Lynn Vásquez History-Government Program

ConsultantKansas State Department of

Education

lvasquez@ksde.orgwww.ksde.org

2007-2008 Social Studies Assessment

• Testing Window: March 17th-May 9th

• KCA and Paper Pencil available

• Results are not a part of AYP; but count for QPA

• Remains a biennial assessment for QPA

• This year only, the state will assess all 11th graders at the high school to establish cut scores

• Starting this year, high schools can assess freshman and sophomores to take advantage of Program Opportunity to Learn (OTL)

• Flip charts, test and item specifications available at www.ksde.org

Testing What has been Taught--Assessment Levels:

6th grade

48 Item Assessment

24 Indicators Pulled from 5th/6th grade

8th grade

60 Item Assessment

30 Indicators Pulled from the 7th/8th grade

High School

30 Item World Focus Assessment

&

30 Item United States Focus Assessment

30 Indicators Pulled from a cumulative high school experience

Portions and Percentages:

60% History40% Government-Civics, Geography, Economics

6th 8th high school

35% (A) 50% (A) 65% (A)65% (K) 50% (K) 35% (K)

(% of time we spend on the various floors of the 3-story intellect)

High School Assessment:

World Focus

• World History

• Global Geography

• Global Economics

• 30 item test; results banked until student completes part B

United States Focus

Part A Part B

“End of Program Opportunity to Learn” without

second opportunity

• U.S. History

• Civics-Government

• U.S. related economics

• 30 item test; results banked until student completes part A

After 2007-08 school year, districts decide

students’ OTL

Benchmark themes in geography:

BM1:Geographic Tools & Location

BM2: Places and Regions

BM 3: Physical Systems (science overlap)

BM 4: Human Systems

BM 5: Interaction between Human & Physical Systems

Assessment Information:

•Physical Systems is assessed in science, no longer in social studies. (Oxbow lakes, Pangea, soil depositions)

•More emphasis of geography related to historical context. How does geography influence world trade? How do locations of cultures/groups change over time? We are better served to teach geography in the context of history.

Benchmark themes in civics-government:

BM1: rule of lawBM2: shared ideals in societyBM3: responsibilities of leadershipBM4: citizenship/civic participationBM5: systems of government

Assessment Information:

•Middle School: Expanded in 2005 revision—local government in middle school. Roles of school boards, municipalities; Comparing how juveniles and adults are treated under the law.

•High School: The “big ideas” regarding eminent domain, role of political parties, and core values of nations founding documents. More specific in terms of knowing the differences between NATO, UN, Red Cross, etc.

Benchmark themes for KS, U.S., & world history:

Significance of important people and historical events Groups of people who contributed to our heritage Events & turning points Students engages in historical thinking skills (primary v.

secondary documents, historical thinking skills, inferred v. observed information)

Assessment Information:

•Several indicators that use primary/secondary sources at every assessed level! Provide opportunities for your students to engage with 1800’2 early 1900 language of people and law (involuntary servitude; perverted government; trespassing; legal use of passage). The use of quotations, excerpts from publications, probably far outnumber the use of political cartoons or other examples of satire.

Economic benchmarks:

BM1: limited resources require choicesBM2: market economyBM3: local, national, and international interdependenceBM4: role of government in the economyBM5: making effective decisions as consumer, producer, saver,

investor and citizen

Assessment Information:

•Economic indicators are assessed in historical context or modern day context: (factors that influence international trade – might be cast in historical context: Economic consequences of the war of 1812; or what would happen to prices if Germans boycotted Japanese products?

•More international focus/global economic literacy than prior assessment

•Natural fit is to teach economics integrated within the historical context. Several districts embedding econ in US and World history since economics is still an elective in most high schools.