Lynn Vásquez
History-Government Program Consultant
Kansas State Department of Education
lvasquez@ksde.org
www.ksde.org
2007-2008 Social Studies Assessment
• Testing Window: March 17th-May 9th
• KCA and Paper Pencil available
• Results are not a part of AYP; but count for QPA
• Remains a biennial assessment for QPA
• This year only, the state will assess all 11th graders at the high
school to establish cut scores
• Starting this year, high schools can assess freshman and
sophomores to take advantage of Program Opportunity to Learn
(OTL)
• Flip charts, test and item specifications available at
www.ksde.org
Testing What has been Taught--Assessment
Levels:
6th grade
48 Item Assessment
8th grade
60 Item Assessment
High School
30 Item World Focus
Assessment
&
24 Indicators Pulled
from 5th/6th grade
30 Indicators Pulled
from the 7th/8th grade
30 Item United States
Focus Assessment
30 Indicators
Pulled from a
cumulative high
school experience
Portions and Percentages:
60% History
40% Government-Civics, Geography, Economics
6th
8th
high school
35% (A)
65% (K)
50% (A)
50% (K)
65% (A)
35% (K)
(% of time we spend on the various floors of the 3-story intellect)
High School Assessment:
After 2007-08 school
year, districts decide
students’ OTL
“End of Program
Opportunity to
Learn” without
second
opportunity
Part A
World Focus
Part B
United States Focus
•
World History
•
U.S. History
•
Global Geography
•
Civics-Government
•
Global Economics
•
U.S. related economics
•
30 item test; results
banked until student
completes part B
•
30 item test; results
banked until student
completes part A
Benchmark themes in geography:
BM1:Geographic Tools & Location
BM2: Places and Regions
BM 3: Physical Systems (science overlap)
BM 4: Human Systems
BM 5: Interaction between Human & Physical Systems
Assessment Information:
•Physical Systems is assessed in science, no longer in social
studies. (Oxbow lakes, Pangea, soil depositions)
•More emphasis of geography related to historical context.
How does geography influence world trade? How do locations
of cultures/groups change over time? We are better served to
teach geography in the context of history.
Benchmark themes in civics-government:
BM1: rule of law
BM2: shared ideals in society
BM3: responsibilities of leadership
BM4: citizenship/civic participation
BM5: systems of government
Assessment Information:
•Middle School: Expanded in 2005 revision—local government in middle school.
Roles of school boards, municipalities; Comparing how juveniles and adults are
treated under the law.
•High School: The “big ideas” regarding eminent domain, role of political parties,
and core values of nations founding documents. More specific in terms of knowing
the differences between NATO, UN, Red Cross, etc.
Benchmark themes for KS, U.S., & world
history:




Significance of important people and historical events
Groups of people who contributed to our heritage
Events & turning points
Students engages in historical thinking skills (primary v. secondary
documents, historical thinking skills, inferred v. observed
information)
Assessment Information:
•Several indicators that use primary/secondary sources at every assessed level! Provide
opportunities for your students to engage with 1800’2 early 1900 language of people and
law (involuntary servitude; perverted government; trespassing; legal use of passage). The
use of quotations, excerpts from publications, probably far outnumber the use of political
cartoons or other examples of satire.
Economic benchmarks:
BM1: limited resources require choices
BM2: market economy
BM3: local, national, and international interdependence
BM4: role of government in the economy
BM5: making effective decisions as consumer, producer, saver,
investor and citizen
Assessment Information:
•Economic indicators are assessed in historical context or modern day context: (factors
that influence international trade – might be cast in historical context: Economic
consequences of the war of 1812; or what would happen to prices if Germans boycotted
Japanese products?
•More international focus/global economic literacy than prior assessment
•Natural fit is to teach economics integrated within the historical context. Several
districts embedding econ in US and World history since economics is still an elective in
most high schools.