Social Studies: Every Student, Every Day Creating Citizenship Through Literacy Columbia Metropolitan Convention Center Columbia, SC South Carolina Council.

Social Studies: Every Student,

Every Day

Creating Citizenship

Through Literacy

Columbia Metropolitan Convention

CenterColumbia, SC

South Carolina Council for the Social Studies

Annual Conference

2008

An Update on Social Studies Assessment in 2008-09

South Carolina Department of

Education

Leslie W. Skinner, PhD, NBCT

Before we say

“Goodbye PACT, Hello PASS,”

let’s celebrate how far we’ve come in the last 6 years!

Social StudiesPercent Passing (Basic and Above)

0102030405060708090

100

Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8

2003 2004 2005 2006 2007 2008

In June 2008, Act 282 was passed by the State Legislature. The legislation called for the development of a new statewide assessment program for grades 3-8 in the areas of ELA, mathematics, science and social studies. The new program, now named the Palmetto Assessment of State Standards (PASS), will be aligned to the state standards and used for school, district, and federal accountability purposes beginning in the 2008-09 school year.

How is PASS going to compare to PACT?

PACT Four tests: ELA,

mathematics, science, social studies

All tests in May

ELA and math: a combination of multiple-choice and constructed-response items

science and social studies: multiple choice only

PASS Five tests: writing, ELA,

mathematics, science, social studies

Writing in March; all other tests in May

Except extended-response item on writing test, multiple-choice only

How is PASS going to compare to PACT (continued)?

PACTRead aloud at grade 3

Total scores for each test

Scores reported at four levels: Below Basic, Basic, Proficient, and Advanced

PASSNo tests to be read

aloud

Reports will include information at the standard-level as well as total scores

Scores reported at three levels: Not Met, Met, and Exemplary

Act 282 calls for census and sample testing at the same grade levels in science and social studies that were most recently

utilized in PACT.

• This means that students in– grades 4 and 7 will take both subject-area tests.– grades 3, 5, 6, and 8 will be randomly assigned from

the grade-level school roster to take either the science or social studies test.

Accommodations?

•All students in grades 3-8 (or ages 8-13) must participate in PASS testing or SC-Alt.

•IEP teams determine appropriate accommodations in environment, procedures or presentation that allow knowledge and skills, rather than disabilities, to be assessed.

•Accommodations are to provide access, but may not change constructs tested. If they do, the test scores would be considered invalid.

•Testing accommodations must match those used by the student in instruction and classroom assessment during the school year. Keep in mind, however, that not all instructional accommodations are allowable on the state assessments.

•Accommodations may not alter in a significant way what the test measures or affect the comparability of scores.

PASS results, including standard-level information, will be reported by June 16, beginning in 2010.

•Scores in PASS’s initial year (2009) will be available in Fall 2009, as performance level standard setting of PASS will take place in Summer 2009.

•Sub-scores (by academic standard) will not be scale scores or raw scores. Feedback will be similar to that provided by HSAP.

Item and test development is currently proceeding…

•Our contract is with Pearson Educational Measurement.•We have item writers trained to our standards and support documents.•SCDE reviews/manages all aspects.•Item review by content and bias review committees is scheduled for December 2008.•Test blueprint and information is on the Office of Assessment Web page.•Release items will also be available.

Palmetto Assessment of State Standards (PASS)Social Studies Test Blueprint for Grades 3–8

The PASS social studies tests measure the 2005 South Carolina Social Studies Academic Standards in grades three through eight.

There are five to seven broad standards at each grade level. Each standard is followed by detailed indicators. The test items will be aligned to the broad standards, guided by the scope of the detailed indicators for each standard.

All test items are 1-point, four-option, multiple-choice questions. The third grade test has 45 questions; tests for the remaining grades increase in length corresponding to the number of standards.

The items are distributed approximately evenly across the standards, according to this table:

Palmetto Assessment of State Standards (PASS) Social Studies Blueprint

Grade Number of Standards

Number of Items

Items per Standard

3 5 45 8-10

4 6 50 8-10

5 6 50 8-10

6 6 55 8-12

7 7 60 8-12

8 7 60 8-12

Following is an item (test question) from each grade (3-8), with the standard, the most closely-related indicator, and results for that item . . .

Release Items

Grade 3: South Carolina Studies

Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States.

Indicator 3-2.4: Compare the culture, governance, and geographic location of different Native American nations in South Carolina, including the three principal nations- Cherokee, Catawba, and Yemassee- that influenced the development of colonial South Carolina.

What kind of homes did the Catawba, Cherokee, and Yemassee have?

A. stone houses

B. tepees of animal hides

C. wood and bark houses

D. mud brick pueblos

4 %

50 %

35 %

11 %

Grade 4: United States Studies to 1865

Standard 4-6: The student will demonstrate an understanding of the Civil War and its impact on America.

Indicator 4-6.1: Compare the industrial North and the agricultural South prior to the Civil War, including the specific nature of the economy of each region, the geographic characteristics and boundaries of each region, and the basic way of life in each region.

Which statement best describes the South in the 1800s?

A. Most white southerners owned large plantations.

B. Most southerners settled in large cities.

C. Most white southerners owned small farms.

D. Most southerners hired indentured servants.

60%

7%

18%

15%

Grade 5-

United States Studies: 1865 to the PresentStandard 5-1: The student will demonstrate an understanding of Reconstruction and its impact on racial relations in the United States.

Indicator 5-1.3: Explain the effects of Reconstruction on African Americans, including their new rights and restrictions, their motivations to relocate to the North and the West, and the actions of the Freedmen’s Bureau.

Which best describes Southern politics during Reconstruction?

A. Freed slaves served as public officials for the first time.

B. Carpetbaggers had difficulty voting or holding elected office.

C. The Democratic Party was in control of most state legislatures.

D. State governments had more power than the federal government.

28%

12%

29%

31%

Grade 6: Ancient Cultures to 1600

Standard 6-3: The student will demonstrate an understanding of the Middle Ages and the emergence of the nation-states.

Indicator 6-3.3: Summarize the course of the Crusades and explain their effects, including their role in spreading Christianity and in introducing Asian and African ideas and products to Europe.

How did the Crusades affect Europe?

A.Europeans became more critical of capitalism.

B.Europeans became more critical of the Catholic Church.

C.The Crusaders brought new foods and products back to Europe.

D.The Crusaders brought new ideas about law and government to Europe.

11%

30%

19%

40%

Grade 7- Contemporary Cultures: 1600 to the Present

Standard 7-3: The student will demonstrate an understanding of political, social, and economic upheavals that occurred throughout the world during the age of revolution, from 1770 through 1848.Indicator 7-3.3: Compare the development of Latin American independence movements, including the Haitian revolution, the role of Simon Bolivar in different independence movements, and the role of Father Miguel Hidalgo in the Mexican Revolution of 1810.

In the early 1800s, which continent had a series of political revolutions to gain

independence from Europe?

A. Asia

B. Africa

C. North America

D. South America

27%

32%

20%

21%

Grade 8South Carolina: One of the United StatesStandard 8-5: The student will demonstrate an understanding of major social, political, and economic developments that took place in the United States during the second half of the nineteenth century.Indicator 8-5.1: Summarize the political, economic, and social conditions in South Carolina following the end of Reconstruction, including the leadership of Wade Hampton and the so-called Bourbons or Redeemers, agricultural depression and struggling industrial development, the impact of the temperance and suffrage movements, the development of the 1895 constitution, and the evolution of race relations and Jim Crow laws.

What political campaign strategy did South Carolina’s ex-Confederates use to appeal to

voters after Reconstruction?

A. reminding voters of lives lost in the Civil War

B. promising to pass women’s suffrage

C. promoting the temperance movement

D. guaranteeing the end of segregation

25%

22%

30%

23%

End of Course Examination Program

United States History and Constitution

2008-09 Update

The 1998 Education Accountability Act mandated the creation of the

End of Course Examination Program (EOCEP).

State Board of Education Regulation 43-262.4 states that students scheduled to complete one of the gateway or benchmark courses for high school credit must take the EOCEP test when they complete the class.

Purposes of EOCEP• To promote instruction, encourage

student achievement, and document the level of mastery of academic standards.

• To serve as indicators of program, school, and school-district effectiveness.

• Is weighted 20% in the determination of students’ final grades in designated classes.

Who takes EOCEP?

All public middle school, high school, alternative school, adult education, and home school students who are enrolled in courses in which the academic standards corresponding to the EOCEP tests are taught, regardless of course name or number, must take the appropriate tests.

EOCEP is

• standards-based and all multiple choice;

• available as an online assessment;

• 55 items long, except for Mathematics (50);

• rapid, with results delivered within 36 hours of receipt by the scoring center;

• un-timed, but about 90 minutes is the estimated administration time; and

• composed of a range of item difficulties.

EOCEP grades are expressed on the

State Uniform Grading Scale.

A: 93-100

B: 85-92

C: 77-84

D: 70-76

F: 69 or below

Students receive both a numeric and letter grade.

EOCEP – US History and Constitution Timeline

Jan.-March 2005 Draft standards posted/specifications meetings

April-Sept. 2005 Item writing/reviewing

Sept. 2005 Content & Bias/Sensitivity Review

Oct. 2005 USHC Blueprint on Web site

Oct.’05 -Jan.’06 Field tests constructed

May-June 2006 Field Tests

July 2006 Standard Setting

July-Aug. 2006 Forms construction/reviewSept. 2006 Education Oversight Committee Review

Oct. 2006 USHC Teacher’s Guide on Web siteDec.’06/June ’07 Tests implemented

May 2007 Oversight Committee Teacher Survey

Sept./Oct. 2007 Education Oversight Committee Review

Dec.’07/June ’08 Tests implemented/districts may count scores

Oct.’07/Jan.’08 Additional release items featured/posted

EOCEP – US History and Constitution Timeline continued

Feb. 2008 USHC Enhanced Support Document postedJune-July 2008 4 Regional USHC Institutes (stipend & pd credit)Aug.-Oct. 2008 3 SC Standards Support Systems (S3)

Instructional Planning Guide InstitutesSept./Oct 2008 Education Oversight Committee Review Plans and ??? Tests operational-count 20% of student grades

The Education Oversight Committee has again been studying the results of the US History and Constitution test. The Subcommittee on Standards and Assessments met on September 22, 2008 and unanimously voted to recommend to the full EOC that the test be operational (count) in the 2008-09 school year. The full committee will meet later in the month.

Keep preparing and stay tuned!

•2005 Social Studies Academic Standards (draft posted1/05, teacher survey 5/05, EOC approved 8/05)

•2005 Social Studies Standards Support Document (posted 6/05)

•USHC Test Blueprint (posted 1/05)

•USHC Teacher’s Guide- 10 items/1 per standard ( draft posted 10/06, updated Web sites 9/08)

•USHC Released Items-44 items/1 per indicator (posted 1/08)

•USHC Enhanced Support Document (posted 2/08)

•Assessment presentations made and powerpoints posted (3/08-7/08)(SCCSS presentations from previous years also on the Web)

•SC Standards Support Systems (S3) Instructional Planning Guide (template) (released 8/08, posted 10/08)

List of Resources for USHC EOCEP

Utilizeour resources on the web!

And contact us!!

For Social Studies assessment information, contact:

Leslie W. Skinner, Ph.D., NBCT 803-734-8532 [email protected]

For Social Studies curriculum information, contact:Lewis Huffman

803-734-0322 [email protected]

Chanda Robinson803-734-8537 [email protected]