten

ent-Read eadin ines ess s Pol

• lic

icy

What t is Cont ntent ent Readiness? diness?

English Language Arts/Literacy Students who perform at the College Content-Ready level in English language arts/literacy demonstrate reading, writing, listening, and research skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable, credit-bearing English and composition courses. Mathematics Students who perform at the College Content-Ready level in mathematics demonstrate foundational mathematical knowledge and quantitative reasoning skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable, credit-bearing mathematics and statistics courses.

Poli licy cy Fram amework k for Grad ade e 11 Assessm sessmen ent t Results ults

• Not Yet Content-Ready - Substantial Support Needed
• K-12 & higher education may offer interventions

Level 1

• Not Yet Content-Ready – Support Needed
• Transition courses or other supports for Grade 12, retesting
• ption for states

Level 2

• Conditionally Content-Ready/Exempt from Developmental
• In each state, K-12 and higher ed must jointly develop Grade

12 requirements for students to earn exemption

Level 3

• Content-Ready/Exempt from Developmental
• K-12 and higher education may jointly set Grade 12

requirements to retain exemption (optional for states)

Level 4

Note: Applies only to students who matriculate directly from high school to college.

Higher her Ed Education ucation Af After er Sma marter er Ba Bala lanced ced: : What’s Changed?

• Instead of multiple tests, with differing performance standards, all

public schools in consortium states use the same test, content standards (Common Core) and performance standards.

• Grade 11 performance standards are pegged to college content-

readiness, with standards for earlier grades mapped to Grade 11.

• In each state, K-12 and higher education set requirements for Grade 12

(may vary by institution type).

• Students, parents and teachers know where the academic “goal line” is

and students can address deficiencies in high school.

• Working together, K-12 and higher education can develop appropriate

grade 12 experiences for students at differing achievement levels.

• Colleges can target students for special programs based on Grade 8

scores (or earlier).

Higher her Ed Education ucation After er Sma marter er Ba Bala lanced ced: What Hasn’t Changed?

• High school exit: Some states may use the Smarter Balanced

assessment—with a lower performance standard—for high school exit, but no state currently plans to use the college content-readiness standard for this purpose.

• Admission : Colleges will continue to admit students according to their

current standards and practices – the college content-readiness policy applies only to admitted students.

• Placement: While honoring the exemption from developmental

education for students who have earned it, colleges may use tests (and/or other means) to determine appropriate course placement.

• Dev ed reform: Colleges can continue to place any student into credit-

bearing courses. Grades-only placement policies are unaffected.

• STEM: Colleges will need to assess additional evidence for students

seeking to enter more advanced mathematics courses.

Ne Next Steps s for Higher her Ed Educa ucation tion

Reporting System Development Spring – Winter 2013 Comparability with PARCC Spring – Winter 2013 Career Readiness Policy * Spring 2013 – Spring 2014 Validation Research Planning Spring – Winter 2013 States Determine Grade 12 Requirements Fall 2013 – Spring 2014 Validation Research Implementation Spring 2014 – 2017 Standard-setting* August/September 2014 Development of Reporting ALDs * September 2014 Institutional participation decisions Beginning Fall 2014 * Subject to state vote by K12 and higher education.

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