California Assessment Update
California Mathematics Council
South Conference
Jane Liang, Ed.D.
Education Research and Evaluation Consultant
Assessment Development and Administration Division
Palm Springs, CA, November 1, 2013
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Overview
TOM TORLAKSON
State Superintendent
of Public Instruction
• Assembly Bill 484 (Bonilla)
• California Measurement of Academic
Performance and Progress (CalMAPP)
• Smarter Balanced assessment summary
• Smarter Balanced assessment
development milestones
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Assembly Bill 484
TOM TORLAKSON
State Superintendent
of Public Instruction
• Establishes California’s new statewide student
assessment system, the California
Measurement of Academic Performance and
Progress (CalMAPP)
• The primary purpose of the assessment
system is to assist teachers, administrators,
and students and their parents by promoting
high-quality teaching and learning using a
variety of assessment approaches and item
types
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CalMAPP
for the 2013–14 School Year
TOM TORLAKSON
State Superintendent
of Public Instruction
• Spring 2014 Smarter Balanced Field Test for ELA
and math in grades 3 through 11*
• Current California Standards Test and California
Modified Assessment for science in grades 5, 8,
and 10
• Current California Alternate Performance
Assessment for ELA and math in grades 2
through 11 and for science in grades 5, 8, and 10
* Grades 9 & 10 are part of Smarter Balanced prescribed sampling only and
will not include all students in those grades.
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CalMAPP: Optional Assessments
for the 2013–14 School Year
TOM TORLAKSON
State Superintendent
of Public Instruction
• Early Assessment Program (EAP) for grade eleven
students
– English-language Arts
– Algebra II or Summative High School Math
– EAP score for individual students only; no school-, district-, state-level
scores are provided
• Standards-based Tests in Spanish (STS)
– Optional for local educational agencies (LEAs) to administer
– Administration costs of STS for Reading Language Arts will be
covered by the CDE
– Pupils identified as limited English proficient enrolled in any of
grades 2 to 11, who either receives instruction in his or her primary
language or has been enrolled in a school in the United States for
less than 12 months
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Smarter Balanced Assessment Summary: Main Components
Summative assessments
Longitudinal measures
benchmarked to college and
career readiness
Professional development
materials, teaching
resources for differentiated
instruction and an item
bank for developing and
aligning assessments to
Common Core and Smarter
Balanced claims and
assessment targets
Teachers, schools and districts have
access to high quality and highly
accurate student data and teaching
resources , through the digital library
throughout the year and across years
to improve teaching and learning
Teacher resources for
formative tools – practices to
improve instruction
End of year assessment of
student learning, consisting
of a computer adaptive test
and computer administered
performance tasks and
aligned with Common Core;
assesses annual progress
Optional assessments,
administered at locally
determined intervals to
provide educators with
actionable information
about student progress
throughout the year; will be
computer adaptive and
include performance tasks
Interim assessments
Flexible, open, used for
actionable feedback
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Smarter Balanced Assessment Summary: Timeline for the School Year
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Smarter Balanced Assessment
Summary: Technology
TOM TORLAKSON
State Superintendent
of Public Instruction
• Computer-based testing
– Tests are administered electronically
• Computer adaptive testing
– Item difficulties are adjusted to each
student’s performance
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Smarter Balanced Assessment
Summary: Item Types
TOM TORLAKSON
State Superintendent
of Public Instruction
•
•
•
•
•
Selected response
Short constructed response
Extended constructed response
Technology enhanced
Performance tasks
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Example: Geometry
TOM TORLAKSON
State Superintendent
of Public Instruction
Best size cans
The Fresha Drink Company is marketing a
new soft drink.
The drink will be sold in a can that holds 200
cm3.
In order to keep costs low, the company
wants to use the smallest amount of
aluminum.
Find the radius and height of this cylindrical
can which holds 200 cm3 and uses the
smallest amount of aluminum.
Explain your reasoning and show all of your
calculations.
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Smarter Balanced Assessment Summary: Score Reports for
Mathematics, Claims for the Summative Assessment
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TOM TORLAKSON
State Superintendent
of Public Instruction
Smarter Balanced
Assessment Milestones:
Summative Assessment
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Q&A
Jane Liang, Ed.D.
TOM TORLAKSON
State Superintendent
of Public Instruction
Assessment Development and Administration
Division
Email: jliang@cde.ca.gov, Phone: 916-322-1854
Resources
CDE Smarter Balanced Web Page
http://www.cde.ca.gov/sbac/
Smarter Balanced Assessment Consortium Web site
http://www.smarterbalanced.org
SBAC CDE Electronic Mailing List Requests
subscribe-sbac@mlist.cde.ca.gov
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