Assessment Shifts - State Level

4/2/2012
ASCD2012|CommonCoreStateStandards
Assessment Shifts
Sue Brookhart
April 3, 2012
Assessment Shifts State Level

Currently, each state has its own standards and
its own state assessment system
Two consortia are working on assessments of
the Common Core State Standards (ELA and
Mathematics)
PARCC
Smarter Balanced Assessment Consortium
Target for implementation 2014-15 school year
Assessment and accountability will still be by

state
4/2/2012
PARCC
PARCC Assessment Purposes

1.
2.
3.
4.
College- and career-ready

Full range of Common Core State Standards
Full range of student performance
Data during year to inform instruction,
interventions, professional development
5. Data for accountability, including growth
6. Innovative approaches
PARCC Assessment System

Grades 38 and High School
Four components
Two summative, required
Two non-summative, optional
(Non-summative, speaking and listening)
4/2/2012

Summative components
Performance-based Assessment (PBA)
ELA/literacy writing effectively when analyzing text
Mathematics application, problem solving, reasoning
End-of-Year Assessment (EOY)

ELA/literacy reading comprehension
End of Grade (EOG) in High School
Mathematics innovative, machine-scorable

End of Course (EOC) in High School

Non-summative components
Diagnostic Assessment
Mid-Year Assessment
Performance-based items and tasks
Emphasis on hard-to-measure standards

Characteristics of the assessment system
Constructed response, performance tasks, and
computer-enhanced and computer-scored items
Administered via computer
Some automated and some human scoring
College-ready cut scores for high school tests in

Mathematics and ELA/Literacy
4/2/2012
PARCC K2 Formative Assessments

Bank of assessment resources
Vertically aligned to PARCC assessment system
Include developmentally appropriate
assessment types
Observations
Checklists
Classroom activities and protocols
Smarter Balanced
Smarter Balanced Assessment

Purposes
To accurately measure student progress toward
college- and career-readiness
To provide meaningful feedback and actionable
data to inform instruction
To provide tools for teachers to help students
succeed
4/2/2012

System
Grades 38 and 11
Summative assessment Two parts
Computer adaptive test (40-65 items/content area)
Performance tasks (on computer, not computer
adaptive), one reading, one writing, two math
Teacher involvement
Help write items and tasks
Alignment and bias review
Scoring

System
Grades 38 and 11
Optional interim assessments
Computer adaptive test
Performance tasks (on computer, not computer
adaptive)
Accessible for instruction and professional
development (not secure)

System
Grades 38 and 11
Formative assessment
Digital library of professional development
materials, resources, and tools
Aligned to Common Core State Standards and
Smarter Balanced assessment targets
4/2/2012
Conclusions
Both PARCC and Smarter Balanced Assessment
Consortium
Based on the Common Core State Standards
Utilize technology
Required summative end-of year assessments
Optional interim, non-summative, and formative
assessments
Are in developmentchanges are still possible
and even expected
Implications for the Classroom
State
District
Classroom
4/2/2012
Example Assessment Prompt

[Read text provided, How do we measure the
quality of our waters? from water.epa.gov]
Why do scientists need to use multiple
measures when evaluating water quality?
Include at least four details from the passage to
support your response. (Smarter Balanced Assessment
Consortium, Measured Progress, ETS, 2012, p. 35)
Students enter response as text in computer
4/2/2012
Example Assessment Prompt

[Read text provided, How do we measure the
quality of our waters? from water.epa.gov]
Explain the organizational structure of the passage
and discuss one advantage and one disadvantage
of using this structure. What could the author have
done differently, if anything, to help the reader better
understand the information? Include details from the
passage in your response, (Smarter Balanced Assessment
Consortium, Measured Progress, ETS, 2012, p. 41)
Students enter response as text in computer
Example Classroom Assessments

Talk about, write about, and/or diagram the
organizing structures of informational texts they
read
Explain why the structure is used and how it
serves the authors purpose
Compare (talk, write, or diagram) the structures
of two different passages on the same topic, and
explain why these might be different
Example Classroom Assessments

What is the main point of the text? How is that
an argument?
What evidence supports or contradicts the
argument? Explain your thinking.
What logic or reasoning does the author use to
relate the evidence? Is the logic sound? Explain
your thinking.
What assumptions must be true to make this
argument valid? Explain your thinking.
4/2/2012
Classroom Assessments
in a Balanced System
Supporting CCSS and Accountability
Ask a variety of standards-based, higher-order
thinking questions about each text that is read
Ask such questions routinely, in both formative
and summative contexts
Include assessments of supporting and enabling
knowledge and skills
Classroom Assessments
in a Balanced System
Supporting CCSS and Accountability
Involve students in critiquing their own analyses
according to criteria and using self, teacher
and/or peer feedback to revise
Use new/novel texts each timestudents should
learn that thinking about newly read material is
routine
4/2/2012
Sue Brookhart may be reached at

susanbrookhart@bresnan.net
Glacier National Park and Yosemite National Park photos 2011 by Susan
Brookhart
Bryce Canyon National Park photo 2010 by Susan Brookhart
10

Assessment Shifts - State Level

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4/2/2012

Assessment Shifts State Level

Assessment and accountability will still be by

PARCC Assessment Purposes

College- and career-ready

PARCC Assessment System

PARCC Assessment System

End-of-Year Assessment (EOY)

Mathematics innovative, machine-scorable

PARCC Assessment System

PARCC Assessment System

College-ready cut scores for high school tests in

PARCC K2 Formative Assessments

Smarter Balanced Assessment

Smarter Balanced Assessment

Smarter Balanced Assessment

Smarter Balanced Assessment

Implications for the Classroom

Example Assessment Prompt

Students enter response as text in computer

Example Assessment Prompt

Students enter response as text in computer

Example Classroom Assessments

Example Classroom Assessments

Sue Brookhart may be reached at

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