March 2011 SBE
Presentation on CCSS
Assessment Consortia
CCCOE Curriculum Council
March, 2011
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Why a Board Item in March 2011?

PARCC requires

Notification of participation in consortium within 5
months after a change in state officials


Select participation in either or both or no consortia
Select level of participation
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The Assessment Consortia

PARCC


The Partnership for the Assessment of Readiness for
College and Careers Consortium
SBAC

The SMARTER Balanced Assessment Consortium
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Assessment Consortia
Theories of Action

Distributed Summative Assessment


PARCC
Assessment Based on Iterative Integrated
Interaction

SBAC
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Consortia Were Funded to …

Develop CCSS assessments that
adhere to ESEA Requirements

Both Consortia are to develop


formative assessments with multiple formats
assessments that use computer technology to create
a faster feedback loop on results
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ESEA Assessment Requirements

Testing in ELA and Math



grades 3 through 8
once in grades 10 through 12
Testing in Science

Note: These are the
assessments required by
ESEA
not those that will factor
into the accountability
system
grades 5, 8, and 10
Also note: The competitive grant does not include the
development of science assessments
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44 States + DC Have Adopted the
Common Core State Standards
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* Maine and Washington have adopted the CCSS provisionally
** Minnesota adopted the CCSS in ELA only
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PARCC States
Southeast vs. Northwest
Varied State Roles
• Fiscal Agent (Procurement State)
• Governing States
• Participating/Advisory States
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CA and the Two Consortia

CA is a member of
PARCC




A consortium of 25 states
Procurement state is
Florida
Achieve (American
Diploma Project) is the
managing partner
Received $170 million
$10 million more to develop
high school assessments

CA could join or switch
to SBAC




Consortium of 31 (many
Western) states
Procurement state is
Washington
WestEd is the managing
partner
Received $160 million
Nearly 63% of K-12 in US
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Both PARCC and SBAC

Received an additional $15.9
million to


help states transition to the
common core state standards
and the common assessments
Scheduled to “go live” in 2014-15
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Distributed Summative
Assessment
PARCC’s March Presentation to CA SBE
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PARCC’s Stated Goals
1.
Pathway to college and career readiness for ALL
students

2.
High quality assessments that measure authentic
student performance

3.
Short answer, performance base & longer open response in
addition to MC
Support Educators in the classroom

4.
Involve IHEs & have EAP characteristics
PD & Real-Time Student Achievement Data
Keep students on the path to success

Coordinated K-16 system
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Distributed Summative Assessment
ThroughCourse 2
START
OF
SCHOOL
YEAR
25%
ThroughCourse 1
EndOf-Year
50%
75%
ThroughCourse 3
90%
END
OF
SCHOOL
YEAR
ThroughCourse 4
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance
Management (www.k12center.org)
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Distributed Summative Assessment
START
OF
SCHOOL
YEAR
ThroughCourse 2
25%
50%
ThroughCourse 1
END
OF
SCHOOL
YEAR
Through-Course 1 and 2:
ELA-1 and ELA-2: One or two tasks involving reading texts,
drawing conclusions, and presenting analysis in writing.
Math-1 and Math-2: One to three tasks that assess one or two
essential topics in mathematics (standards or clusters of
standards).
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance
Management (www.k12center.org)
14 14
Through Course Assessments

Shouldn’t be thought of as “mini-tests.” They
will look like assignments or tasks


Could be open-ended
May take a few days to complete

Sample Item: Given a set of texts, students are to write
a letter to their congress person that advocates a
position on whether congress should limit oil drilling.
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Distributed Summative Assessment
ThroughCourse 2
START
OF
SCHOOL
YEAR
25%
75%
50%
ThroughCourse 1
ThroughCourse 3
Through-Course 3 and Through-Course 4 (ELA only):
END
OF
SCHOOL
YEAR
ThroughCourse 4
ELA-3: Performance task(s) that require evaluating information from within a set of
digital resources, evaluating their quality, selecting sources, and composing an
essay or research paper.
ELA-4 (speaking and listening): Students will present their work from ELA-3 to
classmates and respond to questions. Teachers will score, using a standardized
rubric, and can use results in determining students’ class grades.
Math-3: Performance task(s) that require conceptual understanding, procedural
fluency, and application of mathematical tools and reasoning.
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance
Management (www.k12center.org)
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Distributed Summative Assessment
ThroughCourse 2
START
OF
SCHOOL
YEAR
25%
50%
ThroughCourse 1
End-of-Year:
EndOf-Year
75%
ThroughCourse 3
90%
END
OF
SCHOOL
YEAR
ThroughCourse 4
EOY: Comprehensive, computer-scored assessment that includes a range of
item types, including innovative, technology-enhanced items. Enables quick
turnaround of student scores.
A student’s summative score—used for accountability purposes—will include
his/her performance on Through-Courses 1, 2, and 3 as well as the End-ofYear assessment.
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance
Management (www.k12center.org)
17 17
Assessment Based on
Iterative, Integrated
Interaction
SBAC’s March Presentation to CA SBE
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SBAC Building Assessments Based on
Student Input


State-of-the-art adaptive online exams
The online system will provide information to teachers
and others on the progress of all students


including students with disabilities, English language learners
and low- and high-performing students.
The system will include:
 the required summative exams (offered twice each
school year);
 optional formative, or benchmark, exams; and
 a variety of tools, processes and practices that will
assist teachers in understanding what students are
and are not learning on a daily basis
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Computer Adaptive Testing




Items selected for individual students based
on past performance
Accurate measurement across performance
scale
Efficient – less testing time needed
Adaptive tests tailors test questions for the
level of the student.


enables the collection of very accurate scores
Provides a detailed and unique record of student
paths of student development
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Assessment Design
The Consortium will provide the following by
the 2014-15 school year:
3. Formative tools and resources
4. Responsible flexibility
5. Distributed summative assessment
a. Content clusters throughout a course
b. Most appropriate time for each student
c. Scores rolled up
Smarter Balanced Assessment Consortium
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Optional Interim Assessments






Non-secure and fully accessible
Timing and content customizable
Include performance tests
Helps identify specific student needs
Teachers are included in the item and task
design
Comprehensive Information Portal

Includes student progress and performance
history
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Assessment Design
Type of
Component
Type of Data
produced
Frequency
Number of
items
Administration
Mode
Scoring Method
Summative
assessing
Common Core
Scale score for
achievement and
growth
Once annually 12 opportunities
30 Selected
response
3 Extended
constructed
response
7 Technology
enhanced
1 Performance
event
Computer
Adaptive, SR,
ECR, TE
Computer
Adaptive:
automated
computer
scoring
Computer
Delivered:
teacher
administered
performance
event
Smarter Balanced Assessment Consortium
Performance
Event
Combination of
AI and teacher
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25
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Comparing the
Consortia
PARCC vs. SBAC
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PARCC’s Administration and Scoring

Overall assessment system



mix of constructed response items, performance
tasks, and computer enhanced, computer-scored
items.
Assessments for

grades 6-12 will be administered via computer

while 3-5 will be administered via paper and pencil
(in the short term).

Grade K-2 will be developed but are optional
Combination of

artificial intelligence (AI) and human scoring will be
employed; states will individually determine the
extent to which teachers will be involved in scoring.
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SBAC Benefits


Better service for ELs and SWDs
Consistent Identification of needs for stable
and mobile students
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PARCC’s Implementation Support



Consortium-wide strategic planning institutes
to map out and monitor implementation
Collaborative efforts to develop curricular and
instructional tools
Multi-state leadership cadres of educators
deeply engaged in use of assessments and
tools
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SBE Question Areas


What is the difference between being college
ready and community college ready?
How address/adapt for English Learners?
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CA’s English Learners and PARCC





Look at traditional accommodations
Item development is sensitive to language load of
questions being asked
EL is highest growth subgroup in MA so we are very
sensitive to these issues
My hope is this will signal a language rich curriculum
that focuses on vocabulary and reading and writing
Are resources ($$) allocated to states based on the
number of students each state serves? P=no
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Compare



Presenters 2 east coast vs 4 (3 of which west
coast) – 1 univ professor spoke english as a
second language – UC Davis
Use latest of technology
Very much state led – states are at the table
constantly; committed to communication;
newsletter
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Two Funded Assessment
Consortia

Partnership for Assessment of Readiness for
College & Careers (PARCC)



http://www.fldoe.org/parcc/
http://www.achieve.org/files/CCSS&Assessments.
pdf
SMARTER Balanced Consortium (SBAC)


http://www.k12.wa.us/smarter/
http://www.wested.org/cs/we/view/rs_press/100
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Pamela Tyson, PhD
Director, Educational Services
Contra Costa County
Office of Education
Ptyson@cccoe.k12.ca.us
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