SOCIAL STUDIES M-STEP DEVELOPMENT OVERVIEW & UPDATES PDF Free Download
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SOCIAL STUDIES M-STEP DEVELOPMENT
OVERVIEW & UPDATES
PREPARED FOR MSTC FEBRUARY 2025
•Standards & C3 Framework
•Recent M-STEP Social Studies Activity
•Changes/Upcoming
for M-STEP Social Studies
•Insight: Enhanced Student Experience
•Item Types and Samples
•Q&A
AGENDA
MI K-12 SOCIAL STUDIES STANDARDS
C3 FRAMEWORK
THE M-STEP
ASSESSES
STANDARDS
•2019 Version of Michigan K-12 Social
Studies Standards
•Classroom
Implementation/Alignment
•M-STEP Development Process
•Spring 2024 M-STEP fully aligned
with 2019 Standards
•Follows revised (2024) blueprint
2019 REVISED STANDARDS OVERVIEW
•Revised Standards (not “New” standards)
•Content Expectations - mostly unchanged
•Language - inclusivity, clarity, academic rigor/vocab.
•Examples - more, inclusive, allow for local choice
•M-STEP assesses Standards, not examples
•Examples may be used to provide “context” with an item
•Examples should not be the answer to an item
Example: 2019 High School US History Era 8 (Post WWII / 1945 – 1989)
C3
FRAMEWORK
ARC OF
INQUIRY
FOUR
DIMENSIONS
Dimension 1.
Develop Questions & Plan Inquiries
Dimension 2.
Apply Disciplinary Concepts & Tools
Dimension 3.
Evaluate Sources & Use Evidence
Dimension 4.
Communicate Conclusions
& Take Informed Action
Students will
identify new
technologies in
the United
States in the
early 1900’s.
Students will compare different
historians’ descriptions of the same
event in history.
Students will analyze how changes in technology,
costs, and demand interact in competitive
markets to change the price of goods.
Students will
research and
analyze mapped
patterns to
develop
strategies that
can be applied
to the solution
of problems.
RECENT ACTION TAKEN:
M-STEP SOCIAL STUDIES:
BLUEPRINTS
STACKED-SPANISH ONLINE
NEW BLUEPRINT FOR
2025
•Educator panel convened in June 2024
(10 educators per grade band)
•Committees:
•Examined revisions to K-12 standards
•Discussed changes and implications to instruction
•Discussed existing blueprint relative to revised focus on instruction
in current K-12 classrooms
•Made recommendations to MDE on revised blueprint for M-STEP
Social Studies
•Spanish Online Test
•Spanish Narrator
•Spanish & English Text
•Is a Designated Support
Designated support needs to be
requested in advance; does not
need an IEP
UPCOMING ACTIVITIES:
M-STEP SOCIAL STUDIES:
STANDARD SETTING
PERFORMANCE LEVEL DESCRIPTORS
ANNUAL COMMITTEE WORK:
ITEM WRITING
ITEM REVIEW (CAC/BSC)
DATA REVIEW (CAC/BSC)
NEW PLDS AND STANDARD SETTING
Standard Setting
•New standard setting to take place in June of 2025
(June 17 – 18, 2025)
Standard setting is the methodology of defining achievement or
proficiency levels and corresponding cut scores.A cut score is
a score that serves as a measure of classifying test takers into
categories.
NEW PLDS AND STANDARD SETTING
How are cut scores determined?
Educators use Performance Level Descriptors (PLDs) and the
most current version of an operational test map to determine
where “cuts” should go:
Between advanced and proficient, proficient and partially
proficient, and what the minimum would be for partially
proficient.
Standard Setting committees make recommendations to the
State Superintendent, who ultimately sets the cut scores.
NEW PLDS AND STANDARD SETTING
Last week, panels of Michigan Social Studies educators from
across the state gathered to create the Performance Level
Descriptors. Below is a sample from the last time M-STEP
Social Studies went through standard setting:
NEW PLDS AND STANDARD SETTING
Standard Setting committees make recommendations to the
State Superintendent, who ultimately sets the cut scores.
Leave your name and contact information if you are interested
in participating in standard setting in June.
TEST DEVELOPMENT PROCESS
HOW EDUCATORS CAN GET INVOLVED
Recruit & Train
Teacher-Writers
Context & Item
Editing/Graphics
Context & Item
Committee Review
(Content & Bias)
Context & Item
Editing/Graphics
Field Testing
Data Review
Committees
(Content & Bias)
Scoring
Context & Item
Writing
Assign
Standards
CL & Editor
Review
Re-Field Test
& Repeat Process
DEVELOPMENT PROCESS
Operational
Contexts &
Items
•WRITERS – Teachers write contexts & items
for Michigan’s social studies assessments.
•CONTENT ADVISORY COMMITTEE –
Teachers not involved in the writing process
provide content-related feedback and
recommendations on contexts & items both
before and after field testing.
•BIAS & SENSITIVITY COMMITTEE – Teachers
not involved in the item writing process
provide bias and sensitivity-related feedback
and recommendations on contexts & items
both before and after field testing.
APPLY
ONLINE
HTTPS://TIN
YURL.COM/
4RXB6FHA
ITEM TYPES
AND SAMPLES
•Context-Based Sets
•Multiple Choice items (MC)
•Technology Enhanced items (TE)
1. Drag & Drop
2. Choice (examples shared in context set
were Choice)
3. Drop Down Menu
4. Matching - Table
5. Matching – Connect
6. Text Highlight
7. Order
CONTEXT-BASED ITEM SETS
Context vs Independent Items
•not a set ratio of context items vs.
independent items
•0-2 context sets per discipline on
Blueprint
•try to pull in one context per strand;
dependent on amount of operational
items
•Students have had chance to complete
context items-any feedback?
A GOOD CONTEXT
IS NOT
•a scavenger hunt
•a classroom lesson
•a literacy test
(but…)
•is a stimulus; it sets the stage to bring
student into the topic, concept, event, time
period being assessed
•activates prior knowledge
•may include example(s) of a broader idea
or theme in the standards
•Is teacher-writer created or curated
•relatively short; 1-3 texts and/or graphics
•reading-level appropriate
A GOOD CONTEXT…
SOCIAL STUDIES
& READING
•Emphasize & Support reading in class
– primary & secondary sources
•Please consider appropriate testing
Supports & Accommodations
THE STANDARDS ARE ORGANIZED/GROUPED INTO
RELATED EVENTS, DEVELOPMENTS, OR CONCEPTS
POSSIBLE ASSIGNMENT FOR ITEM WRITER
•Curate or create a context consisting of short text(s) and/or
image(s) relating to the US Cold War Era, to provide historical
context or background related to key Cold War ideologies,
events, people, etcetera.
•Create item to assess standard 8.1.1(origins…)
•Create item to assess standard 8.1.2 (Foreign Policy during…)
•Create item to assess standard 8.1.3 (End of…)
SAMPLE CONTEXT-BASED ITEM SET
GR. 5 | US HI STORY | ERA 3 (1754-1800)| REVOLUTI ONARY WAR
Governments are instituted among Men,
deriving their just powers from the consent
of the governed. That whenever any Form of
Government becomes destructive of these
ends, it is the Right of the People to alter or
to abolish it, and to institute new
Government, laying its foundation on such
principles and organizing its powers in such
form, as to them shall seem most likely to
effect their Safety and Happiness.
Thomas Jefferson,
Declaration of Independence, 1776
Which of the following contributed to the decision to write the Declaration of Independence?
(5 - U3.1.5)
a. The British government tried to impose new taxes on the North American colonies
b. The British government failed to protect colonists during the French Indian War
c. Colonial governments failed to implement mercantilist policies
d. Colonial governments wanted to extend political rights to new groups
Which of the following beliefs about government is most closely reflected in this document?
(5 - U3.1.7)
a. Manifest Destiny
b. religious freedom
c. natural rights and limited government
d. rights and privileges to be based on class and gender
SAMPLE ITEM SET
Which event did most American colonists see as an abuse of authority? (5 – U3.1.3)
a. Requiring colonists use British currency
b. Forcing colonists to house (quarter) British troops in their homes
c. Exporting cotton from American colonies to sell in other British colonies
d. Importing tea from other British colonies to be sold in American colonies
Which was an advantage the colonists had over the British during the
Revolutionary War? (5 - U3.2.1)
a. They were better equipped.
b. They had a well-organized army.
c. They had more experience fighting at sea.
d. They had thorough knowledge of the landscape.
SAMPLE ITEM SET
TECHNOLOGY ENHANCED
(TE) ITEM TYPES
SAMPLE ITEM TYPE: DRAG AND DROP
SAMPLE ITEM TYPE: DROP DOWN MENU
SAMPLE ITEM TYPE: MATCHING - TABLE
SAMPLE ITEM TYPE: MATCHING - CONNECT
SAMPLE ITEM TYPE : MAT CHIN G – TEST HIGHLIG HT
SAMPLE ITEM TYPE: MATCHING – ORDER
