Social Studies ClassroomBased Assessments CBAs Summer 2006

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Social Studies Classroom-Based Assessments
(CBAs) Summer 2006

• An Introduction to the States Social Studies
  Assessment System

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Goals

• To provide an overview of the Social Studies
  Classroom-Based Assessments.
• To explore the potential that CBAs have to help
  improve teaching and learning
• To build a statewide CBA community ?

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Schedule

• 1030 Introduction to the CBAs
• 1045 Rationale for CBAs
• 1115 Implementing CBAs
• 1145 Final QA

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Legislation - 2004

• Excerpts from Third Engrossed Substitute House
  Bill 2195
• By September 2004, OSPI will report on assessment
  options for social studies, the arts, and
  health/fitness
• By 2005-06, OSPI will provide classroom-based
  assessment models and other assessment options
  shall be on the web and available for voluntary
  use.
• By 2008-09, school districts shall have
  assessments or other strategies to assure that
  students have an opportunity to learn the EALRs
  in social studies, the arts, and health and
  fitness school districts shall annually submit
  an implementation verification report

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Final Recommendations in HB 2195 Report

• Requirements one CBA per grade level or per
  social studies course (3rd-12th grade) required
  Civics CBA at each benchmark

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K-12 Content Region Scope Sequence in
Frameworks(recommended only)
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One Possible K-12 Scope Sequence for Social
Studies with CBAs
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Civics CBAs New Law!HB 2579

• Beginning with the 2008-09 school year, school
  districts shall require students in the fourth or
  fifth grades, the seventh or eighth grades, and
  the eleventh or twelfth grades to each complete
  at least one classroom-based assessment in
  civics. The civics assessment may be selected
  from a list of classroom-based assessments
  approved by the office of the superintendent of
  public instruction.

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Discussion 1 CBAs in Your School/District

• What potential benefits will implementing the
  CBAs provide?
• What challenges have you/will you face?

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What is the state of social studies education?
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Characteristics of K-12 Social Studies in
Washington

• Focus on Citizenship
• Goal 2 of Educational Reform
• 5 Areas
• History
• Civics
• Geography
• Economics
• Skills
• Broad, Conceptual Standards -gt Big Ideas
• Local Control
• Performance, Classroom-Based Assessment System
• National Experts
• Being Squeezed?

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What is the state of social studies instruction?

• 2005 Knight Foundation Survey - High Schools
  Leaving First Amendment Behind
• More than 33 think the First Amendment goes too
  far in the rights it guarantees.
• California Civic Survey
• Less than half (only 47 percent) of high school
  seniors agreed that, Being actively involved in
  state and local issues is my responsibility.

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What is the state of social studies instruction?

• Concord Review (2002)
• 81 of high school students in the U.S. are not
  writing a research paper at the level of the
  Extended Essay required of every International
  Baccalaureate student.

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What are you saying about the state of social
studies education?
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How can we improve the state of social studies
education?(Why CBAs?)
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Richard J. Paxtons 2003 Meta-analysis of
historical knowledge surveysFrom 1917 to the
present, students have answered approximately the
same percentage of questions correctly on tests
of history.
How should we assess students understanding of
social studies?
The biggest problem facing history students
today involves the retention of decontextualized
historical facts. - Paxton
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What role does history playin promoting
citizenship? Barton Levstik

• The inability to distinguish between a myth
  and a grounded assertion about the past destroys
  the foundation for participatory democracy,
  because students will be susceptible to any
  outrageous story they may be told.

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• if Americans should ever find themselves
  coalescing around a single version of the past
  endorsed by the government, they are also likely
  to discover that they no longer have a
  democracy.
• (Nash, Crabtree, Dunn, 2000, p.xx, History on
  Trial)

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How should we assess social studies?

• Bruce VanSledright 5th graders are capable of
  developing their own historical interpretations
• S G Grant High stakes, standardized tests in
  social studies rarely motivate ambitious and
  powerful teaching

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How should we assess social studies?

• Taylor Nolen
• Meaningful, Interesting, Challenging Work -gt
  Greater Achievement
• Autonomy, Prompt Feedback, Self-Evaluation -gt
  Greater Achievement
• Quality of writing affected by purpose
• Newmann, Frederiksen, Wiggins
• Authentic Assessment -gt Greater Achievement

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Assumptions with Assessment, (CBAs v. WASL v.
No Assessment)

• Standards-based, project-based assessment is
  compatible with best social studies practices
  currently in use
• Project-based assessment enables students to
  learn the knowledge skills necessary for
  engaged, informed citizenship

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Assumptions with Assessment,Continued

• 4. Local/professional control over specific
  curriculum decisions is desirable (Dedicated
  educators want and deserve professional autonomy)
• Some coherence/consistency across schools,
  districts, and the state is desirable (State
  policies in some circumstances can be helpful)
• Any new state assessments must promote integration

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What are CBAs going to do for me and my district?

• Coherence Scaffolding
• Accountability with Flexibility
• Clarity for Students Teachers on Expectations
• Clarity with Professional Development

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What do responsible citizens do?
What knowledge skills do they have?
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What makes a CBA a CBA?
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What are CBAs?

• Social Studies CBAs are multi-stepped tasks or
  projects aligned to specific state standards
  (Social Studies EALRs), which target skills and
  knowledge necessary for engaged, informed
  citizenship.

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CBA Elements

• Students construct personal interpretations/positi
  ons
• Focus on a single question/thesis
• Use primary sources and other sources that fit
  their focus
• Multiple perspectives
• Relevance of inquiry
• Student choice
• Linked to EALRs
• Authentic to Citizenship

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Common Steps of the CBAs

• Essential Question
• Key Concepts Vocabulary
• Inquiry (Reading!)
• Organization Synthesis
• Group Process Discussion
• Position (Writing!)
• Presentation (Communication!)

All steps involve one or more of the Social
Studies Skills EALRs
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STAR Observation Protocol Duane Baker

• Students skills are used to demonstrate
  conceptual understanding, not just recall
• Students use appropriate methods and tools of the
  subject area to acquire and represent information
  
• Students construct knowledge and manipulate
  information and ideas to build on prior learning,
  to discover new meaning, and to develop
  conceptual understanding
• Students engage in substantive conversation that
  builds conceptual knowledge

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Elementary CBA
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High School CBA
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Middle School CBA

• Directions to students
• In a persuasive paper or presentation, you will
• Select a time period and describe the time period
  using specific primary sources.
• Provide an interpretation of why a particular
  historical event (or related events) happened
  within this time period using specific primary
  sources.
• Explain the relationship between the geography of
  the time period and both how people lived and why
  events occurred.

Analyzing Sources
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Focus on Students Own Interpretation
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How does a CBA fit into a unit plan?
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Common Steps of the CBAs

• Essential Question
• Key Concepts Vocabulary
• Inquiry (Reading!)
• Organization Synthesis
• Group Process Discussion
• Position (Writing!)
• Presentation (Communication!)

All steps involve one or more of the Social
Studies Skills EALRs
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Essential Question (1 week)

• What will be the essential questions enduring
  understandings for the unit?
• What EALRs will be addressed?
• How do the questions understandings connect
  with the requirements of the CBA rubric? (Causes
  of Conflict CBA)
• History 1.1.2b Using evidence for support,
  identify, analyze, and explain possible causal
  factors contributing to given historical events
• Why do genocides occur? Can they be prevented or
  stopped? If so, how?

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Key Concepts, Content Vocabulary (3 weeks)

• Students address the essential question through
  the study of various contexts
• The Holocaust, Cambodia, Rwanda, Bosnia
• Students practice the various components of the
  CBA rubric
• basic chronology of events, use of primary
  sources, economic causes, historical causes,
  primary causes
• What were the causes of the Holocaust and the
  mass killing in Cambodia, Rwanda, Bosnia? Could
  they have been prevented?

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Inquiry, Synthesis, Discussion (3 weeks)

• Students choose their own ethnic conflict or
  genocide to study and analyze
• East Timor, Kosovo, Sudan, etc
• Students apply what they have learned about the
  various components of the CBA rubric
• Students use primary sources to analyze economic
  causes, historical causes, primary causes
• Students discuss their ideas about the causes of
  conflict in a structured discussion or simulation
• What were the causes of the conflict you are
  studying? Could it have been prevented?

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Position Presentation (1 week)

• Students write up their analysis of the ethnic
  conflict or genocide they chose OR they develop a
  presentation
• Students present their findings to outside
  audiences (e.g. to other classes, via a website,
  with survivors of the conflict they studied, in a
  letter to a government official)
• Final Discussion/Reflection What are the causes
  of genocide? Can they be prevented? If so, how?

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Planning a CBA-based Unit

• Select CBA Study Rubric Scoring Rules
• Topics? -gt Essential Question
• Pre-Teaching? -gt Key Concepts Vocabulary
• Resources? -gt Inquiry
• Organization Synthesis
• Group Process Discussion
• Format? -gt Position
• Venue? -gt Presentation

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Discussion 2

• Choosing a CBA (TOPIC)
• What CBA could fit into an existing unit for you
  and/or your colleagues?
• How would it fit in with your districts overall
  scope and sequence?
• Essential Question
• What topics will be available to your students
  when they are working on this CBA? How much
  choice will they have?
• How will you help you help your students develop
  an essential question related to these topics?
• Key Concepts Vocabulary (PRE-TEACHING)
• What concepts, vocabulary, and skills will you
  need to teach before they can begin working on
  this CBA?
• How will you teach these concepts, vocabulary,
  and skills
• How will you enhance or add to the rubric?

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Topics? -gt Essential Question

• Constitutional Issues
• Dig Deep-Analyzing Sources
• Causes of Conflict

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Pre-Teaching -gt Key Concepts Vocab

• Constitutional Issues
• Dig Deep-Analyzing Sources
• Causes of Conflict

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Discussion 3

• Inquiry (SOURCES)
• How will you help your students develop a guiding
  question on the topic they are studying for this
  CBA?
• What resources will you need? Where can you find
  them?
• How would you work with your librarian/media
  specialist so that students can do effective
  research?
• Organization Synthesis
• How will you scaffold the task to help students
  break down the CBA into manageable parts?
• Will you use the graphic organizer provided in
  the CBA packet? Will you use the student
  checklist? Will you have to adapt these
  resources? If so how?
• Group Process Discussion
• How can your students share their work with their
  classmates? Would a class discussion be feasible?
  helpful

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Sources -gt Inquiry

• Constitutional Issues
• Primary Sources
• Secondary Sources
• Websites
• Non-profit Orgs

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Sources -gt Inquiry

• Dig Deep-Analyzing Sources
• Primary Sources
• Secondary Sources
• Websites
• Non-profit Orgs

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Sources -gt Inquiry

• Causes of Conflict
• Primary Sources
• Secondary Sources
• Websites
• Non-profit Orgs

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CBAs Big Tent Partnerships

• Bridging Documents
• We The People/Project Citizen
• Facing the Future
• History Day
• Integrated Environmental Health Middle School
  Project
• Resources
• WLMA!
• International Education Coalition
• TVW
• Washington State Archives
• Civil Liberties Program
• Starter Kits
• Native American Curriculum Project (Evergreen
  State College)
• Washington State History Museum
• Densho
• OSPI Website www.k12.wa.us/CurriculumInstruct/Soc
  Studies/CBAs.aspx

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Discussion 4 - Format

• Position
• How will your students complete their final
  responses to the CBAs?
• What format will students use to complete their
  final response (e.g., essay, oral presentation)
• Presentation
• What opportunities do your students have for
  meaningfully sharing their work with audiences
  outside of school?

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Format -gt Position

• Constitutional Issues
• Dig Deep-Analyzing Sources
• Causes of Conflict

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Venue -gt Presentation

• Constitutional Issues
• Dig Deep-Analyzing Sources
• Causes of Conflict

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How are CBAs being implemented across the state?
Building the Statewide Social Studies
Community!
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STANWOOD-CAMANO
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Instructional Strategies?

• Lecture
• Cooperative Learning
• Socratic Seminar
• Thematic
• Chronological
• Constructivist
• Progressive
• Traditional
• Text-based
• Primary Sources

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Ideas? Feedback?

• Contact Information
• CPerkins_at_ospi.wednet.edu
• [phone]
• www.k12.wa.us/curriculuminstruct/SocStudies
• Washington State Council for Social Studies
• www.wscss.org