Smarter Balanced Assessment Consortium Introduction & Workshop (Secondary Version) Presented by...

Smarter Balanced Assessment Consortium

Introduction & Workshop(Secondary Version)

Presented bySandy Sanford

August 21, 2012

History of CCSS & SBAC

CCSS0 NGA2009

CCSS

California On Board—15% Rule

PARCC SBAC

PARCC

SBAC

20102011

CalifCCSS

AssessmentBased

Transition Techniques

InstructionBased

ProgressiveBased

Full Implement

TRAI

NIN

G

TRAINING

CILA Cycle—Teaching

Content Standards

Instruction Assessment

Learning

WHAT?

HOW?

WHY?

HOW WELL?

CILA Cycle—Development

Content Standards

Instruction Assessment

Learning

WHAT?

HOW?

WHY?

HOW WELL?

Take NotesYou’ll need them for the final activity

SBAC Workshop LOLWhat?—You will learn the basics of the SBAC assessment system and the instructional impact on CCSS.

How?—Your table group will collaboratively create a Non-Linguistic Representation to demonstrate the instructional impact of SBAC on the teaching of CCSS AND you will share it with other table groups via a gallery walk.

Relevance?—Full implementation of CCSS and SBAC in 2014-2015 school year!

SBAC Workshop Agenda• 12:30 – 12:45 - Introductions, Opening Activity, Pretest,

and Venting• 12:45 to 2:00—SBAC Organization, Activity, Timeline, and

Venting• 2:00 to 2:15—Break • 2:15 to 2:45—Tools, SBAC Sample Item Walk, & Venting• 2:45 to 3:15—Instructional Impact Activity• 3:15 to 3:45—Concluding Activity (Non-Linguistic

Representation with Gallery Walk focusing on Instructional Impact of SBAC on Teaching of the CCSS)

• 3:45 to 4:00—Wrap-up, Questions, & Venting Closure

Very ShortPre-Test

Terminology

• Standards (CA and CS)• Instruction (3 components)• Assessment• Accountability• Summative Assessment (SA)• Interim Assessment (IA)• Formative (Cluster) Assessment (FA)

Limitations of Workshop

• Introductory• Many unknowns• Emphasis on Math Items• Limited ability to address Accountability• Does not address alternative assessments• More content specific detail in subsequent

workshops• Too long until first activity

Venting• Unavoidable & Natural• Write down “vents” as we go• Hold “vents” until designated

times• Consolidate “vents” on a table

group list• At designated times, groups

tape “vent list” to SBAC Bop Buddy and then SOCK him to your hearts content

SBAC Bop Buddy

1997 20151998 2002 2003200120001999

CA Content

Stds

SAT-9

API

InstMat CSTs

AYPNCLB

CAHSEE

2012

CCSS

SBAC

The Deer in Historical Perspective

2008

InstMat

SBAC Organization & Description

What are Biggest differences between CA & CC Standards?

• ELA–Text complexity and content area

integration• Math

–Cognitive vs Cognitive & Meta-Cognitive• No Core Materials until at least 2017

Lexile® Measures & Grade Levels (2009)Grade Readers Text Books CCSS Demand

1 Up to 300L 230L to 420L 220L to 500L

2 140L to 500L 450L to 570L 450L to 620L

3 330L to 700L 600L to 730L 550L to 790L

4 445L to 810L 640L to 780L 770L to 910L

5 565L to 910L 730L to 850L 860L to 980L

6 665L to 1000L 860L to 920L 950L to 1040L

7 735L to 1065L 880L to 960L 1000L to 1090L

8 805L to 1100L 900L to 1010L 1040L to1160L

9 855L to 1165L 960L to 1110L 1080L to 1230L

10 905L to 1195L 920L to 1120L 1110L to 1310L

11 & 12 940L to 1210L 1070L to 1220L 1210L to 1360L

Cognitive Metacognitive

EstimateRationalize the choice for your estimation. Include alternate choices and ideas.

Multiply Explain which property of multiplication is represented in the given problem.

Calculate the areaBuild a model that contrasts the difference between perimeter and area.

When are CCSS Operational?

• Already Adopted• 2012-13 & 2013-14 Transition Years• 2014-15 Fully Operational and Tested

SBAC PurposeCommon

Core State

Standards specify

K-12 expectations for college

and career

readiness

All students

leave high

school college

and career ready

CCSS

SBAC

Timeline• 2012—Assessment Plan, ELD, Sup Materials to SBE• 2013—Pilot SA, Revised Math FW, PD Modules• 2014—Field Test SA, Revised ELA FW• 2015—Operational SA• 2017 to 2018—Core Inst Materials

SA = Summative AssessmentFW = Framework

Timeline• 2012—Assessment Plan, ELD, Sup Materials to SBE• 2013—Pilot SA, Revised Math FW, PD Modules• 2014—Field Test SA, Revised ELA FW• 2015—Operational SA• 2017 to 2018—Core Inst Materials

SA = Summative AssessmentFW = Framework

Retake

Start Year End Year

Last 12 WeeksSummative

Assessments

Performance Tasks

• 1 Reading• 1 Writing• 2 Math

Computer Adaptive

Assessment• 40-65 Items• ELA & Math• CR, SR, CE

Interim Assessment

(CAT)

Interim Assessment

(CAT)

FormAsmt

FormAsmt

FormAsmt

FormAsmt

FormAsmt

Optional & Probably Extra Cost

SBAC Structure

Digital Toolbox

Scoring & Accountability Output

• Vertical & Horizontal Scaling– Summative– Interim

• 2 week turnaround• Full-Service Reports

– Progress– Instruction Support

Performance Tasks

Computer Adaptive

Assessment (CAT)

Separate & Combined

Scores

Horizontal Scaling

150 200 250 300 350 400 450 500 550 600

150 200 250 300 350 400 450 500 550 600

150 200 250 300 350 400 450 500 550 600

150 200 250 300 350 400 450 500 550 600

3rd Grade ELA CST

4th Grade ELA CST

5th Grade ELA CST

6th Grade ELA CST

100

200

300

400

500

600

700

3rd Grade ELA SBAC Summative

4th Grade ELA SBAC Summative

5th Grade ELA SBAC Summative

6th Grade ELA SBAC Summative

7th Grade ELA SBAC Summative

8th Grade ELA SBAC Summative

VERT

ICAL

SCA

LIN

G800

Computer Adaptive Testing (CAT)

StudentCompute

r

HARD

ITEMS

EASY

Stan

dard

s

Basic Item Types

• Selected Response (Enhanced) • Constructed Response• Technology-Enhanced• Performance Tasks

CAT Items

Perf Tasks

CBT (Computer Based Testing)

Selected Response (Traditional)

Selected Response (Enhanced)

Scoring Rubric

Extended Activity

• In table groups study the elementary math item (RTQs from 1997 CA Standards) provided

• Convert that item to an Enhanced Selected Response Item (following the example problem just modeled) 5 minutes

• Be prepared to share out your enhanced item and explain your rationale

7NS1.3

7NS1.3

ESR Item Advantages

Guessing Factor

Depth of Knowledge

(DOK)

Discriminate Partial

Knowledge

Accuracy of Measurement

Constructed ResponseThe table below shows the number of students in each third-grade class at Lincoln School.

There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

Students in Third-Grade

Class Number of Students

Mrs. Roy 24Mr. Grant 21Mr. Harrison 22Ms. Mack 25

Performance Tasks

• Take approximately one to two class periods• Will “involve student-initiated planning,

management of information & ideas, interaction with other materials and/or people, and production of an extended response such as an oral presentation, exhibit, product development, or an extended written piece.”

• Combination of machine and teacher scoring

Quick Activity

• In tables groups discuss the advantages of the Enhanced Selected Response (ESR) Items over traditional (4 response, best single answer). 2 minutes

• Be prepared to share out

VENTING ACTIVITY

SBAC Bop Buddy

Venting

• Each table group writing (concisely) their “vents” on the half sheet of paper provided

• Send ONE group member to SBAC Bop Buddy and TAPE the “vent list” to him.

• One punch (not too hard yet) is allowed per table group (more punches later)

• Total time 3 minutes

SBAC Sample Item Walk

Tools to Help• Technology Evaluation Tool• Flexible Administration Platforms• Blueprints• Interim & Formative Assessments• Cognitive Taxonomies• Knowledge of CCSS (what’s new?)• Instructional Videos (Teacher Channel)• Crosswalks (e.g., SCOE)• CDE, CCSS, & SBAC websites• Sample Items (Both from SBAC & ETS)

Traditional Blueprint

4th Grade Math, Number Sense Strand

SBAC Blueprint

• Simplicity of Traditional Blueprint is confounded by…– Computer Adaptive Testing (CAT)– Multiple Standards assigned to same item

• Likely SBAC Blueprint format…– Not as prescriptive as present format– Proportions of assessment assigned to groups of

standards (Domains or Clusters)

Retake

Start Year End Year

Last 12 WeeksSummative

Assessments

Performance Tasks

• 1 Reading• 1 Writing• 2 Math

Computer Adaptive

Assessment• 40-65 Items• ELA & Math• CR, SR, CE

Interim Assessment

(CAT)

Interim Assessment

(CAT)

FormAsmt

FormAsmt

FormAsmt

FormAsmt

FormAsmt

Formative AssessmentsOptional & Probably Extra Cost

SBAC Structure

WestEd Study (March 2011)on SBAC Website

• Which CCSS standards are Eligible for SBAC Summative Assessment (SA)?– Learnable within the school year– Expected content for all students at the grade level/span– Measurable via on-demand tasks in an end-of-the-year

summative assessment

ELA Eligible

(285/333)3rd—35 of 424th—35 of 435th—35 of 436th—36 of 417th—36 of 418th—36 of 419th—36 of 41

10th—36 of 4111th—36 of 4112th—36 of 41

Not Eligible (48/333)

All GradesReading Standard 10

(both RL & RI)Writing Standards 6 & 10

Speaking & Listening Standard 1

Grades 4-5Reading Foundational

Standard 3Grades 3-5

Reading FoundationalStandard 4

Writing Standard 7

Math Eligible

(270/316)3rd—25/254th—28/285th—28/286th—31/317th—29/298th—27/28

9th—36 of 4110th—36 of 4111th—36 of 4112th—36 of 41

Not Eligible (46/316)Grade 8

Geometry Standard 1High School Grades

Number & Quantity (43)Geometry (2)

CC Reading

Literature Informational Text

CC Writing

Narrative Expository

More CC ELA Vernacular

Writing Approach

CA = GenreResponse to Lit

PersuasiveNarrativeSummary

Letter Writing

CC = Text Structure3 Genres =Narrative

Information/ExplanatoryOpinion/Argument

Old & New Bloom’s

1956• Evaluation• Synthesis• Analysis• Application• Comprehension• Knowledge

2000• Creating• Evaluating• Analyzing• Applying• Understanding• Remembering

Costa Levels

• Level 1—Input– What are the components of this picture?

• Level 2—Process– Why is the gun lower down than the gavel?– How are the gun and gavel similar or different?

• Level 3—Output – What do you think this picture is trying to

communicate?

Classroom Questioning Power

• The level of question dictates the level of student thinking

• The person asking the question is the one doing the thinking

• What might be the implications if teachers created an experience in the classroom where the students asked most of the questions?

From Micael Kelly’s AVID presentation 6-13-12

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

Teacher Works

StudentThinks

Student Thinks and Works

StudentWorks

High

HighLow

Low

Teacher/Student Roles

Study the StandardCognitive Metacognitive

EstimateRationalize the choice for your estimation. Include alternate choices and ideas.

Multiply Explain which property of multiplication is represented in the given problem.

Calculate the areaBuild a model that contrasts the difference between perimeter and area.

CCSS/SBAC Challenges Activity

• In table groups• Discuss the CCSS & SBAC as presented so far• What are the two most significant challenges

regarding CCSS/SBAC that your group sees?• What specifically are the challenges of the

type of SBAC items just shown?• You have 5 minutes• Be prepared to report

What are CCSS Significant Challenges?

• No Core instructional materials until ~2017 or later

• No state money for training, etc.• New strategies will constitute a paradigm shift

for may teachers & administrators• Running parallel standards for 2 more years• New high-stakes assessment system (SBAC)

has many unknowns.

CCSS Resources

• http://www.scoe.net/castandards/• http://www.smarterbalanced.org/• http://www.cde.ca.gov/ci/cc/• http://www.cde.ca.gov/ta/tg/sa/smarterbalan

ced.asp• http://www.smarterbalanced.org/resources-e

vents/publications-resources/

• http://www.achievethecore.org

Instructional Impact

Instructional Impact Café Conversation

• In your table groups, discuss and generate a list of the factors contributing to the IMPACT that SBAC will likely have on Instruction of CCSS? Please include both positives & challenges.

• Use Costa’s “Levels of Thinking” to generate 3-5 fabulous discussion questions focused on how CCSS will impact instruction.

• Add your 2 best questions to a piece of chart paper.• You have 25 minutes

Concluding ActivityPost-Test

• Your group will prepare a Non-Linguistic Representation of the SBAC Instructional Impact factors you compiled in the previous activity. (15 minutes)

• Your group will share your NLR with neighboring tables and learn from those tables using a Gallery Walk.

• Directions will be provided

Contact sandy@youasksandy.com951-675-2953