Smarter Balanced Summative Assessments 101 TOM TORLAKSON State

Smarter Balanced Summative Assessments 101 TOM TORLAKSON State Superintendent of Public Instruction

Learning Objectives Participants will understand the • Smarter Balanced Summative Assessments and their place in the California’s comprehensive assessment system; • timeframe for introducing new assessments; • results provided for the Smarter Balanced Summative Assessment; • basic reports offered through the California Department of Education (CDE). 2

Success Criteria Participants can • describe the various assessments included in California’s comprehensive system; • share with others information on the new assessments being offered during the 2017− 18 school year; • identify reports that will be useful in the analysis of summative assessment results. 3

Shout Out • Analyzing and Interpreting Summative Assessment Results • Exploring Performance Tasks 4

Summative Assessments 5

Assessment FOR Learning “Assessment has two fundamental purposes: One is to provide information about student learning minute-by-minute, day-to-day, and week-to-week so teachers can continuously adapt instruction to meet students’ specific needs and secure progress. This type of assessment is intended to assist learning and is often referred to as formative assessment or assessment for learning. ” California Department of Education (2014) English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve 6

Assessment OF Learning “A second purpose of assessment is to provide information on students’ current levels of achievement after a period of learning has occurred. Such assessments—which may be classroom-based, districtwide, or statewide—serve a summative purpose and are sometimes referred to as assessments of learning. ” California Department of Education (2014) English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve 7

Levels of Assessment Grain Size of Standards Assessed Immediacy of Actionable Information 8

Smarter Balanced Assessment System 1. Common Core State Standards specify K– 12 expectations for college and career readiness 2. Teachers and schools have information and tools they need to improve teaching and learning • Summative: College and career readiness assessments for accountability • Digital Library: Tools and resources to support formative assessment process • Interim: Flexible and open assessments used for actionable feedback 3. All students leave high school ready for college and career 9

Purpose of Summative Assessments • Annual measurement of student performance and progress (i. e. , progress over time) in relation to the standards • What have my students learned? • Have my students met the performance standard? • What are the relative strengths and weaknesses of schools, grades or groups of students? Summative assessments are only one of many measures of student performance. 10

Purpose of Summative Assessments (cont. ) Useful in program evaluation, as part of accountability systems, and to inform decisions designed to improve teaching and learning • What can the results tell us about strengths and weaknesses in curriculum, instruction, and programs? • What are the relative strengths in teaching and learning? 11

The CAASPP System 12

CAASPP System Overview https: //www. cde. ca. gov/ta /tg/ca/documents/caaspp 16 umbrella. pdf 13

Smarter Balanced Summative Assessments 14

California Science Test (CAST): Implementation Time Line http: //www. caaspp. org/ad ministration/about/science/ index. html 15

California Science Test: Field Test Information • Taken by students in grades 5 and 8, and high school • Students tested on discreet items • Students complete performance tasks • Assessment is computer-based • Maximum of two hours 16

California Alternate Assessments (CAAs): ELA and Mathematics • For students with the most significant cognitive disabilities • Must be specified in student’s Individualized Education Plan (IEP) • Administered one-on-one Online http: //www. caaspp. org/admin istration/about/caa/index. html 17

CAA for Science: Implementation Time Line 18

CAA for Science: Test Information • Taken by students with the most significant cognitive disabilities • Must be specified in student’s Individualized Education Plan (IEP) • Administered in a one-on-one setting • Three embedded performance tasks administered throughout the year http: //www. caaspp. org/administration/about/caa/index. html 19

California Spanish Assessment (CSA) • OPTIONAL test in Spanish taken by students who: • Speak Spanish as their primary language or • Are learning Spanish as an additional language • Assesses listening, reading, and writing mechanics in grades three through eight and high school • Computer-based assessment • Aligned with the Common Core State Standards in Español • Provides common measure for the State Seal of Biliteracy program. http: //www. caaspp. org/administration/about/csa/ 20

Three Year Assessment Timeline 21

Activity: Geometric Reflection • What sits square with you? • What’s rolling around in your head? • What are 1 -3 points you want to remember? 22

Summative Assessment Results 23

Evidence Centered Design ELA Example: Students can demonstrate progress toward college and career readiness in ELA. 24

Evidence Centered Design 2 Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. 25

Evidence Centered Design 3 Students can describe and explain relationships among literary elements (e. g. , character, setting, event) within or across texts or compare/contrast the narrator or characters' point of view within or across texts. 26

Evidence Centered Design 4 Students can make inferences about a literary text or texts and identify details within the text or texts that support that inference. 27

Evidence Centered Design 5 28

Evidence Centered Design (2) 29

Overall Scores 30

Overall Scores: Scale Score Ranges for ELA Grade Level 1 Level 2 Standard Not Standard Met Nearly Met Level 3 Standard Met Level 4 Standard Exceeded 3 2114– 2366 2367– 2431 2432– 2489 2490– 2623 4 2131– 2415 2416– 2472 2473– 2532 2533– 2663 5 2201– 2441 2442– 2501 2502– 2581 2582– 2701 6 2210– 2456 2457– 2530 2531– 2617 2618– 2724 7 2258– 2478 2479– 2551 2552– 2648 2649– 2745 8 2288– 2486 2487– 2566 2567– 2667 2668– 2769 11 2299– 2492 2493– 2582 2583– 2681 2682– 2795 https: //www. cde. ca. gov/ta/tg/ca/sbscalerange. asp 31

Overall Scores: Scale Score Ranges for Mathematics Grade Level 1 Standard Not Met Level 2 Standard Nearly Met Level 3 Standard Met Level 4 Standard Exceeded 3 2189– 2380 2381– 2435 2436– 2500 2501– 2621 4 2204– 2410 2411– 2484 2485– 2548 2549– 2659 5 2219– 2454 2455– 2527 2528– 2578 2579– 2700 6 2235– 2472 2473– 2551 2552– 2609 2610– 2748 7 2250– 2483 2484– 2566 2567– 2634 2635– 2778 8 2265– 2503 2504– 2585 2586– 2652 2653– 2802 11 2280– 2542 2543– 2627 2628– 2717 2718– 2862 https: //www. cde. ca. gov/ta/tg/ca/sbscalerange. asp 32

Think and Talk • A grade 5 student received a scale score of 2560 on the ELA assessment. What can you say about this student’s performance in ELA? • What other observations did you have after looking at the scale score ranges? 33

Overall Scores: True or False? Grade Level 1 Standard Not Met Level 2 Standard Nearly Met Level 3 Standard Met Level 4 Standard Exceeded 5 2219– 2454 2455– 2527 2528– 2578 2579– 2700 6 2235– 2472 2473– 2551 2552– 2609 2610– 2748 The grade 5 student score of 2560 means that the student achieved “Standard Met” for grade 6 mathematics standards. 34

Claim (Area) Level Information https: //caaspp. cde. ca. gov/ 35

Reporting Claim (Area) Level Information • Claim-level information is reported at three levels because there are fewer items within each claim compared to number of items for overall test. • Below Standard • Near Standard • Above Standard 36

Summative Assessment Reports 37

Types of Reports • Individual Student Reports • Summary Reports 38

Student Score Reports http: //www. caaspp. org/rsc/pdfs/CAASPP. TOMS-pre-adminguide. 2016 -17. pdf 39

Student Score Reports (2) 40

Student Score Reports (3) 41

Student Score Reports (4) 42

Student Score Report Resources http: //testscoreguide. org/ca/ 43

Summary Reports 1 Go to https: //caaspp. cde. ca. gov/ Select the CAASPP summary results you want to view. 44

Summary Reports 2 45

Summary Reports 3 46

Summary Reports 4 47

Summary Reports 5 48

Summary Report Quick Reference Guides https: //www. cde. ca. gov/ta/tg/ca/caasppqrg. asp 49

CAA Reports Level 3—Alternate • The student showed understanding of core concepts Level 2—Alternate • The student showed foundational understanding of core concepts Level 1—Alternate • The student showed limited understanding of core concepts 50

Summary CAA Reports https: //caaspp. cde. ca. gov/ 51

Explore • In which area(s) is the school performing particularly well? What is the evidence? • Which area(s) appear to be the school’s biggest challenge(s)? What is the evidence? 52

Using Summative Assessment Results • Provide a larger context for and overview of: • Scores across grades, schools, student groups; • Trends over time; • Progress toward readiness for college and career. • Help validate strengths and prioritize needs, if considered along with other information. 53

Using Summative Assessment Results (2) • Help identify which interim assessments could be administered to students to learn more about specific strengths and areas of improvement. • Help identify specific instructional resources in the Digital Library that could be useful in supplementing instruction. • Provide information that may be used as one of multiple measures to determine overall student performance and progress. 54

Planning and Implementation 55

Thank You! Posted by the California Department of Education | February 2018 56