Common Core State Standards &

Assessment Update

The Next Step in Preparing Michigan’s Students for Career and College

MERA Spring Conference • May 17, 2011

K-12 Content StandardsCollege and Career Readiness

Standards+

• Michigan Merit Curriculum

• Alignment Documents for ELA and Mathematics

•MAISA Collaborative Model Curriculum Project

•Professional Organizations’ Conferences

Michigan’s Teaching for Learning

Frameworkwww.teachingforlearning.org

GLE/GLW Regional Collaborative

CCSSO Implementing the CCSS SCASS

Assessments based on the Common Core State Standards

• SMARTER Balanced Assessment Consortium (SBAC)– General Assessments

• Dynamic Learning Maps (DLM)– Alternate Assessments

• To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards

• Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching

• The assessments shall be operational across Consortium states in the 2014-15 school year

Assessment system that balances summative, interim, and formative components for ELA and mathematics:

•Summative Assessment (Computer Adaptive)

• Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth

• Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

•Interim Assessment (Computer Adaptive)

• Optional comprehensive and content-cluster assessment

• Learning progressions

• Available for administration throughout the year

• Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

•Formative Processes and Tools

• Optional resources for improving instructional learning

• Assessment literacy

1. Transition to Common Core State Standards2. Technology Approach3. Assessment Design: Item Development4. Assessment Design: Performance Tasks5. Assessment Design: Test Design6. Assessment Design: Test Administration7. Reporting8. Formative Processes and Tools/Professional

Development9. Accessibility and Accommodations10.Research and Evaluation

20102011

20122013

20142015

SBAC Common Summative Assessment

AdministeredPilot

Testing

Roll-Out Focus on

Getting to Know the Standards

Roll-Out Focus on

Instruction

Roll-Out Focus on

SBAC Formative

Assessment

Roll-Out Focus on Aligned

Professional Development

Roll-Out Focus on

SBAC Interim &

Summative Assessments

SBAC Next Steps

• Consensus on assessable content

• Assessment Framework

• Reporting• Test Design• Tech Readiness • Communications

SBAC Research Topics

• Computer Adaptive Testing (CAT) with multiple item types

• Equating issues with CAT and accommodated, translated, paper-pencil, etc.

• Interim assessment application

• Vertical scaling based on learning progressions

Dynamic Learning Maps Consortium

Dynamic Learning Maps Consortium

• University of Kansas– Center for Educational

Testing and Evaluation– Center for Research

Methods and Data Analysis

– Center for Research on Learning

– Special Education Department

• AbleLink Technologies

• The ARC• The Center for

Literacy and Disability Studies at the University of North Carolina at Chapel Hill

• Edvantia

Dynamic Learning Maps Consortium

• Brainstorming activity with Michigan teachers on April 19th

• Week long meetings in Kansas to develop Common Core Essential Elements (e.g., EGLCEs)– ELA in late April – Mathematics in May– Each state sent a team – SWD & content experts

DLM Research Topics

• Expanding the range of item/performance task types

• Improving accessibility; use of assistive technology

• Multiple ways of accessing content and demonstrating proficiency

• Link to general assessment consortia

• Growth models

Formative Assessment for Michigan Educators (FAME)

• Project designed to support balanced assessment systems

• Planning for the fourth year

• Teachers and administrators do not receive much assessment training– Different types of assessment for different

purposes

CCSSO Draft Definition of Formative Assessment

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

FAST/SCASS Austin, Texas October 2006

Project Numbers

2008-09 2009-10 2010-11

Coaches 35 100 63

Learning Teams 23 65 62

Yr 1 Yr 2

32

32

Formative Assessment in Michigan

Counties with learning teams participating in The Formative Assessment Process program

2011 Launch Sites

Current Resources

• Learning Guide

• Website

• Professional Networking site - NING

• Administrative Webinars

• 8 Regional Coaches

• Measured Progress and OEAA support

• Michigan State University research

Contact Information

Vincent J. Dean, Ph.D.Director, Office of Standards & AssessmentBureau of Assessment and Accountabilitydeanv@michigan.gov517.241.4416

Kim YoungFormative Assessment Projectyoungk1@michigan.gov 517.373.0988