Missouri Assessment Program Transition

Report
Assessment Transition
to New Missouri Core
Academic Standards
Show-Me Curriculum Administrators
Fall Conference
Michael Muenks
Coordinator of
Assessment
October 7-8, 2012
Setting the Stage
Our goals:
1. Establish baseline knowledge for the standards
transition.
2. Share what the Department knows about the future of
assessment in Missouri.
2
Transitions
2nd Cycle of MSIP
3rd Cycle of MSIP
4th Cycle of MSIP
5th Cycle of MSIP
•Missouri Mastery and
Achievement Tests
(MMAT) Core
Competencies and Key
Skills
•Transition to Show-Me
Standards as reflected in
the Curriculum
Frameworks
•Transition from the
MMAT to the Missouri
Assessment Program’s
Grade-Span Assessments
•Curriculum Frameworks
for most content areas
and competencies for
Career Education
•Grade-Span Assessments
•GLEs/CLEs developed
over time for most
content areas
•Moved from Curriculum
Frameworks over time to
GLEs
•Developed CLEs from
GLEs and course models
•Included Career
Education competencies
•Grade–Level
assessments and End-ofCourse assessments
introduced
•Developed model
curriculum units for
mathematics and
communication arts
•Core Academic
Standards
•Transition from current
communication arts and
mathematics GLEs and
CLEs to Common Core
based grade-level and
course content
•Career Education
Standards
•Grade-Level
assessments, End-ofCourse assessments, and
the introduction of an
End-of-High-School
College/Career-Ready
Assessment
•Model curriculum for all
content areas.
All Missouri content standards are related back to the
Show-Me Standards by state statute.
What are the
Core Academic Standards?
Common Core State Standards ELA
(communication arts)/MA (mathematics)
Next Generation Science Standards
Career Education Standards
Updated standards for other content areas
Health/PE
Fine Arts
World Languages
Guidance and Counseling
Social Studies
4
Why the need to update
academic standards now?
 Discussions began among state education chiefs and
governors in 2007 and were rooted in reflections on A
Nation At Risk.
Key motivators were
International competitiveness
Economic development
Governor Nixon committed Missouri to the Common
Core State Standards June 26, 2009.
5
Leadership
Standards drive curriculum/Curriculum is how and when you
teach
Common Core State Standards Organization
Don’t deconstruct – Look at the whole document
 Progressions, Math Practices, Text Complexity,
Glossaries, Appendices, etc.
The focus is fewer items to a greater depth.
Professional learning will be a key component
 Evaluate teacher content knowledge – Are there
opportunities?
 Fidelity of curriculum implementation – Are favorite
units that are now inappropriate being abandoned?
6
Missouri’s Transition in ELA and MA
2011-2012
2012-2013
2013-2014
2014-2015
• Development of
Model Curriculum
units per grade and
content area K-12
• Awareness
presentations
• Implementation of
Model Curriculum
units K-12
• Regional professional
learning focused on
deep implementation
of CCSS as illustrated
by Model Curriculum
• Dual reporting of
current assessments
to both GLEs/CLEs
and CCSS
• Administer current
MAP-A
•Continued
implementation of Model
Curriculum units K-12
•Regional professional
learning focused on deep
implementation of CCSS
as illustrated by Model
Curriculum
•Dual reporting of current
assessments to both
GLEs/CLEs and CCSS
•Begin the process of
updating EOCs to fully
assess the CCSS
•Administer current MAP-A
•Field test Dynamic
Learning Maps for
Alternate Assessment
• Full implementation
of Model Curriculum
• Continued regional
professional learning
• Administer Smarter
Balance Assessment
Consortium (SBAC)
assessments
• Administer Dynamic
Learning Maps
Alternate Assessment
• Field test EOCs
designed to assess
the CCSS
Race to the Top Assessment Consortia
Smarter Balance
PARCC
(27 states including Missouri)
Enhanced Assessment Grant Assessment
Consortia for Alternate Assessments and
English Language Proficiency
Dynamic Learning Maps (13 states including Missouri)
NCSC
ASSETS (31 states including Missouri)
Race to the Top and
Enhanced Assessment Grants
8
Comprehensive Assessment System
The Smarter Balanced Assessment System
English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School*
Last 12 weeks of 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.
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
Scope, sequence, number, and timing of
interim assessments locally determined
Optional Interim assessment
system —
no stakes
PERFORMANCE
TASKS
•ELA / Literacy
• Math
COMPUTER
ADAPTIVE
ASSESSMENT
ELA/Literacy &
Math
Re-take option available
Summative assessment
for accountability
* Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10.
** Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Alternate Assessment System
The Dynamic Learning Maps Assessment
Consortium (DLM)
English Language Arts and Mathematics, Grades 3–8 and High School
DIGITAL LIBRARY of learning maps; professional development resources; guidelines for IEP
development and student selection for the alternate assessment; instructionally relevant tasks
with guidelines for use materials, accommodations, and scaffolding; automated scoring (for
most) and diagnostic feedback; and online reporting system.


END-OF-YEAR
ADAPTIVE
ASSESSMENT
EMBEDDED TASKS ASSESSMENTS
A series of more than 100 items/tasks per year embedded within
instruction, each with various forms and scaffolds to allow for
customization to student needs. Each task typically requires one
to five minutes for completion.
Two options for summative assessment**
Instructionally embedded
tasks used with all DLM
students. States may
choose to use aggregate
data for summative
purposes (state decision).*
Summative assessment
for accountability for
those states that choose
not to use the embedded
tasks for accountability.
* Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards.
** Research will be conducted to review the technical feasibility of using data from the tasks for summative accountability purposes.
Developed by The Center for K–12 Assessment & Performance Management at ETS. For detailed information on DLM, go to
www.dynamiclearningmaps.org.
English Language Assessment System
The ASSETS* English Language
Proficiency Assessment System
English Language Proficiency, Grades K–12
DIGITAL LIBRARY of formative resources based on learning progressions; administration and
accommodation manuals; professional development resources and materials; sample test items
and tasks; online reporting system.
Interim Assessment
Interim Assessment
ON-DEMAND
SCREENER**
ANNUAL
SUMMATIVE
ASSESSMENT
The use, number, and timing of interim assessments will be locally determined.
Periodic, on-demand
interim assessments,
as locally determined
Summative assessment
for accountability
*ASSETS stands for Assessment Services Supporting English Learners Through Technology Systems and is a collaborative of the Wisconsin Department of Public
Instruction, member states, and World-Class Instructional Design and Assessment (WIDA).
**The screener is to be given when a student enters a school or is first identified as potentially needing English learner services.
Developed by The Center for K–12 Assessment & Performance Management at ETS. For detailed information on ASSETS, go to
http://dpi.wi.gov/oea/assets.html.
Assessment Consortia Resources
http://www.k12center.org/rsc/pdf/Coming_Together_
April_2012_Final.PDF
Report by ETS
Descriptions of all consortia
Presentation slides and resources available
http://www.dese.mo.gov/divimprove/assess/sbac.ht
ml
Smarter Balance sample assessment items
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Smarter Balance
Three Parts: Interim, Summative and Formative
1. Interim (open anytime) – Take away the
mystery of the test at the end of the year!
• Pre-test students
• This is a non-secure item bank
• Teachers can create their own
assessment or use provided test
templates
13
Smarter Balance
Three Parts: Interim, Summative and Formative
2. Summative (Window – 12 weeks in the spring)
• Secure Item Bank
• Online Computer Adaptive Technology
The next question is based on your
answer to the current question. Like the
Nursing Boards, GRE, etc.
Question can be from the previous year or,
if you are advanced, from the next year.
Everyone will have a different test
All types of questions and several
sessions SR, CR, PE, TE
Grades 3-8, and11
14
Smarter Balance
Three Parts: Interim, Summative and Formative
3. Formative (open anytime)
• Teacher help center
• Scoring rubrics, tools for teaching,
videos, tools for student evaluation
• Social professional networking,
collaboration, pooling resources
• Professional development
15
Technology Readiness
•All the consortia assessments are technology based.
•Completing the technology readiness survey and updating it
is very important.
Make sure your tech people are completing this and
keeping it up to date.
Call the Assessment Section if you need technical
assistance with the survey.
•Keep new technology specifications in mind when making
purchases.
•Plan for bandwidth upgrades.
16
Missouri Assessment Program
Transition
Grades 3-8
2012-2013 – Normal testing, except PE and WP are
BACK in all content areas! Pilot of Smarter Balance
assessments.
2013-2014 – Normal testing, except moving the
Communication Arts and Mathematics assessments to
align as closely as possible to CAS without changing
test design or blueprint. Field test of Smarter Balance
assessments.
2014-2015 – Implement Smarter Balance
assessments in English/language arts and
mathematics. Science assessments remain in place.
17
Missouri Assessment Program
Transition
EOC
2012-2013 – Normal testing, except PE and WP
are BACK in all Algebra I, English II, Biology!
2013-2014 – Normal testing
 2014-2015 – Normal testing with a field test of
CCSS items in all mathematics and English
language arts assessments.
18
Missouri Assessment Program
Transition
MAP-A
2012-2013 – Normal testing
2013-2014 – Normal testing with field test of
Dynamic Learning Maps assessment
2014-2015 – New assessments in English
language arts and mathematics. Science
assessments remain in place.
19
Missouri Assessment Program
Transition
English language proficiency
2012-2013 – Normal testing using ACCESS for ELLs
2013-2014 – Normal testing using ACCESS for ELLs
with field test of ASSETS assessment
2014-2015 – New ASSETS assessment for testing
English language proficiency
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“No more banking of scores”
How will this affect you?
Watch/listen to the webinar
Read the FAQs
Talk to your assessment
people
NCLB Waiver
21
Help us communicate with you!
Core Data Screens
•This is how the Assessment Section contacts your
district with important information.
•We recommend not using the superintendent for
everything.
•Make sure you can receive e-mail from DESE.
•Read the DESE e-mails.
•Get the information to the correct people.
•Many of e-mails are time sensitive.
Web-based trainings and meetings will commence in
September. Watch for information!
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Contact Us
dese.mo.gov
Email: [email protected]
Phone: 573-751-3545
Questions?

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