M-STEP: Social Studies GAUGING STUDENT MASTERY OF MICHIGAN’S SOCIAL STUDIES STANDARDS MICHIGAN STATE TESTING CONFERENCE FEBRUARY 14, 2018
Presenter SCOTT KOENIG EDUCATION CONSULTANT OFFICE OF EDUCATIONAL ASSESSMENT AND ACCOUNTABILITY EMAIL: KOENIGS@MICHIGAN.GOV OFFICE: 517-373-1931
M-STEP is * a 21st Century online test. * designed to gauge how well students are mastering state standards. M-STEP results * (when combined with classroom work, report cards, local district assessments, and other tools) offer a comprehensive view of student progress and achievement.
Test Development STEP 1: Local Education Expert Item Writing Committees STEP 2: Local Education Expert Bias/Content Review Committees STEP 3: Field Testing STEP 4: Local Education Expert Data Review Committees STEP 5: Operational STEP 6: Local Education Expert Standard Setting (Only done with new tests) Our assessments are developed by Michigan educators for Michigan classrooms .
Application URL: Be Part of http://www.cvent.com/Surveys/Questions/I DConfirm.aspx?s=06002a4e-c578-417d- Our Team! 807f-542787fad180 or Use this information to www.michigan.gov/mstep become a Michigan test development committee member. HERE
Social Studies 2015 - 2018 MEAP to M-STEP – Grades 5, 8, and 11 Measures student understanding of current (2006 adoption) social studies content standards Contains Multiple Choice (MC) items on assessment Contains technology-enhanced (TE) items and developing stimuli with sets of items College, Career, and Civic Life Framework (C3) update for content standards is in process for another State Board of Education review
Online Assessment
Engaging Online Assessment Hot Text Match Drag and Drops (Text and Graphic) Choice Drop Down Order
College, Career, and Civic Life (C3) Items are being written through the C3 lens. Focus Area
Online Assessment Sample Items
MC Sample Item (Elementary)
MC Sample Item (Middle School)
MC Sample Item (High School)
TE Sample Item (Elementary)
TE Sample Item (Elementary)
TE Sample Item (Middle School)
TE Sample Item (Middle School)
TE Sample Item (High School)
TE Sample Item (High School)
The Social Studies Standards An Update to the Update!
Social Studies Standards: Where Are We? Ø An external focus group is concluding its review of the proposed standards Ø Final edits are being discussed and completed at this time What to expect once edits are completed . . . Ø Presentation to the State Board of Education (SBE) and an open public comment period Ø Assessment discussion and professional development roll- out to begin pending SBE approval
Standards: Fewer, Clearer, Higher U2.3 - Life in Colonial America: The NEW version may read: Distinguish among and explain the 5 – U2.3.3 Describe colonial life in reasons for regional differences in America from the perspectives of at least colonial America. three different groups of people. 5 - U2.3.3 Describe colonial life in America Examples for Local Curriculum: from the perspectives of at least three Suggested perspectives could include: different groups of people (e.g., wealthy wealthy landowners, farmers, merchants, landowners, farmers, merchants, indentured indentured servants, laborers and the servants, laborers and the poor, women, poor, women, enslaved people, free enslaved people, free Africans, and American Africans, and Indigenous Peoples Indians).
Standards: Fewer, Clearer, Higher The NEW version may read: E3.1 Economic Interdependence: Describe patterns and networks of 6 – E3.1.2 Diagram or map the flow of economic interdependence, including materials, labor, and capital used to trade. produce a consumer product. Example addition: 6 – E3.1.2 Diagram or map the 6 – E3.3.2 Compare the economic and movement of a consumer product from ecological costs and benefits of different where it is manufactured to where it is kinds of energy production. sold to demonstrate the flow of materials, labor, and capital (e.g., global Examples for Local Curriculum: supply chain for computers, athletic oil, coal, natural gas, nuclear, biomass, shoes, and clothing). solar, and wind
Standards: Fewer, Clearer, Higher The NEW version may read: WHG: ERA 5 – The Emergence of the First Global Age, 15 th to 18 th Centuries 5.1.2 World Religions – Analyze the impact of 5.1 Cross-temporal or Global Expectations the diffusion of world religions on social, Analyze the global impact and political, cultural, and economic systems. significant developments caused by transoceanic travel and the linking of all Examples for Local Curriculum: the major areas of the world by the 18 th Examples could include Christianity’s century. intertwined spheres of politics and religion in Europe and Luther’s questioning of it as 5.1.2 World Religions – Use historical and Protestantism began to spread throughout modern maps to analyze major territorial Europe and across the Atlantic to the transformations and movements of world Americas. Other examples might include the religions including the expulsion of Muslims expulsion of the Muslims and Jews from Spain, and Jews from Spain, Christianity, to the the development of the Sikh religion in India Americas, and Islam to Southeast Asia, and from both Hinduism and Islam, or the spread evaluate the impact of these of Islam throughout southeast Asia. transformations/movements on the respective human systems.
Standards: Fewer, Clearer, Higher The NEW version may read: HS US/GEO 6.3 Progressivism and Reform 6.3.2 Causes and Consequences of Progressive 6.3.2 Political and Social Tensions – Use the Reform - Analyze the causes, consequences, and core principles as set forth in the Declaration limitations of Progressive reform in the following of Independence and the U.S. Constitution to areas evaluate the post-Civil War political, economic, • major changes in the Constitution, including 16th, and social marginalization of racial and ethnic 17th, 18th, and 19th Amendments groups. • new regulatory legislation (e.g., Pure Food and Examples for Local Curriculum: Drug Act, Sherman and Clayton Anti-Trust Acts) • Jim Crow Laws • the Supreme Court’s role in supporting or slowing reform • disenfranchisement, poll taxes, literacy tests • role of reform organizations, movements and • economic marginalization and the individuals in promoting change (e.g., Women’s sharecropping system Christian Temperance Union, settlement house • violence by groups like the Ku Klux Klan, Red movement, conservation movement, and the National Association for the Advancement of Colored Shirts and The White League People, Jane Addams, Carrie Chapman • resistance to violence (e.g. Ida B. Wells and • Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair, the anti-lynching campaign of the late 1800s Ida Tarbell) • efforts to expand and restrict the practices of and early 1900s) democracy as reflected in post-Civil War • struggles of African Americans and immigrants
Notable Standard Updates Assessment Alignment: Standard Shifts: § Updating Item Bank Grade 6 geography focus content standards Grade 7 world history § Continued item writing focus though "inquiry” lens Language changes in § Beginning development of standards innovative stimuli with Adjusted expectation multiple items numbering C3 Inquiry lens
Social Studies Resources
M-STEP Sample Items www.michigan.gov/mstep Here
Spotlight www.michigan.gov/mstep
MDE- Social Studies http://michigan.gov/socialstudies
Performance Assessments of Social Studies Thinking (PASST) passtmoodle.wmisd.org/
Michigan Open Book textbooks.wmisd.org/ https://www.youtube.com/watch?v=EwmORoqJzWw
MAISA, Rubicon Atlas, or Michigan Citizenship Collaborative Curriculum (MC3) https://oaklandk12-public.rubiconatlas.org/Atlas/Search/View/Default
Geographic Inquiry and New Temporal Sequencing in Social Studies (GIANTS) ss.oaisd.org
National Assessment of Educational Progress (NAEP) nces.ed.gov/nationsreportcard /
M-STEP: Social Studies QUESTIONS?
Scott Koenig Contact: Email: KoenigS@michigan.gov Office: 517-373-1931
Recommend
More recommend
