Looking Back – Looking Forward Implementation of the Assessment System Presentation to: California Institute for School Improvement (CISI) Sacramento –

Looking Back – Looking Forward Implementation of the Assessment System

Presentation to:California Institute for School Improvement (CISI)

Sacramento – May 26, 2015

Presented by:Deb Sigman, Deputy Superintendent, Rocklin Unified School DistrictNational Chair – Smarter Balanced Executive Committee

Overview of Presentation

• Reflection on 2014-15 testing• California climate and context• Making the assessment

better• Looking forward – getting

ready for results

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Smarter Balanced Update

2014-15 Update on Testing in Smarter Balanced States

As of May 15:• Over five million (5,167,421) students

have started the Smarter Balanced assessments.

• Of those, 5,075,321 have completed at least one part.

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2014-15 Update on Testing in California

As of May 20 — 52 testing days:• Local educational agencies where

testing has begun: 1,779• Number of students that started a

summative assessment: 3,133,866• Summative assessments completed:

– English language arts/literacy test: 2,365,983

– Mathematics test: 2,307,580• Tentative results streaming into districts

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California vs. National Context

California Picture

• By all accounts, successful implementation

• Students are testing• The large majority of students on-line• Minor episodes of slowing of the system• Some minor technical log-in and pausing

issues• Pockets of opt-outs

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National Picture

• Large scale opting out of assessment– Kentucky– New York– Washington– North Dakota– Delaware– Florida

• Ban on Common Core– Wisconsin

• Ban on Smarter Balanced– Maine

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National Picture

• Technical difficulties– Nevada– North Dakota– Montana– Wisconsin– Missouri– Michigan

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Making the Assessment Better

Enriching the Item Bank

• Field testing approximately 12,000 items• Not all items will be available. • Quality checks prevent items from moving

forward when:– Not enough responses overall– Not enough responses at each level of the

rubric for constructed response items– Item statistics indicate item would not be fair

to all students (item behaves poorly)

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Enriching the Item Bank

• Items that are calibrated and pass quality checks will be included in spring 2017 tests

• Consortium beginning to write new performance tasks and items

• Teachers will be recruited for item writing, editing, sensitivity/bias review, content review and accessibility reviews

• Investigating using illustrations for translated items

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Improving the Test Administration Manual

• States use the template from the Consortium but have some degree of discretion regarding editing the manual. States will be making some changes to their sections.

• The consortium will improve sections that were confusing based on feedback from states

• The consortium is considering opportunities for streamlining and adding flexibility where possible

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Improving the Digital Library

• The digital library is getting enhancements to the application including a new landing page that will better help direct educators to the resources they are seeking

• Additional members for the State Network of Educators (SNEs) are being recruited

• Additional modules are being procured and will be included as part of additional Spotlight Forums

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Other Enhancements Under Development for Digital Library

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Email Notifications

Live Filtering

User Experience

Motivation for Contributors/Reviewers

Reports

Looking Forward – Getting Ready for Results

Results – What We Know

Baseline for future, not comparison to past

• Will need to reframe the conversation• Scale scores on Smarter Balanced assessments

• Four-digit number• Range roughly from 2000-to-3000

• Measures of performance• Measures of growth• Meaningful information for students, teachers and

parents• Reliable and valid information for “accountability”

systems

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New Expectations – Describing English Language Arts Performance

• Students who perform at the College Content-Ready level in English language arts/literacy demonstrate reading, writing, listening, and research skills necessary for introductory courses in a variety of disciplines.

• They also demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable, credit-bearing English and composition courses.

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New Expectations – Describing Mathematics Performance

• Students who perform at the College Content-Ready

level in mathematics demonstrate foundational

mathematical knowledge and quantitative

reasoning skills necessary for introductory courses

in a variety of disciplines.

• They also demonstrate subject-area knowledge and

skills associated with readiness for entry-level,

transferable, credit-bearing mathematics and

statistics courses.

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Celebrating Our Successes

• Over 3 million students successfully assessed on summative assessment

• Digital library being accessed by hundreds of thousands of California educators

• Over a million students accessing interim assessments

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Setting the Stage for Future Success

• Remember the purpose• Assessment for learning

• Assessment of deeper skills

• Preparing students for college and career

• Focus on teaching and learning

• Learn from other states

• Proactively change the conversation about effective schools• Accountability at the local level

• Multiple sources of data

• Schools are more than a single number

• Aligning resources to need

• Measures of growth in addition to measures of performance

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