Next gen assessment and common core
- 1. Next Generation Assessment and the Common Core Sebastian Cognetta, Ed.D.
- 2. Next Generation Assessment The Common Core standards will be assessed in California and other states will use a next generation assessment being developed by the Smarter Balanced Assessment Consortium. Participants will understand the evidence-centered design framework used to develop the assessment and how Illuminate's robust assessment resources align to the next generation Common Core assessment.
- 3. Next Generation Assessment The Common Core standards will be assessed in California and other states will use a next generation assessment being developed by the Smarter Balanced Assessment Consortium. Participants will understand the evidence-centered design framework used to develop the assessment and how Illuminate's robust assessment resources align to the next generation Common Core assessment.
- 4. Next Generation Assessment computer adaptive technology is more precise and efficient than fixed-form testing. varied item types provide a more robust way of gathering evidence on what students know and can do - selected response - constructed response - performance task - technology-enhanced
- 5. Evidence-Centered Design Traditional assessments emphasized adequately sampling a full range of standards. One characteristic of a good test was the extent to which the items on the test represented the full range of standards.
- 6. Evidence-Centered Design While the content of an item might be aligned with a content standard, the information elicited by the item may not say anything meaningful about whether or not the student has achieved the standard. 1.1 Decoding and Word Recognition: recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.
- 7. Evidence-Centered Design Evidence-Centered Design corrects this shortcoming. While alignment between standards and items or tasks remains important, strong emphasis is also placed on ensuring that: •each item and task •elicits evidence •about the target of assessment •that can be used to support a claim about students’ development of the knowledge, skill, and/or ability contained in a content standard. Central to Evidence-Centered Design is the idea of collecting evidence through a student’s response to an item or task that supports a claim about the extent to which a student has developed the knowledge, skill, and ability that is contained in a content standard.
- 9. Evidence-Centered Design How are items and tasks developed to better elicit evidence about the target of assessment that can be used to support a claim about a student’s knowledge, skill, and ability contained in a content standard? Webb’s Depth of Knowledge
- 11. Sample DOK 1 Standard 6th Grade MG2.1: Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. Which of the following angle pairs are vertical? A. L e and L g D. L z and L f E. L h and L g F. L w and L y
- 12. Sample DOK 2 Standard 6th Grade MG2.1: Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. Which of the following statements are false? A. Vertical angles, like complementary angles, always add up to 90o. B. Adjacent angles, like vertical angles, are congruent. C. Complementary angles, like adjacent angles, are always next to one another. D. Supplementary angles, like complementary angles, have to add up to a specific value.
- 13. Sample DOK 3 Standard 6th Grade MG2.1: Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. Find the values for L A, L B, and L C. Be sure to explain how you found the values for each angle.
- 14. Sample DOK 4 Standard 6th Grade MG2.1: Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. Create a work of art that incorporates the following elements: Vertical Angles Adjacent Angles Complementary Angles Supplementary Angles Right Angles Each angle within the work of art must be labeled with a letter. A key will be made that will list each angle with its correct value and a brief explanation of how that value was determined. Also, the art should be colored in such a way that each type of angle is highlighted by a different color. In the cases, where the angles can be more than one type it is the artist’s discretion on which type of angle to highlight.
- 15. Illuminate’s Assessment Resources Let’s take a look at how Illuminate’s robust resources support next generation assessment use.
Editor's Notes
- #3: District expectation: :45 minutes of writing each day Aligning the Writing Process Strengthening an Instructional Sequence for Writing Extending the Rigor through Clear Teacher Modeling
- #4: District expectation: :45 minutes of writing each day Aligning the Writing Process Strengthening an Instructional Sequence for Writing Extending the Rigor through Clear Teacher Modeling
- #5: District expectation: :45 minutes of writing each day Aligning the Writing Process Strengthening an Instructional Sequence for Writing Extending the Rigor through Clear Teacher Modeling
- #12: This is a 6 th grade question that is coded to depth of knowledge Level One. Students are asked to identify vertical angles using an image. Students will either name them correctly or not.
- #13: This is a 6 th grade item that is coded to depth of knowledge Level Two. Students now need to classify and compare the information. They have to know not only what type of angle it is but how they are alike or different.
- #14: This is a 6 th grade activity that is coded to depth of knowledge Level Three. Students need to calculate each angle, but then need to develop a logical argument on how they determined each value.
- #15: This is a 6 th grade activity coded to Level Four. Students are expected to design something new, using their knowledge of angles. There are multiple skills being used such as, identification, measuring, labeling, artistic creativity, and justification. This is an example of a performance task.