U.S. History End-of-Course
Assessment
Assessment Update #10
October 2012
Randall G. Felton, Ph.D.
Social Studies Coordinator
Test Development Center
Florida Department of Education
Phone:
(850) 922 – 2584 ext 238
Fax:
(850) 922 – 4150
SUNCOM:
292 – 2584
E-mail: [email protected]
This presentation and question/answer session that follows is designed to
update Florida educators on the progress of the High School U.S. History
End-of-Course (EOC) Assessment scheduled to become operational
in the 2012–2013 Academic Year.
THE PRESENTATION WAS DEVELOPED BY THE TEST DEVELOPMENT
CENTER TO UPDATE FLORIDA EDUCATORS ON THE ORIGIN, COURSE, t
AND PROGRESS OF ONE OF FLORIDA’S NEW END – OF – COURSE HIGH
SCHOOL ASSESSMENTS. AS THIS IS A WORK IN PROGRESS, THE VIEWER
WOULD NEED TO BE COGNIZANT THAT ITEMS PRESENTED ARE, IN
FACT, A DRAFT AND SUBJECT TO CHANGE. HENCE, POSSIBLE
PROJECTED DATES TARGETED, NUMBER OF ITEMS PLANNED
COMPRISING THE ASSESSMENT, REPORTING CATEGORIES, ETC. ARE
SUBJECT TO CHANGE AND / OR MODIFICATION. ANY CHANGES WILL BE
PRESENTED IN SUBSEQUENT UPDATES TO THIS PRESENTATION.
Past Tense
Highlights from the original
presentation introducing the
End–of–Course Assessment
to Florida’s Social Studies
Educators in the Fall of 2009
follows. Please consider this
as an informal review of
previously covered material.
Why a United States History
End-of-Course Examination Now?
•
•
•
•
Specifically mandated course for graduation
Large enrollment in the state in this area of social studies
Florida legislators recognized the need for emphasis
Strong support from Commissioner of Education Eric Smith, K-12
Chancellor Frances Haithcock, and social studies professionals
Current Considerations for Florida’s United
States History End-of-Course Examination
•
•
•
•
•
Based on Florida’s Grade 9-12 American History standards
Civil War and Reconstruction through Present
Questions based on historical documents will be included
Multiple choice only, multiple forms to be given
Entirely computer based, except for students with pertinent
IEPs or 504 plans
Current Considerations for Florida’s
United States History End-of-Course
Examination
•
•
•
•
Test will be given during a window within the last weeks of school
Administration for block scheduling in 2nd test year
Scores will be reported in time for inclusion in student grades
Role of test in school grades/accountability yet to be decided in
2009 - - Since then specifics have been determined and are
outlined later in this presentation under the Current Focus heading
Updated Time Line
The section that follows will
outline the tasks and
deadlines that have not
only been achieved but
are projected through
the middle of the
2013 calendar year.
U.S. History EOC Time Line
Date
1 July
Milestone
2009 Project Initiation
1 September
Content Advisory Group Identified and Contacted
9 September
Social Studies Standards Approved
21 September
Social Studies Coordinator Hired and On Board
6 October
Content Advisory Group Convened
30 November
First Review of U.S. History Test Item Specifications
22 January
2010 Pearson Item Writing Training
2 February
Content Advisory Group Convened
7 July
Appendix B [Also Assesses] Posted to TDC Shared Material Site
4 August
240 Initial Field Test Assessment Items Delivered
U.S History EOC Time Line
Date
1 September
Milestone
2010 Completion of Review of Proposed Test Items by TDC/Pearson
13 October
Test Item Review for Bias & Sensitivity
25 October
U.S. History Expert & Item Content Review Convenes
20 January
2011
Pearson Item Writing Training
31 July
U.S. History Test Item Specifications Posted to FDOE Website
4 August
220 Additional Field Test Assessment Items Delivered
1 September
Initiation of Test Construction for Spring 2012 Field Test
1 September
Completion of Review of Proposed Test Items by TDC/Pearson
10 October
Test Item Review for Bias & Sensitivity
11 October
U.S. History Expert & Item Content Review Convenes
U.S History EOC Time Line
Date
Milestone
18 October
2011
U.S. History Content Advisory Group Convenes
26 January
2012
Pearson Item Writing Training (till 27 January)
23 April
U.S. History Field Test Window Opens (through 1 June)
16 July
U.S. History 2013 EOC Test Construction Begins (till 20 July)
7August
U.S. History Achievement Level Descriptions Meeting (till 8 Aug)
9 August
U.S. History Forms Review Meeting (till 10 August)
24 August
220 Additional Field Test Assessment Items Delivered
4 September
Completion of Review of Proposed Test Items by TDC/Pearson
16 October
Test Item Review for Bias & Sensitivity (till 17 October)
29 October
U.S. History Expert & Item Review (through 2 November)
U.S History EOC Time Line
Date
Milestone
7 November
22 April
Pearson Item Writing Training
2012
U.S. History Baseline Test Window Opens (through 10 May)
3 September
Standard Setting (through 6 September)
12 September
Reactor Panel Convenes (tentative date)
Achievements
The section that follows outlines the
specific “agreed-upon” points
that allow test development
to move forward for operational
implementation in 2012–2013.
Personnel
Staff
Social Studies Project Coordinator
Randall G. Felton, B.S., Social Studies Education, Florida State University [Tallahassee]
M.A.T. History, Jacksonville [Florida] University
Ph.D., Social Studies Education, Florida State University [Tallahassee]
Contractor Content Specialists
Kathleen Trambley, B.A. Communications, University of Pittsburgh [Pennsylvania]
M.A. History, University of North Colorado [Greely]
Brian Vogel, B.A. History & Political Science, Iowa State University [Ames]
Personnel
Content Advisory Committee
Jack Bovee, Social Studies Coordinator, Collier District Schools, Naples [09-10]
Walker Blanton, Ph.D., Professor of History, Jacksonville University, Jacksonville [11-14]
Jason Caros, Social Studies Coordinator, Volusia District Schools, Daytona Beach [09-13]
Patrick Coggins, Ph.D., Professor of Education, Stetson University, Deland [09-11]
John Harrell, Social Studies Curriculum Specialist, Orange District Schools, Orlando [09-12]
Martisha Mann–Alexander, Teacher, Hallandale High School, Hallandale [09-12]
Kathleen McCarron, Social Studies Teacher, Lincoln High School, Tallahassee [09-12]
Paul Ouellette, Social Studies Coordinator, Marion District Schools, Ocala [09-12]
Beth Patterson, Assistant Principal, Rutherford High School, Springfield [[09-13]
Henry Sawyer, Teacher, Seminole High School, Sanford [09-11]
Personnel
2010
Assessment Content Review Committees [Below] Approved
Expert Review Committee
Will Benedicks, Ph.D. Chairman, Department of History, Tallahassee Community College
Kyle Eidahl, Ph.D. Professor, Department of History, Florida A&M University, Tallahassee
Item Review Committee
Jason Caros, Social Studies Coordinator, Volusia District Schools, Daytona Beach
Laurie Cotton, Social Studies Coordinator, Palm Beach District Schools, West Palm Beach
Pete Cowdrey, Educational Specialist, Museum of Florida History, Tallahassee
Kayla Dorsey, Social Studies Teacher, Doctors Charter School, Miami Shores
Donna Dunakey, Social Studies Coordinator, Charlotte District Schools, Port Charlotte
Jacqueline Jenkins, Social Studies Teacher, Fleming Island High School, Orange Park
Steve Masyada, Social Studies Teacher, Williston High School, Williston
Clark Youngblood, Social Studies Coordinator Santa Rosa District Schools, Milton
Personnel
2011
Assessment Content Review Committees [Below] Approved
Expert Review Committee
Will Benedicks, Ph.D. Chairman, Department of History, Tallahassee Community College
Kyle Eidahl, Ph.D., Professor, Department of History, Florida A&M University, Tallahassee
Item Review Committee
Pete Cowdrey, Educational Specialist, Museum of Florida History, Tallahassee
Sandra Davis, Teacher, Marjory Stoneman Douglas High School, Parkland
Susie Fogarty, Teacher, Martin County High School, Stuart
Tom Glasser, Teacher, Mater Academy Charter Middle – High School, Hialeah Gardens
Jennifer Perez – Wolfkiel, Teacher, Choctawhatchee High School, Fort Walton Beach
Rozy Scott, Social Studies Supervisor, Polk District Schools, Bartow
Heather Thompson, Teacher, South Sumter High School, Bushnell
Personnel
Achievement Level Descriptions & Forms Review Committee
Laurie Cotton, Social Studies Coordinator, Palm Beach District Schools, West Palm Beach
Sandra Davis, Teacher, Marjory Stoneman Douglas High School, Parkland
Kayla Dorsey, Social Studies Teacher, Doctors Charter School, Miami Shores
Donna Dunakey, Social Studies Coordinator, Charlotte District Schools, Port Charlotte
Kathleen McCarron, Social Studies Teacher, Lincoln High School, Tallahassee
Tim Norfleet, Social Studies Supervisor, St. Lucie District Schools, Fort Pierce
Clark Youngblood, Social Studies Coordinator Santa Rosa District Schools, Milton
Content Achievements

- - - - Signifies Completion of the Task
 - - - - Signifies Task to be Completed




During the First Twenty Months of the Project . . . . . . . . . . .
m
Also Assesses Approved
m
Benchmark Clarifications Approved
m
Cognitive Complexity Breakdown Approved
m
Item Development Plan Approved
m
Item Writing Training Activity Approved
m
Project Time Lines [through 2014] Approved
m
Test Blueprint Approved
m
Test Items Specifications Booklet Developed & Posted
680 Field Test Assessment Items Delivered by Pearson Assessment
Content Achievements
680 Delivered Items Reviewed for Bias and Sensitivity, Historical
Accuracy, Grade Level Appropriateness, Assessing the Assigned
Benchmark, Appropriate Difficulty / Cognitive Complexity,
Correct Response Stimulus.

Field Test Construction Completed / Field Test Administered

Field Test Item Analysis and Statistical Review Completed

Baseline Assessment Test Construction Completed

Achievement Level Descriptions Written

Baseline Assessment Forms Reviewed

Baseline Assessment Administered
Current Focus
. identifies issues
The section that follows
and areas that have or have not achieved closure
but will eventually need a conclusion
What questions were raised as to how the assessment
would be utilized?
The final decision as to how the scores would be utilized centered around
the issues that follow:
•
•
•
•
•
An accountability piece to evaluate student performance in the Race to the Top initiative.
An accountability piece to evaluate teacher performance in the Race to the Top initiative.
An accountability piece to become a small part in the final calculation of a school grade.
A tool that might be adopted by the history teacher as a component of a final examination.
A hurdle (exit level examination) students must overcome to receive a credit in the course.
How the U.S. History E.O.C. is Applied as
an Assessment Instrument:
Effective 2012 - 2013
• Student Grade Determination: Each student’s U.S. History
EOC Assessment Score must be used to calculate 30% of his/her
final grade in the course based upon the individual district pupil
progression plan.
Effective 2013 - 2014
• School Grade: The total points that may be awarded to a school
for this component is 100 points. Schools will receive one (1) point
for each percent of students scoring at or above achievement level
3 on the statewide U.S. History EOC assessment. [SBR 6A-1.09981]
Who will actually be assessed by the examination?
The assessment is based on the adopted
Course Standards and Benchmarks in
.......
 United States History [2100310]
 United States History [2100315]
.
and
 United States History Honors
[2100320]
==============================
These course fulfill the graduation
requirement for successful completion
of one credit in United States History.
All students enrolled in those two courses
will be required to take the End of
Course Assessment!
The following courses, while also
fulfilling
the
requirement
for
successful completion of one credit in
United States History, are not
considered equivalent courses . . . . . .
 A. P. U.S. History
[2100330]
 A.I.C.E. U.S. History
[2100500]
and
 American History (IB)
[2100810]
==============================
Hence, students enrolled in the aforementioned courses are not required
to take the End – of – Course assessment.
The Assessment
The section that follows gives
information on the specific
components of the current
version of the assessment.
In reviewing these components,
please note that any of these
are subject to review and
possible change.
Depth of Knowledge
What is it?
It is the measure of the cognitive demand (cognitive load) of the task students are asked to
perform.
Cognition – the act or process of knowing, including both awareness and judgment (complexity
- - NOT difficulty).
Some Factors that Contribute to Depth of Knowledge
Level and complexity of reasoning required
Types and varieties of presentations (diagrams, maps, quotes, etc.) needed to complete a
response.
Low is the recognition or recall of information such as a fact, definition, term, or a simple
procedure. The student either knows or doesn’t know the answer. The answer does not need
to be figured out or solved.
Moderate includes the engagement of some mental processing beyond recalling or
reproducing a response. A moderate assessment item requires students to make some
decisions as to how to approach the problem or activity, whereas a low-complexity item
requires students to provide a rote response.
High requires reasoning, planning, using evidence, and a higher level of thinking than the
previous two levels. In most instances, requiring students to explain their thinking is high
complexity.
Examples of U.S. History Activities Across
Cognitive Complexity Levels
Low Complexity
Moderate Complexity
High Complexity
Identify or recall common historical
events, actions, personalities, or
concepts.
Apply or infer cause-and-effect
relationships.
Solve or predict the outcome of a
problem.
Use a chart, table, diagram, graph
or image to recall or recognize
information.
Identify outcomes of particular
cause-and-effect relationships.
Generalize or draw conclusions
when presented with historical
information.
Identify characteristics of a
particular group, place, or event.
Identify the significance of
historical events, actions,
personalities, or concepts.
Provide justification for events,
actions, or issues in history.
Categorize historical people,
places, events, or concepts.
Predict a long-term result,
outcome, or change within society.
Determine the relationships
between historical events, actions,
personalities, or concepts.
Analyze how changes have
influenced people or institutions.
Explain historical problems,
patterns, or issues.
Recognize and explain historical
misconceptions.
Regarding Cognitive Complexity
Level 1: Low Complexity Item
•
The cartoon below was published in the early 1900s.
Which social issue is addressed
in the cartoon?
a. industrial safety
b. the training of teachers
c. compulsory public education
d. organization of immigrant
laborers
Regarding Cognitive Complexity
Level 2: Moderate Complexity Item
•
The cartoon below was published in the early 1900s.
Which problem was the state
action shown in the cartoon
meant to resolve?
a. the influence of labor unions
b. the employment of child
laborers
c. the low literacy rates for
immigrants
d. the poor working conditions
in industry
Regarding Cognitive Complexity
Level 3: High Complexity Item
•
The cartoon below was published in the early 1900s.
Based on the cartoon, what
conclusion can be made about
the United States in the early 1900s?
a. The government assumed an
active role in suppressing
social activists.
b. The government assumed an
active role in legislating social
reforms.
c. Business monopolies controlled the means of production.
d. Business owners monitored
the activities of laborers.
Regarding Cognitive Complexity
Cognitive Complexity Breakdown
Development of U.S. History items by Cognitive Complexity
will be spread out as noted below, based on the U.S. History
Content Advisory Committee recommendations:
Grade
Low
Moderate
High
U.S. History
20% – 30%
45% – 65%
15% – 25%
U.S. History EOC Test Blueprint
Florida, United States History, Test Blueprint
Reporting Category
Standard
Standard 2: Civil War and Reconstruction
Late Nineteenth and Early
Twentieth Century (1860-
Benchmark
SS.912.A.1.1
Percent of Items
Number of Items
15
SS.912.A.2.1
Standard 3: Industrial Revolution
1910)
SS.912.A.1.1
17
SS.912.A.3.1
SS.912.A.3.2
Standard 4: World Affairs through WWI
SS.912.A.1.1
17
SS.912.A.4.1
SS.912.A.4.5
Global Military, Political,
and Economic Challenges
Standard 5: Roaring Twenties and the Great Depression
SS.912.A.1.1
17
SS.912.A.5.3
(1890-1940)
SS.912.A.5.5
SS.912.A.5.10
SS.912.A.5.11
Standard 6: World War II and Post–World War II
SS.912.A.1.1
17
SS.912.A.6.1
SS.912.A.6.10
SS.912.A.6.13
The United States and the
Defense of the International
Peace (1940-2010)
Standard 7: Modern United States: Global Leadership and Domestic Issues
SS.912.A.1.1
15
SS.912.A.7.1
SS.912.A.7.4
SS.912.A.7.6
SS.912.A.7.8
SS.912.A.7.11
SS.912.A.7.12
Total Number of Items
52–60
Future Tense
The implementation of the High School
End-of-Course Assessments
across several content areas will have a
significant impact not only on state
assessment and reporting, but on curriculum
and instructional delivery as well.
Current
2009-2010
Algebra I (FT)
2010-2011
Plans
2011-2012
2012-2013
Algebra I (B)
Algebra I (SS)
Geometry (FT)
Geometry (B)
Geometry (SS)
Biology I (FT)
Biology I (B)
Biology I (SS)
High School
High School
U.S. History (FT) U.S. History (B)
Middle School
Civics (FT)
2013-2014
High School
U.S. History (SS)
Middle School
Civics (B)
Key: FT – Field Test; B – Baseline; SS – Standard Setting
Comments?
Questions?
Concerns?
Issues?
Points of Contact:
Steve Ash
Executive Director, Test Development Center
[email protected]
Randy Felton
Social Studies Coordinator, Test Development Center
[email protected]