Download - Common Core assessment Selection Work Group
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COMMON CORE ASSESSMENT SELECTION WORK GROUP
MAY 3, 2013OREGON DEPARTMENT OF EDUCATION
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WELCOME • Significance of this work• Importance of impartial evaluation
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OBJECTIVESMay 3rd I. Understand current assessment context
and needsII. Determine which assessments will be
evaluatedIII. Determine how to weight the features in
the assessment evaluationIV. Begin evaluating the Common Core
assessments against the criteria
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OBJECTIVESMay 10th
I. Finish evaluating the Common Core assessments against the criteria
II. Determine best assessmentIII. Develop Common Core assessment
recommendation
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AGENDAWelcome and objectives 1:00-1:10
Discuss expectations 1:10-1:20
Understand current assessment context and next assessment needs, options
1:20-2:00
Determine the weight for each feature 2:00-2:25
Break 2:25-2:35Evaluate the Common Core assessments against the criteria
2:25-3:45
Break 3:45-3:55Evaluate the Common Core assessments against the criteria
3:55-4:55
Wrap up 4:55-5:00
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EXPECTATIONS: DISCUSSIONAssumptions
• That you’ve read the fact sheets• That you’re ready to engage in the discussion with an open
mind
Rules of Engagement• Each member of the workgroup will have an opportunity to
contribute to the comparison of assessments.• Appropriate : Open mind to all options and discussion • Not Appropriate: Predetermination about which assessment is right for
Oregon
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EXPECTATIONS: WORK GROUP Who Role/Task Expectations
Work group Evaluate Common Core assessment options.
Make a recommendation to as to the assessment that will best meet the needs of our students, our schools, and our state.
Critically evaluate each assessment option.
Incorporate your professional and personal experiences with Oregon education into your evaluation.
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EXPECTATIONS: WORK GROUP Who Role/Task Expectations
Work group Evaluate Common Core assessment options.
Make a recommendation to as to the assessment that will best meet the needs of our students, our schools, and our state.
Critically evaluate each assessment option.
Incorporate your professional and personal experiences with Oregon education into your evaluation.
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EXPECTATIONS: ODEWho Role/Task Expectations
ODE
Facilitate the work group and, as needed, collect additional assessment information that is already publicly available.
Abstain from providing opinions about assessment preferences Follow up on requests from work group for additional information and obtain relevant information that is publicly available.
• Rob Saxton and Derek Brown, Facilitation• Doug Kosty, Facilitation support• Cristen McLean, Time keeper• Steve Slater and Rachel Aazzerah, Assessment information
support
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UNDERSTAND CURRENT ASSESSMENT CONTEXT AND NEEDS
OBJECTIVE I
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CONTEXT:WORK GROUP TASKWhat: Reading, Writing, Mathematics state-wide assessment.
Through 13-14 school year
14-15 school year and beyond
Assessed standards
Oregon state content standards
Common Core
Assessment OAKS [This is your task]
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CONTEXT: ASSESSMENT COSTSNew assessment will cost more because the following factors, at least:
• New level of assessment authenticity – higher quality assessment
• Opportunity for comparability across states
• Opportunity for assessment system that includes more than just summative data
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CONTEXT: ASSESSMENT COSTSBut we will have access to other cost-saving measures, including:
• Ability to share resources with other states using same assessment system
• Ability to leverage broader base for expertise
• Economy of scale for alignment costs, including:
• Alignments of state to state comparability• Alignment of assessment to college readiness and college
placement
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CONTEXT:ASSESSMENT OPTIONS
Assessment Developer CostACT (ASPIRE) “Competitively priced”
NWEA (MAP) --
Partnership for the Assessment of Readiness for College and Careers (PARCC)
22
Smarter Balanced Assessment Consortium
22-27
Renaissance Learning (STAR)
3,200 one time cost for Reading and Math assessments.860 annually
College Board (SAT) 50
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CONTEXT: REQUIREMENTSAligned to Common Core State Standards
Available in reading, writing, and mathematics
Available at 3-8 and high school
Online administration
Comparable across multiple states
Operational in 2014-15 academic year
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CONTEXT: REQUIREMENTSSee hand out: Requirement Table
Which assessments should we evaluate?
Assessment Developer Evaluate?
ACT (ASPIRE) Yes
NWEA (MAP) Yes
Partnership for the Assessment of Readiness for College and Careers (PARCC)
Yes
Smarter Balanced Assessment Consortium YesRenaissance Learning (STAR) NoCollege Board (SAT) No
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CONTEXT:REACTIONS AND INTRODUCTIONSPlease introduce yourself and say:
• Name • Role and district or organization• One challenge you anticipate in this transition• One opportunity this transition presents
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DETERMINE HOW TO WEIGHT THE FEATURES IN THE ASSESSMENT EVALUATION
OBJECTIVE II
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WEIGHTING:PROCESS (25 MIN)1. Introduce features and criteria, including rationale (5 min)2. Individually review features and criteria (10 min)3. Discuss different weights for the features (5 min)4. Each person anonymously votes on weight for each
feature (5 min)
ODE calculates mean weight for each feature (during break)Feature weighting finalized (after break)
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WEIGHTING: INTRODUCE FEATURESSee hand out: Feature Description
As a group discuss structure of feature and criteria information.
5 minutes
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WEIGHTING: INDIVIDUAL REVIEWSee hand out: Feature Description
Individually review each feature and criteria.
10 minutes
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WEIGHTING: DISCUSSIONSee hand out: Feature Description
Discuss how much should each feature be weighted?
5 minutes
1. Quality Assessment2. Accommodations Available3. Suite of Resources Available4. Aligned with college and career5. Oregon can contribute to content
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WEIGHTING: VOTINGSee hand out: Feature Weight Vote
Place your vote for how much should each feature be weighted?
5 minutes
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BREAK
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WEIGHTING: FINAL WEIGHT
Feature Final Percent
1. Quality Assessment 322. Accommodations Available 233. Suite of Resources Available 28
4. Aligned with college and career 7
5. Oregon can contribute to content 10
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BEGIN EVALUATING THE COMMON CORE ASSESSMENTS AGAINST THE CRITERIA
OBJECTIVE III
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EVALUATING:PROCESS (20 MIN EACH)1. Each participants individually reviews fact sheet and write
notes about which assessment best meets the criteria and why (10 min)
2. Participants discuss their selections (5 min)3. Participants will take additional notes (5min)
Schedule:• Three criteria• Break• Three criteria • Wrap up
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EVALUATING:SCHEDULE• Evaluate assessments against 2 criteria (including a longer
one)
Break
• Evaluate assessments against 4 criteria
Wrap up
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EVALUATING:1.1 (FIRST ONE, 30 MIN)
1. Individually review Criteria 1.1 Fact Sheet
Take notes on Assessment Evaluation Sheet: Feature 1. Assessment Quality (10 min)
2. Discuss selections and rationales (15 min)3. Take additional notes on Assessment
Evaluation Sheet (5 min)
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EVALUATING:1.2 (NOW, 20 MIN)
1. Individually review Criteria 1.2 Fact Sheet
Take notes on Assessment Evaluation Sheet: Feature 1. Assessment Quality (10 min)
2. Discuss selections and rationales (5 min)3. Take additional notes on Assessment
Evaluation Sheet (5 min)
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EVALUATING:1.31. Individually review Criteria 1.4 Fact Sheet
Take notes on Assessment Evaluation Sheet: Feature 1. Assessment Quality (10 min)
2. Discuss selections and rationales (5 min)3. Take additional notes on Assessment
Evaluation Sheet (5 min)
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BREAKPlease be back by 3:55.
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EVALUATING:1.41. Individually review Criteria 1.4 Fact Sheet
Take notes on Assessment Evaluation Sheet: Feature 1. Assessment Quality (10 min)
2. Discuss selections and rationales (5 min)3. Take additional notes on Assessment
Evaluation Sheet (5 min)
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EVALUATING:2.11. Individually review Criteria 2.1 Fact Sheet
Take notes on Assessment Evaluation Sheet: Feature 2. Accommodations Available (10 min)
2. Discuss selections and rationales (5 min)3. Take additional notes on Assessment
Evaluation Sheet (5 min)
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EVALUATING:2.21. Individually review Criteria 2.2 Fact Sheet
Take notes on Assessment Evaluation Sheet: Feature 2. Accommodations Available (10 min)
2. Discuss selections and rationales (5 min)3. Take additional notes on Assessment
Evaluation Sheet (5 min)
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WRAP UPProcess1. Please put all of your material in the envelope on your desk.
2. Seal the envelope and sign your name across the seal.
3. Leave the envelope on your desk.
Thank you for your hard work today – see you on May 10th.