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.
Be Part of Our Team! Use this information to become a Michigan test development committee member. Application URL: http://www.cvent.com/surveys/questions/i DConfirm.aspx?s=06002a4e-c578-417d- 807f-542787fad180 or www.michigan.gov/mstep 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 rollout to begin pending SBE approval
Standards: Fewer, Clearer, Higher U2.3 - Life in Colonial America: Distinguish among and explain the reasons for regional differences in colonial America. 5 - U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). The NEW version may read: 5 U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of people. Examples for Local Curriculum: Suggested perspectives could include: wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and Indigenous Peoples
Standards: Fewer, Clearer, Higher E3.1 Economic Interdependence: Describe patterns and networks of economic interdependence, including trade. 6 E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing). The NEW version may read: 6 E3.1.2 Diagram or map the flow of materials, labor, and capital used to produce a consumer product. Example addition: 6 E3.3.2 Compare the economic and ecological costs and benefits of different kinds of energy production. Examples for Local Curriculum: oil, coal, natural gas, nuclear, biomass, solar, and wind
Standards: Fewer, Clearer, Higher WHG: ERA 5 The Emergence of the First Global Age, 15 th to 18 th Centuries 5.1 Cross-temporal or Global Expectations Analyze the global impact and significant developments caused by transoceanic travel and the linking of all the major areas of the world by the 18 th century. 5.1.2 World Religions Use historical and modern maps to analyze major territorial transformations and movements of world religions including the expulsion of Muslims and Jews from Spain, Christianity, to the Americas, and Islam to Southeast Asia, and evaluate the impact of these transformations/movements on the respective human systems. The NEW version may read: 5.1.2 World Religions Analyze the impact of the diffusion of world religions on social, political, cultural, and economic systems. Examples for Local Curriculum: Examples could include Christianity s intertwined spheres of politics and religion in Europe and Luther s questioning of it as Protestantism began to spread throughout Europe and across the Atlantic to the Americas. Other examples might include the expulsion of the Muslims and Jews from Spain, the development of the Sikh religion in India from both Hinduism and Islam, or the spread of Islam throughout southeast Asia.
Standards: Fewer, Clearer, Higher HS US/GEO 6.3 Progressivism and Reform 6.3.2 Causes and Consequences of Progressive Reform - Analyze the causes, consequences, and limitations of Progressive reform in the following areas major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts) the Supreme Court s role in supporting or slowing reform role of reform organizations, movements and individuals in promoting change (e.g., Women s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair, Ida Tarbell) efforts to expand and restrict the practices of democracy as reflected in post-civil War struggles of African Americans and immigrants The NEW version may read: 6.3.2 Political and Social Tensions Use the core principles as set forth in the Declaration of Independence and the U.S. Constitution to evaluate the post-civil War political, economic, and social marginalization of racial and ethnic groups. Examples for Local Curriculum: Jim Crow Laws disenfranchisement, poll taxes, literacy tests economic marginalization and the sharecropping system violence by groups like the Ku Klux Klan, Red Shirts and The White League resistance to violence (e.g. Ida B. Wells and the anti-lynching campaign of the late 1800s and early 1900s)
Notable Standard Updates Standard Shifts: Grade 6 geography focus Grade 7 world history focus Language changes in standards Adjusted expectation numbering C3 Inquiry lens Assessment Alignment: Updating Item Bank content standards Continued item writing though "inquiry lens Beginning development of innovative stimuli with multiple items
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?
Contact: Scott Koenig Email: KoenigS@michigan.gov Office: 517-373-1931