![Sally Bennett-Schmidt, Assessment Director [email_address] 858-292-3688 Karla Groth, EL/Assessment Coordinator [email_address] 858-569-3104 Shannon Coulter, Assessment Project Specialist [email_address] 858-292-3593](https://image.slidesharecdn.com/cstanalysisoverviewsdusdprinc11-16-10-110509152626-phpapp01/85/Cst-analysis-overview-sdusd-princ-11-16-10-26-320.jpg)
Cst analysis overview sdusd princ 11-16-10
- 1. Unpacking Standards through CST Released Items, Benchmark Assessment Results, and Student Work November 16, 2010 San Diego Unified School District
- 2. Whole group session Introduce a process Provide a “snapshot” of each component Breakout groups Hands-on experience with three elements of the process – exposure to the practice and the type of conversation it may generate among teachers Leadership conversation about what you might take back to your site
- 4. 2008 2009 2010 Cluster Average % Correct “ Gap” to Min. Prof. Average % Correct “ Gap” to Min. Prof. Average % Correct “ Gap” to Min. Prof. Word Analysis & Vocabulary (11) 65% -5 67% -1 68% 0 Reading Comp. (18) 64% -5 67% -1 71% 0 Literary Response & Analysis (13) 59% -5 62% -2 66% -1 Written Conventions (16) 60% -5 64% -3 67% -2 Writing Strategies (17) 57% -2 59% +3 59% +5
- 5. California Content Standards CST Blueprints CST Released Items Statewide item analysis statistics Local Assessment Information School or district items & item analysis stats Student Work
- 6. CST Cluster Results and Blueprints Select a content strand / cluster of interest based on CST results Using the standards and test blueprints, identify big ideas that group standards within the strand/cluster
- 7. GRADE 7 ENGLISH LANGUAGE ARTS Reading Comprehension Structural Features of Informational Materials (RC 2.1, 2.2, 2.3) Comprehension & Analysis of Grade-Level Appropriate Text (RC 2.4, 2.5) Expository Critique (RC 2.6)
- 8. CST Released Items Map sample items to the big ideas Add item analysis data where available Analyze the items to better understand the concepts within the standards and the rigor of the thinking required of students
- 10. New website ( www.starsamplequestions.org ) provides access to a bank of CST released items linked to performance levels, with item analysis statistics Performance level indicates which students were most likely to answer the question correctly An “Advanced” item was answered correctly by about two-thirds of students scoring advanced on the overall test, and by fewer students at lower levels A “Basic” item was answered correctly by about two-thirds of students scoring at basic overall
- 11. Map local assessment items to the big ideas from the identified strand/cluster Add item analysis data if available Analyze the level of rigor between local assessment items and the state items Analyze student performance to identify strengths, weaknesses, possible misconceptions (e.g., distractor analysis)
- 13. Based on the analysis of CST Cluster Results and Local Assessment Results, predict and observe: What do students know or do well? What do students need additional practice at? What do students need additional instruction in?
- 15. Bring in student work related to an area in which students struggled / need further instruction (e.g., a common task) Map the student work to the big ideas within the strand/cluster What were students able to do? Where did they struggle? Analyze student approaches to the concepts in the standards
- 17. Identify knowledge and skills that are important to student success in other subject areas Think about how these skills and strategies could be supported within each content area
- 20. We are introducing a multi-step process that can help teachers better understand the standards through the lens of how they are assessed and what they look like in student work This does not happen all in one sitting! Think about how some or all parts of this process might work in your context!
- 21. Experience – albeit briefly – three aspects of the process Analyzing CST released items Analyzing local benchmark assessment items Identifying learning strengths and needs
- 22. CST Released Items Look at each item and try to determine which aspect of the strand / cluster it assesses Discuss the knowledge and reasoning the item requires of students Look at the student performance data (item statistics) What might have made this item easier or more difficult for students? What can you learn from the distractors (wrong answers) students selected?
- 23. Benchmark Assessment Items (Blue) Identify which aspect of the strand each item assesses Discuss the knowledge / reasoning required of students Look at the student performance data (item statistics) What might have made this item easier or more difficult for students? What can you learn from the distractors (wrong answers) students selected?
- 24. CST / Benchmark Assessment Comparison Do the CST and benchmark items assess the standards in similar or in different ways? Are students being asked to think / respond in similar or in different ways? What is the comparative level of rigor? Learning Needs Statement Based on student performance on the CST released items and the Benchmark Assessment items: What do students know / do well? What do students need additional practice at? What do students need further instruction in?
- 25. What might be next steps at your site to help teachers further unpack the standards through test items and student work? Analyzing the standards through CST and local assessment items Identifying what students know / do well, what they need practice at, what they need further instruction in Developing common assessment tasks related to areas of student misunderstanding / weakness Looking at student work
- 26. Sally Bennett-Schmidt, Assessment Director [email_address] 858-292-3688 Karla Groth, EL/Assessment Coordinator [email_address] 858-569-3104 Shannon Coulter, Assessment Project Specialist [email_address] 858-292-3593