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AB-1035 Pupil assessments: interim assessments: content standard reporting.(2017-2018)

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Date Published: 06/21/2017 04:00 AM
AB1035:v96#DOCUMENT

Amended  IN  Senate  June 20, 2017
Amended  IN  Assembly  May 30, 2017
Amended  IN  Assembly  April 18, 2017

CALIFORNIA LEGISLATURE— 2017–2018 REGULAR SESSION

Assembly Bill No. 1035


Introduced by Assembly Member O'Donnell

February 16, 2017


An act to amend Sections 60603 and 60642.6 of, and to add Section 60642.7 to, the Education Code, relating to pupil assessment.


LEGISLATIVE COUNSEL'S DIGEST


AB 1035, as amended, O'Donnell. Pupil assessments: interim assessments: content standard reporting.
Existing law requires the Superintendent of Public Instruction, the State Board of Education, and any other entity or individual designated by the Governor to participate in the Common Core State Standards Initiative consortium or any related interstate consortium, as specified. Existing law requires the State Department of Education to acquire, and offer at no cost to local educational agencies, interim and formative assessment tools for kindergarten and grades 1 to 12, inclusive, as provided through membership in that consortium.
This bill would require those interim assessments to be designed to provide timely feedback to teachers that they may use to continually adjust instruction to improve pupil learning. The bill would express the intent of the Legislature that a score report from the interim assessments, among other things, clearly reports report pupil scores by content standard and ranks sort pupils by performance relative to each standard. The bill would prohibit the results of the interim assessments from being used for any high-stakes purpose, as provided.
Vote: MAJORITY   Appropriation: NO   Fiscal Committee: YES   Local Program: NO  

The people of the State of California do enact as follows:


SECTION 1.

 Section 60603 of the Education Code is amended to read:

60603.
 As used in this chapter:
(a) “Achievement level descriptors” means a narrative description of the knowledge, skills, and processes expected of pupils at different grade levels and at different performance levels on achievement tests.
(b) “Achievement test” means any summative standardized test that measures the level of performance that a pupil has achieved on state-adopted content standards.
(c) “California Assessment of Student Performance and Progress (CAASPP)” means the comprehensive assessment system, inclusive of consortium-developed assessments, that has the primary purpose of modeling and promoting high-quality teaching and instruction using a variety of assessment approaches and item types.
(d) “Census administration” means a test administration in which all pupils take comparable assessments of the same content and where results of individual performance are appropriate and meaningful to parents, pupils, and teachers.
(e) “Computer-adaptive assessment” means a computer-based test that utilizes a computer program to adjust the difficulty of test items throughout a testing session based on a test taker’s responses to previous test items during that testing session.
(f) “Computer-based assessment” means a test administered using an electronic computing device.
(g) “Consortium” means a multistate collaborative organized to develop a comprehensive system of assessments or formative tools such as described in Section 60605.7.
(h) “Constructed-response questions” means a type of assessment item that requires pupils to construct their own answers.
(i) “Content standards” means the specific academic knowledge, skills, and abilities that all public schools in this state are expected to teach, and all pupils are expected to learn, in reading, writing, mathematics, history-social science, foreign languages, visual and performing arts, and science, at each grade level tested.
(j) “Diagnostic assessment” means an assessment of particular knowledge or skills a pupil has or has not yet achieved for the purpose of informing instruction and making placement decisions.
(k) “End of course examination” means a comprehensive and challenging assessment of pupil achievement in a particular subject area or discipline.
(l) “Field test” means an assessment or assessment items administered to a representative sample of a population to ensure that the test or item produces results that are valid, reliable, and fair.
(m) “Formative assessment tools” means assessment tools and processes that are embedded in instruction and used by teachers and pupils to provide timely feedback for purposes of adjusting instruction to improve learning.
(n) “High-quality assessment” means an assessment designed to measure a pupil’s knowledge of, understanding of, and ability to apply, critical concepts through the use of a variety of item types and formats, including, but not necessarily limited to, items that allow for constructed responses and items that require the completion of performance tasks. A high-quality assessment should have the following characteristics:
(1) Enable measurement of pupil achievement and pupil growth to the extent feasible.
(2) Be of high technical quality by being valid, reliable, fair, and aligned to standards.
(3) Incorporate technology where appropriate.
(4) Include the assessment of pupils with disabilities and English learners.
(5) Use, to the extent feasible, universal design principles, as defined in Section 3 of the federal Assistive Technology Act of 1998 (29 U.S.C. Sec. 3002) in its development and administration.
(o) “Interim assessment” means an assessment that is designed to be given during the school year to evaluate a pupil’s knowledge and skills relative to specific academic standards in order to provide timely feedback, used in combination with other sources of information teachers have about their pupils’ progress, for purposes of continually adjusting instruction to improve learning, and that produces results that can be aggregated by classroom, course, grade level, or school.
(p) “Local educational agency” means a county office of education, school district, state special school, or direct-funded charter school as described in Section 47651.
(q) “Matrix sampling” means administering different portions of a single assessment to different groups of pupils for the purpose of sampling a broader representation of content and reducing testing time.
(r) “Performance standards” are standards that define various levels of competence at each grade level in each of the curriculum areas for which content standards are established. Performance standards gauge the degree to which a pupil has met the content standards and the degree to which a school or school district has met the content standards.
(s) “Performance tasks” are a collection of questions or activities that relate to a single scenario that include pupil interaction with stimulus. Performance tasks are a means to assess more complex skills such as writing, research, and analysis.
(t) “Personally identifiable information” includes a pupil’s name and other direct personal identifiers, such as the pupil’s identification number. Personally identifiable information also includes indirect identifiers, such as the pupil’s address and personal characteristics, or other information that would make the pupil’s identity easily traceable through the use of a single or multiple data sources, including publicly available information.
(u) “Population sampling” means administering assessments to a representative sample of pupils instead of the entire pupil population. The sample of pupils shall be representative in terms of various pupil subgroups, including, but not necessarily limited to, English learners and pupils with disabilities.
(v) “Recently arrived English learner” means a pupil designated as an English learner who is in his or her first 12 months of attending a school in the United States.
(w) “State-determined assessment calendar” means the scheduling of assessments, exclusive of those subject area assessments listed in subdivision (b) of Section 60640, over several years on a predetermined schedule. Content areas and grades shall only be assessed after being publicly announced at least two school years in advance of the assessment.
(x) “Summative assessment” means an assessment designed to be given near the end of the school year to evaluate a pupil’s knowledge and skills relative to a specific set of academic standards.

SEC. 2.

 Section 60642.6 of the Education Code is amended to read:

60642.6.
 (a) The department shall acquire, and offer at no cost to local educational agencies, interim and formative assessment tools for kindergarten and grades 1 to 12, inclusive. The interim assessments shall be designed to provide timely feedback to teachers that they may use, in combination with other sources of information they have about their pupils’ progress, to continually adjust instruction to improve learning.
(b) It is the intent of the Legislature that a score report from an interim assessment offered to a local educational agency, whether produced in hard-copy form or reported on any online interface, at a minimum, does all of the following:
(1) Clearly report pupil scores by content standard in a manner that allows a teacher to easily and quickly see how his or her pupils performed without reference to a key or other guide.
(2) Clearly report pupil scores, organized by content standard, both as individual scores and as aggregate scores for groups of pupils, such as pupils in a classroom or enrolled in a course.
(3) Report pupil scores as raw scores, by percentage correct, item-level scores and by achievement level.
(4) Rank Sort pupils by performance relative to each standard so that a teacher may easily and quickly see which pupils require additional instruction. how pupils performed.

(5)Identify which standards are considered critical areas, as identified in state content standards.

(c) It is further the intent of the Legislature that the interim assessment system does does, at a minimum, all of the following:
(1) Provide teachers access to the items on each interim assessment.
(2) Provide teachers access to pupil responses to each item on the interim assessment, including the number of pupils who chose each answer, and identify the correct answer.
(3) Provide teachers with a direct digital link to practice items access to formative assessment tools to facilitate the customization of assignments for more practice, and to supplemental additional instructional materials for each of the standards shown.
(d) A local educational agency that elects to use the interim assessments provided for under this section shall ensure that teachers who administer the assessments have access to all information relating to the assessments and pupil performance on the assessments. assessments, which are designed for teacher use.
(e) All interim assessments offered pursuant to this section shall be developed in close consultation with current classroom teachers at each grade level assessed for the purpose of soliciting feedback regarding the capacity of the interim assessments to provide timely feedback to allow teachers to continually adjust instruction to improve learning.

SEC. 3.

 Section 60642.7 is added to the Education Code, to read:

60642.7.
 (a) The interim assessments offered to local educational agencies pursuant to Section 60642.6 are intended solely for the purpose of providing for the purposes of improving teaching and pupil learning. Results of the assessments may be used to provide timely feedback to teachers that they may use, in combination with other sources of information they have about their pupils’ progress, use to continually adjust instruction to improve learning. learning, for communication with pupils’ parents or guardians, and for use by teachers in identifying professional development goals.
(b) Results from the interim assessments shall not be used for any high-stakes purpose, including, but not limited to, teacher or other school staff evaluation, accountability, pupil grade promotion or retention, graduation, course or class placement, identification for gifted or talented education, reclassification of English learners, or identification as an individual with exceptional needs.

(c)Pupil scores may be used for communication with pupils’ parents or guardians for the purpose of informing them about a pupil’s progress, any planned interventions, or any home assignments, and may be used by teachers in identifying professional development goals.