California Assessment of Student Performance and Progress CAASPP

California Assessment of Student Performance and Progress (CAASPP) California Next Generation Science Standards (CA NGSS) Roll out Phase 3 2015– 16 Assessment Literacy and Update Don Killmer, Education Administrator I Assessment Development Office CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction

Purpose of the Session TOM TORLAKSON State Superintendent of Public Instruction • Provide an in-depth opportunity for CA NGSS statewide teams to learn about the purpose and features of California’s comprehensive assessment system, the CAASPP System. • Provide updates regarding the development of the statewide CA NGSSaligned summative assessments. 2

TOM TORLAKSON State Superintendent of Public Instruction California’s Comprehensive Assessment System: An Overview 3

Rethinking the Role of Assessment TOM TORLAKSON State Superintendent of Public Instruction Assembly Bills (AB) 484 amended California education law to reflect the feedback from the field and policy makers: • Assessment should be more than just measurement. • Accountability alone was no longer enough. • Educators need more than a single end-of-year assessment. • Policymakers wanted more than alignment with new standards and use of technology. • “It is the intent of the Legislature…to provide a system of assessments that has the primary 4

TOM TORLAKSON State Superintendent of Public Instruction What is a Comprehensive Assessment System? http: //www. csai-online. org/sites/default/files/resources/4666/CSAI_Assessment. Types. pdf 5

Assessment Cycles by Purpose TOM TORLAKSON State Superintendent of Public Instruction Adapted from Herman and Heritage (2007) The ELA/ELD Framework was adopted by the California State Board of Education on July 9, 2014. The ELA/ELD Framework has not been edited for publication. © 2014 by the California Department of Education. 6

What is the State’s Role? TOM TORLAKSON State Superintendent of Public Instruction • State Administered Assessments q Used for accountability q Used for public reporting of data/Statewide “snapshot” of performance q Example: CAASPP summative assessments • State Supported Assessments q Model high-quality assessments q Means of professional development/learning q Examples: Grade 2 diagnostic, Smarter Balanced interims, and digital library 7

TOM TORLAKSON State Superintendent of Public Instruction Assessment Development Update • CA NGSS-aligned Summative Assessments, including the high level test design plan • Formative tools and resources 8

CA NGSS Assessment Development TOM TORLAKSON State Superintendent of Public Instruction • On March 9, 2016, the State Board of Education (SBE) approved the following regarding science assessments. q. Grades for which the operational CA NGSS-aligned summative assessments will be administered. q. Test Design Plan. • Approval allows the CDE to initiate the development of the CA NGSS assessments. 9

Approved CA NGSS Summative Assessments TOM TORLAKSON State Superintendent of Public Instruction The SBE approved the development of California Science Tests (CASTs); 3 online summative assessments: • Grade five assessment, consisting of grade five performance expectations (PEs) and matrix sampling of PEs from kindergarten through grade four; • Grade eight assessment, consisting of middle school (grades six through eight) PEs; • Grade ten, eleven, or twelve assessment, 10 consisting of high school PEs.

CAST Design Plan TOM TORLAKSON State Superintendent of Public Instruction • Educational Testing Service (ETS) is the contractor charged with the development of the assessment design and implementation of the new CA NGSSaligned tests. • The CAST Design Plan was developed with input from a team of state and national content experts, researchers, and psychometricians. 11

Role of Educators and Other Stakeholders in Assessment Design Process TOM TORLAKSON State Superintendent of Public Instruction Design was informed by feedback provided by: Hundreds of CA Higher STEM reform science education experts, teachers, officials, including representatives representative from the of the California s of Stanford National Science University’s Research Teachers NGSS Council’s Association Assessment (NRC’s) (CSTA) Program Framework for (SNAP) K-12 Science Reps from various other advocacy groups 12

TOM TORLAKSON State Superintendent of Public Instruction Stakeholder Feedback Priorities for CA NGSS Assessments • Focus on providing information to support the improvement of teaching and learning. • Promote the dramatic shift in science instruction across all grades. • Reflect fidelity to the CA NGSS. 13

CAST Design Goals TOM TORLAKSON State Superintendent of Public Instruction Goals for the design are to: • Emphasize importance of group-level results to promote improvements to teaching and learning. • Provide models of high quality, CA NGSSaligned assessment items. • Create incentives for schools to provide science instruction in every grade, not just in tested grades. • Measure the range and depth of CA NGSS PEs by leveraging the state’s distinctly large 14 student population.

CAST Design Features TOM TORLAKSON State Superintendent of Public Instruction • Assessment design measures the range and depth of CA NGSS PEs over a three -year cycle. • Assessment items, generated by evidence-centered design (ECD) based task models, each integrate a minimum of two CA NGSS dimensions: q. Disciplinary core ideas (DCIs) q. Science and engineering practices (SEPs) q. Crosscutting concepts (CCCs) 15

CAST Design Features (cont. ) TOM TORLAKSON State Superintendent of Public Instruction • Design makes use of a diverse range of item types. • Both independent items as well as item sets are used. • This is a two-stage adaptive assessment. • Uses partial matrix sampling of content (PEs) q. Group level feedback while ensuring individual student performance is measured 16 fairly and comparably

CAST Design Features (cont. ) TOM TORLAKSON State Superintendent of Public Instruction • Administered at grades five, eight, and ten, eleven, or twelve. • The assessment is designed to be administered in two hours or less. • The design requires that all students in the tested grades (5, 8, and 10, 11, or 12) participate in three segments of the test: Segment A, Segment B, and Segment C. 17

Summative Segment A TOM TORLAKSON State Superintendent of Public Instruction The design requires that all students in the tested grades (5, 8, and 10, 11 or 12) participate in three segments of the test: • Segment A is a two-stage adaptive segment q. Machine-scorable short answer and selected response items that cover a very broad range of the CA NGSS PEs q. Contributes to student and group scores 18

Transition from Segment A to Segment B TOM TORLAKSON State Superintendent of Public Instruction • Performance in Segment A guides selection of DCIs presented in Segment B. • The assignment of the item content (DCIs) in Segment B will be random unless DCI performance in Segment A is particularly weak. 19

Summative Segment B TOM TORLAKSON State Superintendent of Public Instruction • Segment B includes item sets which require students to solve a series of complex problems set in disciplinespecific contexts which deeply measure a student’s command of selected CA NGSS PEs. q. Contributes to student and group scores. 20

Summative Segment C TOM TORLAKSON State Superintendent of Public Instruction • Segment C includes a range of items that, collectively, broadly and deeply measure the CA NGSS PEs associated with the tested grade-span. q. All CA NGSS PEs (minus those identified as not suitable for summative assessments) will be collectively assessed at the grouplevel. üEncourages the teaching of science at all grade levels üContributes to group-level scores. 21

CAST Design Summary Segment A TOM TORLAKSON State Superintendent of Public Instruction Reporting Level Scope and Depth of Measurement Type of Items CA NGSS PEs measured by grade/grade span Segment B Segment C Contributes to Student Contributes to Group and Group Score Wide breadth— measures a broad sample of CA NGSS PEs Deep measurement of targeted sample of 1 -2 item sets (multiple CA NGSS SEPs and CCCs per item set, and one or more DCIs per item set as specified by task models) Broad and deep-full range of measurement of PEs for each grade span Selected-response, machine-scorable items. Items primarily independent but some organized in sets. Item sets which require Will emulate item types students to solve a presented in Segment series of complex A or B. problems set in discipline-specific contexts. Gr. 5: Grade 5 -specific PEs Gr. 8: Grade-span PEs Gr. 10/11/12: Grade- Gr. 5: Grade-span PEs Gr. 8: Grade-span PEs Gr. 10/11/12: Grade 22 span PEs

State Board of Education Approved Recommendation TOM TORLAKSON State Superintendent of Public Instruction The CDE recommends the use of a collection of embedded performance tasks as the basis for the CAA for Science based on: • its measurement features; • its alignment with our guiding principles; and • stakeholder feedback. 23

Summative Assessment based on Embedded Performance Tasks TOM TORLAKSON State Superintendent of Public Instruction An assessment based on student performance on a collection of instructionally-embedded performance tasks/assignments. For the CAA pilot tests these will be state-developed classroom tasks/assignments. Moving forward the CDE continues to investigate the use of locally-developed classroom tasks/assignments (state-approved) or a combination of state- and locally-developed tasks/assignments. 24

TOM TORLAKSON State Superintendent of Public Instruction Summative Assessment based on Embedded Performance Tasks (cont. ) Tasks and assignments: • administered by the student’s primary teacher at state-specified intervals • student responses scored according to statedefined criteria and protocols 25

CA NGSS Assessment Implementation Timeline TOM TORLAKSON State Superintendent of Public Instruction Year California Science Test (CAST) 2016– 17 Pilot test 2017– 18 Field test 2018– 19 Operational test 2019– 20 Operational test Available Testing Window March 20, 2017 to the LEA’s last day of instruction TBD *Second Tuesday in January to the LEA’s last day of instruction California Alternate Assessment for Science Available Testing Window Pilot test March 20, 2017 to the LEA’s last day of instruction TBD Field test TBD Operational test *Second Tuesday in January to the LEA’s last day of instruction Pilot test 26

CA NGSS Assessment Implementation Timeline (cont. ) TOM TORLAKSON State Superintendent of Public Instruction • Beginning in March 2017, all students in grades five and eight and grades 10, 11, or 12 will take either the CAST or eligible students may take the California Alternate Assessment for Science. • The CDE continues to await a response from the U. S. Department of Education on our waiver request. 27

TOM TORLAKSON State Superintendent of Public Instruction How to Get Involved in the Development of the CA NGSS As California moves through its transitional phase toward the implementation of the CA NGSS summative assessments (including CA NGSS alternate assessment) there are many opportunities for professional development. Opportunities for CA educator involvement include: • Item writing • Item review • Data review • Form review To get involved complete the content reviewer application at http: //caaspp. org/reviewers. html. 28

Reflection and Questions TOM TORLAKSON State Superintendent of Public Instruction As a team, identify where your district/school falls in terms of transitioning to new science assessments and share any ideas to improve the teaching and learning of the CA NGSS. 29

Contact Information TOM TORLAKSON State Superintendent of Public Instruction Assessment Development and Administration Division (916)319 -0803 California Assessment of Student Performance and Progress Assessment Development Office (916)445 -8765 caaspp@cde. ca. gov 30