Kentuckys Core Content for Assessment, Version 4.O - PowerPoint PPT Presentation

Loading...

PPT – Kentuckys Core Content for Assessment, Version 4.O PowerPoint presentation | free to view - id: 3c41-ZTA4M



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Kentuckys Core Content for Assessment, Version 4.O

Description:

Represents content standards from Kentucky's Academic Expectations and the Program of Studies ... the development of the 2007 Kentucky Core Content Test (KCCT) ... – PowerPoint PPT presentation

Number of Views:86
Avg rating:3.0/5.0
Slides: 49
Provided by: MikeDo
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Kentuckys Core Content for Assessment, Version 4.O


1
Kentuckys Core Content for Assessment, Version
4.O
Overview for ISN, October 13, 2005
Presented by Starr Lewis and Nancy LaCount, Ken
tucky Department of Education
2
Agenda
  • Where are we with the Core Content, Version 4.0?
  • What is Depth of Knowledge and how will it
    influence item development for the 2007 state
    assessment?

3
Core Content for Assessment, Version 4.0
  • Not a comprehensive curriculum or course of
    study
  • Subset of the Program of Studies
  • Represents content standards from Kentuckys
    Academic Expectations and the Program of Studies

4
The Core Content for Assessment, Version 4.0
  • Provides parameters for test developers as they
    design the state assessment items and identifies
    content that is fair game for inclusion on the
    state assessment.
  • Provides focus for the development of the 2007
    Kentucky Core Content Test (KCCT). Captures the
    big ideas.

5
The Core Content for Assessment
  • Provides additional clarity and support for
    instruction beginning school year 2006 2007.

6
Core Content for Assessment
  • CCA, 4.0 draft posted on the KDE website
  • 2007 assessment contract to be awarded in January
    2006
  • Field test the items developed from CCA, 4.0 in
    the Spring 2006
  • Make any adjustments to CCA based on field test
    and external reviews

7
Core Content for Assessment
  • Schools and districts can begin to use CCA, 4.0
    to adjust their curriculum
  • Crosswalks between 3.0 and 4.0 are posted on KDE
    website
  • Upcoming ISN Newsletters will identify any
    updates and provide the link to the most current
    drafts (Next update, 10/19)

8
Core Content for Science Assessment Crosswalk
Example
Version 3.0 Version 4.0
9
To maintain focus on what is assessed at the
state, without narrowing the curriculum locally.
Organized by BIG IDEAS
10
Organized by grade levels
  • End of primary, fourth, fifth, sixth, seventh,
    eighth, high school
  • To ensure continuity and conceptual development,
    even though the current state assessment varies
    for those grade levels based on the content area.

11
Organized using Bold and Italicized Statements
  • Bold state assessed
  • Italicized supporting content

12
Organized using Parentheses
  • If there is a list inside with an e.g., preceding
    it, that means the examples included are meant to
    be just that, examples.
  • If the list is NOT preceded by an e.g., the list
    is to be considered exhaustive and those items
    that are fair game for assessment..

13
Organized using Verbs
  • to represent how students will be expected to
    demonstrate their knowledge
  • to reflect the depth of knowledge and cognitive
    complexity expected for the state assessment.

14
Depth of Knowledge (DOK)
  • Established Depth of Knowledge levels to indicate
    the cognitive demand limits for the state
    assessment and to guide item development,
    classification of items, and alignment to
    Kentucky standards
  • Coded each Core Content for Assessment Standard
    to the DOK level that represents the ceiling or
    highest level for assessment

15
Depth of Knowledge (DOK)
  • Applied Norman Webbs Depth of Knowledge Levels
    (1997, 2003)
  • Drew upon other work such as NAEPs (2004) Levels
    of Complexity and Dr. Andy Porters Curriculum
    Content Analysis of Student Expectations (2002,
    2004)

16
Depth of Knowledge
  • Descriptive, not a taxonomy
  • Focuses on how deeply a student has to know the
    content in order to respond
  • Not the same as difficulty

17
Depth of Knowledge
  • Interpreting and assigning depth-of-knowledge
    levels to content standards and assessment items
    is an essential requirement of alignment
    analysis.
  • Four levels of depth of knowledge were used for
    our analysis
  • Level 1 - Recall and Reproduction
  • Level 2 Skills Concepts
  • Level 3 - Strategic reasoning
  • Level 4 - Extended reasoning

18
Level 1 Recall and Reproduction
  • Focus is on specific facts, definitions, details,
    or using routine procedures (measure, divide,
    follow recipe, etc.) explaining that… can be
    difficult without requiring deep content
    knowledge to respond to item (memorize a complex
    theory without being able to explain its meaning
    or apply it to a real work situation) a
    combination of level ones do not level 2 one
    right answer

19
DOK Level 1 Examples
  • Reads words in isolation
  • Locate or recall facts or details explicitly
    presented in text
  • Performs a simple scientific process or set of
    procedures
  • Identify or describe features of places or
    people

20
DOK Level 1 Examples
  • Solve linear equations
  • Determine the perimeter or area of rectangles or
    triangles given a drawing or labels

21
Level 2 Skills/Conceptual Understanding
  • Focus is on applying skills (in a
    familiar/typical situation) and concepts,
    relationships (compare, cause-effect), main ideas
    requires deeper knowledge than definition
    explaining how or why making decisions
    estimating, interpreting in order to respond one
    right answer

22
DOK Level 2 Examples
  • Identify and summarize the major events, problem,
    solution, conflicts in literary text
  • Obtain information using text features
  • Predict a logical outcome based on information in
    a reading selection
  • Classify, organize or estimate

23
DOK Level 2 Examples
  • Organize, represent and compare data
  • Describe cause-effect of particular events
  • Compare/contrast people, events, places,
    concepts
  • Classify plane and three dimensional figures

24
Level 3 Strategic Thinking and Deeper Reasoning
  • Focus is on need for reasoning and planning in
    order to respond (e.g., write an essay, apply in
    new/novel situation) complex and abstract
    thinking is required often need to provide
    support for reasoning or conclusions drawn more
    that one correctresponse or approach is often
    possible

25
DOK Level 3 Examples
  • Explain, generalize, or connect ideas using
    supporting evidence from the text or from other
    sources
  • Analyze interrelationships among elements of the
    text (plot, subplots, characters, setting)

26
DOK Level 3 Examples
  • Develop a scientific model for a complex idea
  • Form conclusion from experimental or
    observational data
  • Propose and evaluate solutions
  • Explain, generalize or connect ideas, using
    supporting evidence from a text or source

27
DOK Level 3 Examples
  • Describe, compare and contrast solutions methods
  • Solve a multiple-step problem and provide support
    with a mathematical explanation that justifies
    the answer

28
Level 4 Extended Reasoning and Thinking
  • Requires complex reasoning, planning, and
    thinking generally over extended periods of time
    for the investigation or to complete the multiple
    steps of the assessment item. Students may be
    asked to relate concepts within the content area
    and among other content areas or to real-world
    applications in new situations.

29
Level 4 Extended Reasoning and Thinking
  • Students may have to devise or select one
    approach among many alternatives on how the
    situation can be solved.

30
Level 4 Extended Reasoning and Thinking
  • Extended time period is not a distinguishing
    factor if the required work is only repetitive
    and does not require applying significant
    conceptual understanding and higher-order
    thinking.  

31
Level 4 Extended Reasoning/Thinking Examples
  • Gather, analyze, organize, and interpret
    information from multiple (print and non print
    sources) to draft a reasoned report
  • Conduct an investigation from specifying a
    problem to designing and carrying out an
    experiment, to analyzing its data and forming
    conclusions

32
Level 4 Extended Reasoning/Thinking Examples
  • Analyze and explain multiple perspectives or
    issues within or across time periods, events, or
    cultures
  • Conduct a project that specifies a problem,
    identifies solution paths, solves the problem,
    and reports the results

33
Level 4 Extended Reasoning/Thinking Examples
  • Analyzing authors craft (e.g., style, bias,
    literary techniques, point of view)

34
Determining DOK Science Example
1 (Measure temperature of water at different tim
es/places) 2 (Construct a graph to organize, dis
play, and compare data)

1 (Measure temperature of water at different tim
es/places) 2 (Construct a graph to organize, dis
play, and compare data) 3 (Design an investigati
on to explain the affect of varying temperatures
of the river in different locations)
35
Next Steps
  • Post DOK annotations for Released Items
  • Roll out Core Content for Assessment to higher
    education, districts, and schools
  • Revise the Program of Studies
  • Combine Academic Expectations, Core Content for
    Assessment and Program of Studies into an
    instructional document for teachers
  • Spring 2006 Field test items

36
Table Discussions
  • Select a content area
  • Determine the DOK for the released open-response
    and multiple-choice items
  • Discuss your reasoning
  • Review the DOK annotations for the released
    items
  • Jot down questions you have

37
Proposed High School Graduation Requirements
  • Review of HS Graduation Requirements for the
    Class of 2010

38
Language Arts
  • 4 credits required
  • Currently schools move students through English
    I, II, III, and IV in that order
  • 4 credits required
  • Courses include the content strands of reading,
    writing, speaking, listening, observing, inquiry,
    and using technology as a communication tool.
  • Language arts shall be taken every year of high
    school.

39
Mathematics
  • Proposed
  • 3 credits required
  • Include the content strands of number and
    computation, geometry and measurement,
    probability and statistics, and algebraic ideas
    and the following
  • One mathematics course taken every year of high
    school based on the student's Individual
    Graduation Plan
  • Required courses shall include Algebra I,
    Geometry, and Algebra II or a course of equal
    rigor
  • The minimum course for credit shall be Algebra I
  • Currently
  • 3 credits required
  • Courses include Algebra I, Geometry, and one
    elective

40
Social Studies
  • Currently
  • 3 credits
  • Coursework should incorporate U.S. History,
    Economics, Government, World Geography, and World
    Civilization
  • Recommendation
  • 3 credits
  • Coursework to include the content strands of
    historical perspective, geography, economics,
    government and civics, and culture and society

41
Science
  • Recommendation
  • 3 credits
  • Coursework shall incorporate lab-based scientific
    investigation experiences
  • Coursework includes the content strands of
    biological science, physical science, earth and
    space science, and unifying concepts
  • Currently
  • 3 credits
  • Coursework includes life science, physical
    science, earth and space science

42
Health/Physical Education
  • Currently
  • ½ credit of Health
  • ½ credit of PE
  • Recommendation
  • ½ credit of Health to include the content strands
    of individual well-being, consumer decision,
    personal wellness, mental wellness, and community
    services
  • ½ credit of PE to include the content strands of
    personal wellness, psychomotor, and lifetime
    activity

43
History and Appreciation of Visual and Performing
Arts
  • Currently
  • 1 credit
  • Recommendation
  • 1 credit to include the content strands of arts,
    dance, music, theatre, and visual arts (or
    another arts course which incorporates this
    content) or a standards-based specialized course
    based on the students Individual Graduation
    Plan

44
Electives
  • Currently
  • 7 elective credits
  • Recommendation
  • 7 standards-based learning experiences in
    academic and career interest areas
  • Of the 7, four (4) must be aligned with the
    Individual Graduation Plan

45
World Language
  • Currently
  • No current minimum requirement for high school
    graduation
  • Recommendation
  • Demonstrated proficiency in understanding and
    communicating in a second language

46
Recommendation Demonstrated proficiency in
technology and 21st century literacy
  • Currently
  • No current minimum requirement for high school
    graduation
  • Recommendation
  • Demonstrated proficiency in technology and 21st
    century literacy

47
Total Credits
  • Currently
  • 22 credits
  • Recommendation
  • 22 Credits

48
Questions?
About PowerShow.com