Summary of Assessments

By the Big Island Team: (Sherry, Alan, John, Bess)

CCSSSBAC

PARCCAP

CCSSO

Common Core State Standards

CCSS

As part of Common Core State Standards system, the U.S. Department of Education has has allotted funds for the development of consistent measures that determine whether or not students are meeting or exceeding the standards.

CCSS

Build upon shared standards for college- and career-readiness;

Measure individual growth as well as proficiency;

Measure the extent to which each student is on track, at each grade level tested, toward college or career readiness by the time of high school completion;

CCSSAssessment System Requirements

And …

Provide information that is useful in informing:

Teaching, learning, and program improvement;

Determinations of school effectiveness;Determinations of principal and

teacher effectiveness for use in evaluations and the provision of support; and

Determinations of individual student college and career readiness, such as high school exit decisions, college course placement to credit-bearing classes, or college entrance.

Include cognitively challenging tasks that measure higher-order thinking and analytic skills, such as reasoning and problem solving;

Move beyond a single, end-of-year test

Include performance measures and extended tasks that assess college-and career-ready skills

Establish a college-and career-ready “anchor” assessment given to all students near the end of high school to indicate whether students are ready for college and careers.

CCSSAssessment System Qualities

Funding awarded to two state consortia:

The Smarter Balanced Assessment Consortium (SBAC) 31 states

The Partnership for the Assessment of Readiness for College and Careers (PARCC) 26 states

Implementation of assessments 2014-2015.

CCSSAssessment Development

SMARTER Balanced

Assessment Consortium

SBAC

Optional Interim Assessments: Combination of Computer Adaptive

Assessments + Performance Tasks Full set of grade level standards or smaller

set of standards at a deeper level to assess student needs.

Summative Assessments: Performance Tasks (gr. 9 – 11 within

context of Science or Social Studies) End-of-Year Adaptive Assessment

(retake option)

SBAC

SBAC Performance Tasks

English Language Arts:2 tasks (1 reading/1writing)

Mathematics:2 tasks

Tasks generally will require 2 one hour periods:• Student-initiated planning• Management of information and ideas• Interaction with other materials and/or people• Production of an extended response:

•Oral presentation, exhibit, product development or extended written piece.

Partnership for the

Assessment of

Readiness for College

and Careers

PARCC

PARCC

Component 2: Formative mid-year performance tasks (optional)Administrated in single sessionTeachers will be provided with on-

line score training tool

Component 3: Summative end-of-schoolAdministrated over several

sessions/class periods

Total of 5 Assessment Components-Two will be performance-based tasks:

PARCC Performance Tasks

ELA Assessments: Writing effectively when analyzing text

Mathematics Assessments: Math practices Solving multi-step problems

Note: Component 3 (Performance Tasks) will be

combined withComponent 4 (Items) for student’s annual

accountability score

Advanced PlacementPerformanc

e Tasks

AP

AP Exam

1. 34 available AP courses

2. AP Exam is the culminating performance task and has 2 components:

1. Multiple choice section that is designed to broadly cover the content of the discipline.

2. Free response component that is designed to assess students beyond factual knowledge requiring them to interpret information and apply analytical skills.

AP Skills

1. Focus on an understanding of concepts rather than on memorizing terms and technical details

2. Prompt students to apply knowledge and critical thinking to social concerns. Emphasize the processes required for specific disciplines. For example:

A. AP science courses require students to learn specific lab skills.

B. Students practice scientific inquiry

3. Designed to contribute to the development of the students’ abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic.

Council of Chief State

School Officers

CCSSO

State Collaborative on Assessment and Student Standards (SCASS)

SCASS was developed to meet the need for thorough and authentic information regarding student performance in science.

Assessments are authentic and incorporate a focus that scientific understanding is essential for informed decision-making.

Assessments should provide a context that encourages students to succeed in making meaning of science through scientific inquiry.

CCSSO - SCASS

Portfolios

Long-term Investigations

Hands on Performance Activities

Integrated Essay Questions

Short Constructed Response Items

Conceptual Selected Response Items

CCSSO - SCASS Products show what students know and are able to do in science:

Constancy and Change

Patterns

Systems and Interactions

Models, Scale and Measurement

Form and Function

CCSSO - SCASS Themes provide unifying concepts and guide assessments across the different science disciplines as well as 4 broad subject areas:

Assessments are developed for three levels:

•Elementary,

•Middle. and

•High school

CCSSO - SCASS

Summary of Assessments

By the Big Island Team: (Sherry, Alan, John, Bess)

CCSSSBAC

PARCCAP

CCSSO