Strengthening Claims-based Interpretations and Uses of Local ...

Strengthening Claims-based Interpretations and Uses of Local ...

Strengthening Claims-based Interpretations and Uses of Local and Large-scale Science Assessment Scores (SCILLSS) NCME Classroom Assessment Conference: Exploring the Relationship Between Large-Scale and Local Assessments October 9, 2018 10:30 am - 12:00 pm CT 1 Welcome and Introductions Ellen Forte, edCount, LLC Sara Cooper, Nebraska Department of Education Kristen Huff, Curriculum Associates

Daisy Rutstein, SRI International 2 Objectives 1. Provide an introduction to the Strengthening Claims-based Interpretations and Uses of Local and Large-Scale Science Assessment Scores (SCILLSS) Project 2. Provide an overview of science assessment development and implementation challenges in creating a coherent system of assessment 3. Engage in a panel discussion to encourage participants to contemplate: the degree to which large-scale and local assessment should work together as a coherent system, and which methods and strategies have worked well, and which methods

and strategies have not worked well in terms of promoting greater coherence between large-scale and local assessment. 3 Introduction to the SCILLSS Project About SCILLSS One of two projects funded by the US Department of Educations Enhanced Assessment Instruments Grant Program (EAG), announced in December 2016 Collaborative partnership including three states, four organizations, and 10 expert panel members Nebraska is the grantee and lead state; Montana and Wyoming are partner states Four year timeline (April 2017 December 2020)

5 SCILLSS Project Goals Create a science assessment design model that establishes alignment with three-dimensional standards by eliciting common construct definitions that drive curriculum, instruction, and assessment Strengthen a shared knowledge base among instruction and assessment stakeholders for using principled-design approaches to create and evaluate science assessments that generate meaningful and useful scores Establish a means for state and local educators to connect statewide assessment results with local assessments and instruction in a coherent, standards-based system 6

SCILLSS Partner States, Organizations, and Staff 7 Project Deliverables 1 - Project Foundations 2 - Large-scale assessment resources Three sets of claim-specific

resources: PLDs measurement targets, task models, and design patterns sample items Assessment literacy modules 2-5 4 - Reporting and Dissemination Database of student artifacts corresponding to the performance

levels Post-project survey Post-project action plans for each state Final project report Year 1 Year 2 Year 3 Year 4 8

SCILLSS website Theory of Action for the project and for each state Local and state needs assessment tools Assessment literacy module 1 Three prioritized science claims 3 - Classroom-based assessment resources

Six task models Six tasks Six sets of student artifacts Nebraskas Assessment Challenges 9 1. Consistently Communicating our Vision 10

Theory of Action Theory of Action Outcomes Curriculum, instruction, and assessments designed for NECCRS are implemented systemically and systematically. Educators are qualified/

credentialed, effective leaders that critically use CIA products, processes, and data to support student college and career readiness. ALL students integrate science learning based on the 3 dimensional science standards to ensure

application and transfer of knowledge and skills in interdisciplinary ways. The assessment system contributes to shifting the underlying skill set of the states workforce to

draw new business via NE students. Every student upon completion of secondary education is prepared for postsecondary education, career, and civic opportunities and possesses technological and digital readiness.

Claims Overall Claim Students can demonstrate the scientific literacy necessary to be civic minded decision makers and demonstrate readiness for college, career, and lifelong learning through application of science and engineering practices and crosscutting concepts within and among the disciplines of science. Critical Consumers of Information Students can gather, analyze, and communicate information from multiple sources to use as evidence to make sense of familiar and unfamiliar phenomena and problems. Interconnectedness of Science

Students can make connections between disciplinary core ideas within the Physical Science, Life Science, and Earth and Space Sciences domains, across multiple science domains, and across multiple content areas (such as mathematics and English language arts) to make sense of familiar and unfamiliar phenomena and problems. 12 2. Maintaining Coherence Within the System 13 Nebraskas Assessment Components *

*Common Thread: Professional learning for educators* Curriculum Embedded Tasks (K-12) Monitoring Tasks (3,4,6,7,9,10) Task Library (K-12) 14

Statewide Summative (5,8,11**) **ACT for 3rd year cohort Features to Maintain Consistency Phenomena and Problemfocused Engage diverse sensemaking Require

reasoning with evidence 15 Grade appropriate 3D targets Demonstrate science understanding by doing science 3. Developing Educator Capacity

16 Support at All Levels Quality Summative Assessments Quality Interim Assessments Quality Formative Assessments Quality Instruction Quality Standards 17 Panel Discussion 18

Guiding Questions How can the project resources be designed to address our partner states challenges as they proceed with development of their on-demand, summative, and classroom-based science assessments? How does the SCILLSS principled-design process for on-demand state assessment tasks translate to a process for the development of SCILLSS classroomembedded assessment tasks? How does the SCILLSS principled-design process translate for use across states/districts? 19 Comments and Questions 20

References Forte, E. (2017). Applications of a comprehensive alignment framework. Workshop presented at the Annual Meeting of the Northeastern Education Research Association, Trumbull, CT. 21

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