Next Generation Assessment

Report
May 15, 2013
DRAFT Achievement Level Descriptors, Content Claims, and
College and Career Readiness Definition –
Smarter Balanced Assessment
Consortia (SBAC)
SBAC Overall Claims - ELA
 Students can demonstrate
progress toward college and
career readiness in
ELA/literacy. (Grades 3-5)
 Students can demonstrate
college and career readiness
in ELA/literacy. (Grade 11)
Reading—Students can read closely and
analytically to comprehend a range of
increasingly complex literary and
informational texts.
Writing—Students can produce effective
and well-grounded writing for a range
of purposes and audiences.
Speaking and Listening—Students can
employ effective speaking and
listening skills for a range of purposes
and audiences.
Research—Students can engage in
research/inquiry to investigate topics
and to analyze, integrate, and present
information.
SBAC Overall Claims-Mathematics
College/Career Readiness:
 Students can demonstrate progress
toward college and career readiness in
mathematics (overall claim for Grades
3-8)
 Students can demonstrate college and
career readiness for mathematics
(overall claim for Grade 11)
Content Claims
 Concepts and Procedures – students
can explain and apply mathematical
concepts and interpret and carry out
mathematical procedures with
precision and fluency (content claim)
 Problem Solving – students can solve a
range of complex, well-posed
problems in pure and applied
mathematics, making productive use
of knowledge and problem solving
strategies
 Communicating Reasoning – students
can clearly and precisely construct
viable arguments to support their own
reasoning and to critique the
reasoning of others
 Modeling and Data Analysis –
students can analyze complex, realworld scenarios and construct and use
mathematical models to
interpret and solve problems
College content-readiness definition
and policy framework -SBAC
 Students who perform at the College Content-Ready
level in English language arts/literacy demonstrate
subject-area knowledge and skills associated with
readiness for entry-level, transferable, credit-bearing
English and composition courses. These students also
demonstrate reading, writing, listening, and research
skills necessary for introductory courses in a variety
of disciplines.
College content-readiness definition
and policy framework - SBAC
 Students who perform at the College Content-Ready
level in mathematics demonstrate subject-area
knowledge and skills associated with readiness for
entry-level, transferable, credit-bearing mathematics
or statistics courses. These students also demonstrate
quantitative reasoning skills necessary for
introductory courses in a variety of disciplines.
SBAC - Achievement Level
Descriptors
 Level 4:
 Demonstrates deep command of the knowledge and skills
associated with college and career readiness
 Level 3:
 Demonstrates sufficient command of the knowledge and
skills associated with college and career readiness
 Level 2:
 Demonstrates partial command of the knowledge and skills
associated with college and career readiness
 Level 1:
 Demonstrates minimal command of the knowledge
and skills associated with college and career readiness
Policy Framework-SBAC
Level
Policy ALD
College Content
Readiness
Implications for Grade 12 and
College Placement
4
Demonstrates
deep command of
the knowledge and
skills associated
with college and
career readiness
Student is exempt
from development
work
States/districts/colleges may offer
advanced courses (such as AP, IB, or
dual enrollment for these students.
Colleges may evaluate additional data,
(courses completed, grades, placement
test scores, etc.) to determine student
placement in courses beyond an initial
entry level course
3
Demonstrates
sufficient
command of the
knowledge and
skills associated
with college and
career readiness
Student is exempt
from development
work, contingent on
continued learning in
Grade 12
Within each state, higher education,
and K-12 officials determine
appropriate evidence of continued
learning (such as test scores or course
grades). Colleges may evaluate
additional data, (courses completed,
grades, placement test scores, etc.) to
determine student placement in
courses beyond an initial entry level
course
Policy Framework - SBAC
Level
Policy ALD
College
Content
Readiness
Implications for Grade 12 and College
Placement
2
Demonstrates
partial command
of the knowledge
and skills
associated with
college and career
readiness
Student needs
support to
meet college
readiness
standard
States/districts/colleges may implement
Grade 12 transition courses for these
students. States may choose to retest these
students near the conclusion of grade 12.
Colleges may evaluate additional data,
(courses completed, grades, placement test
scores, etc.) to determine student
placement in developmental or credit
bearing courses.
1
Demonstrates
deep command
of the knowledge
and skills
associated with
college and career
readiness
Student needs
substantial
support to
meet college
readiness
standard
States/districts/colleges may offer
supplemental programs for these students.
States may choose to retest these students
near the conclusion of grade 12. Colleges
may evaluate additional data, (courses
completed, grades, placement test scores,
etc.) to determine student placement in
developmental or credit bearing courses.
Draft Performance Level Descriptors and College and
Career Readiness Standards for ELA & Math –
Partnership for Assessment of Readiness for
College and Careers (PARCC)
College and Career Determination in
English Language Arts/LiteracyPARCC
• Students who earn a College-and Career-Ready
Determination in ELA/literacy will have
demonstrated the academic knowledge, skills, and
practices necessary to enter directly into and
succeed in entry-level credit-bearing courses in
College English Composition, Literature, and
technical courses requiring college-level reading
and writing.
College and Career Determination
in MATHEMATICS - PARCC
 Students who earn a College-and Career-Ready
Determination in mathematics will have
demonstrated the academic knowledge, skills, and
practices necessary to enter directly into and
succeed in entry-level credit-bearing courses in
College Algebra, Introductory College Statistics,
and technical courses requiring an equivalent level
of mathematics.
ELA/Literacy for Grades 3–11
“On Track” Master Claim/Reporting Category:
Students are “on track” to college and career readiness in ELA/Literacy.
Major Claim: Reading Complex Text
Major Claim: Writing
Students read and comprehend a
range of sufficiently complex texts
independently.
Students write effectively when using
and/or analyzing sources.
SC: Vocabulary
Interpretation and
Use
(RL/RI.X.4 and
L.X.4-6)
Students use context
to determine the
meaning of words
and phrases.
SC: Reading
SC: Reading
Literature
Informational Text
(RL.X.1-10)
(RI.X.1-10)
Students
demonstrate
comprehension and
draw evidence from
readings of gradelevel, complex
literary text.
Students
demonstrate
comprehension and
draw evidence from
readings of gradelevel, complex
informational texts.
SC: Written Expression
(W.X.1-10)
SC: Conventions and
Knowledge of Language
Students produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to the task,
purpose, and audience.
(L.X.1-3)
SC: Research
(data taken from Research Simulation
Task)
Students build and present knowledge through
integration, comparison, and synthesis of ideas
Students demonstrate knowledge
of conventions and other
important elements of language.
PARCC Claims Driving Design in Mathematics
Master Claim: Students are “on track” or ready for
college and career
Sub-claim A: Students
solve problems involving
the major content* for
their grade level with
connections to practices
Sub-Claim B: Students
solve problems involving
the additional and
supporting content* for
their grade level with
connections to practices
Sub-Claim D: Students
solve real world problems
engaging particularly in the
modeling practice
Sub-claim C: Students
express mathematical
reasoning by constructing
mathematical arguments
and critiques
Sub-Claim E: Students
demonstrate fluency in
areas set forth in the
Standards for Content in
grades 3-6
*Major content and additional and supporting content for each grade level
are outlined in the PARCC Model Content Frameworks, available at
http://www.parcconline.org/parcc-model-content-frameworks.
14
Policy Level Performance Descriptors and
General Content Claims - PARCC
• The policy-level PLDs and general content claims describe,
in broad terms, the knowledge, skills, and practices,
students performing at a given performance level are able
to demonstrate.
• They also indicate, for specific performance levels, whether
students might need additional support or are likely to be
ready for the next grade level without additional support.
Performance Levels
• Performance levels (Level 1-5)
•
•
Five performance levels – Intended to provide better
information across the full range of student
performance, particularly for low-performing students
and high performing students
Performance levels are numbered rather than named
so that stakeholders focus on the knowledge, skills,
and practices associated with a particular level, rather
than on a label of students
The Five Performance Levels –
Mathematics & ELA
• Level 5: Students performing at this level demonstrate a
•
•
•
•
distinguished command of the knowledge, skills, and practices
embodied by the Common Core State Standards assessed at their grade
level.
Level 4: Solid command…
Level 3: Moderate command…
Level 2: Partial command….
Level 1: Minimal command….
May 15, 2013
Next Generation Assessments
 Sample items released
 Rigor is evident
 Implication for professional development, classroom
practices, and classroom observations
http://www.parcconline.org/samples/item-task-prototypes
http://www.smarterbalanced.org/sample-items-andperformance-tasks/
PARCC English Language Arts
 Sample questions annotated with “Advances and




Answer Choice Rationales”
Emphasis on evidence-based answers– even with
multiple choice, students cannot rely on prior
knowledge
Explanation of Alignment to Standards
Alignment to PARCC Assessment Claims and Evidence
Statements
Scoring Points and Rationale
ELA, Grade 3, Reading
 Part A Question: What is one main idea of “How
Animals Live?”
a. There are many types of animals on the planet.
b. Animals need water to live.
c. There are many ways to sort different animals.*
d. Animals begin their life cycles in different forms
ELA, Grade 3, continued
 Part B Question: Which sentence from the article
best supports the answer to Part A?
a. “Animals get oxygen from air or water."
b. "Animals can be grouped by their traits."*
c. "Worms are invertebrates."
d. "All animals grow and change over time."
e. "Almost all animals need water, food, oxygen, and
shelter to live."
Note: Students only get credit for Part B if
Part A is answered correctly.
ELA, Grade 7, Writing
 Question: Based on the information in
the text “Biography of Amelia Earhart,”
write an essay that summarizes and
explains the challenges Earhart faced
throughout her life. Remember to use
textual evidence to support your ideas.
ELA, Grade 10, Reading and Writing
 Question: 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.
Implications for Instruction
SBAC English Language Arts
 Item type and alignment to SBAC claims
 Primary Targets
 Level of Difficulty
 Scoring Rubric
 Technology Enhanced Items
 Stimuli (i.e., passages, informational text, video
clip, etc.)
 Performance Tasks
 Practice tests will be online, late
May 2013
Sample Assessment Item, Gr 3
 To tell how an astronaut
 Speaking and Listening
needs sleep
 To describe how an
astronaut floats in space
 To explain that an
astronaut’s work is very
difficult
 To show how an
astronaut’s body lacks
gravity to help it work
SBAC English Language Arts
Reading Grade 4
SBAC English Language Arts
Reading Grade 6
SBAC English Language Arts
High School
43599
 The following excerpt is from a writer’s first draft of a narrative essay. Read the excerpt.
Then rewrite it, revising it to correct errors.
 I had no idea what to expect when I walked into the arena. There were people
everywhere, most of them clad in brightly colored jersey’s with different players’ names
on the back of them. There were some names I couldnt even pronounce. Me and my
friend made our way to the corridor that led to the ice rink. The minute I stepped
through the doorway, I could feel a rush of cold air hit my face. I could actually smell the
ice! I never thought ice had a smell, but it really does. The next thing I noticed was the
size, of the ice rink. There were lines and circles painted all over it, and I knew
immediately I wouldn’t understand the rules. We found our seats, and it wasn’t long
before the game started. We sat so close to the action that I felt as if I was right in the
middle of it, the action was so intense it was hard to follow the puck, keep an eye on the
players, and to figure out which team was ahead. When the home team scored a goal. The
entire arena erupted with cheering that was so loud, I bet it was heard across town. by
the end of the game, I felt so many emotions: delight, disappointment, fear, and
excitement. Mostly, though, I felt in awe of the athletes who played this game. They are
much more tougher than I ever expected. I suspect others new to hockey will be as
impressed as me by this fast, interesting game.
 Now rewrite the excerpt, revising it to correct errors.
 Type your answer in the space provided.
Implications for Instruction
PARCC Mathematics
 Item type and alignment to PARCC Claims
 Most relevant Content Standard(s)
 Most relevant Mathematical Practice
Standard(s)
 Item description and assessment qualities
 Scoring
Work on selected sample items
representing Grades 3 to High
School Mathematics. Discuss your
solution(s) with a neighbor.
Mathematics, Grade 3
 Fractions on the number line
Mathematics, Grade 3, Fluency
Mathematics, Grade 6, Slider Ruler
Mathematics, Grade 7, Speed
Math, High School, Functions
Prototype item from the
Charles Dana Center
SBAC Mathematics
 Item type and alignment to SBAC claims
 Targets
 Difficulty Progression
 Scoring Rubric
 Technology Enhanced items
 Performance Tasks
 Practice tests will be online, late
May 2013
SBAC Mathematics
Grade 5 – Culminating Fluencies
Choose True or
False for each
item
Implications for Instruction
 What are the instruction implications for language
development?
 How do we focus students’ attention on the language of
mathematics with its academic vocabulary while
providing multiple opportunities for students to
participate in rich classroom discussions using rich
tasks?

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