Smarter Balanced Assessment Consortium (SBAC)

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SMARTER BALANCED ASSESSMENT CONSORTIUM (SBAC)

Sally Dastoli, Director of Curriculum and InstructionPauline Greer, Curriculum Specialist

March 10, 2014

Please silence your cell phones

2COMMON CORE STATE

STANDARDS

CSBE adopted July 2010

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EdweekJuly 17, 2013

5NEXT GENERATION

ASSESSMENTS Rigorous assessment of progress toward “college

and career readiness”

Consistent scoring across all Consortium states

Valid, reliable, and fair for all students

Administer online

Use multiple measures

6ASSESSMENT SYSTEM

COMPONENTSAssessment system that balances summative, interim, and formative components for ELA and mathematics:•Summative Assessment (Computer Adaptive)

• Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth

• Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

•Interim Assessment (Computer Adaptive)• Optional comprehensive and content-cluster assessment• Learning progressions• Available for administration throughout the year• Item types: Selected response, short constructed response, extended

constructed response, technology enhanced, and performance tasks•Formative Processes and Tools

• Optional resources for improving instructional learning• Assessment literacy

7 WHAT IS CAT?

Administered by computer, a Computerized Adaptive Test (CAT) dynamically adjusts to the trait level of each examinee as the test is being administered.

Starting the spring 2015, the SBAC assessment will be adaptive within a grade level window.

8ADVANTAGES OF CAT VERSUS CONVENTIONAL TESTS

Reporting: Results can be made available more quickly (NOT for the Pilot spring 2014) Results available to CSDE in November 2014

Test Security/Item Exposure: All students are not presented with the same items

More Flexibility for Computer Capacity: Students do not need to be assessed on the same schedule

“Students can demonstrate progress toward college and career readiness in mathematics.”

“Students can demonstrate college and career readiness in mathematics.”

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Overall Claim for Grades 3-8

Overall Claim for Grade

11 Claim #1 - Concepts &Procedures

Claim #2 - Problem Solving

Claim #3 - CommunicatingReasoning

Claim #4 - Modeling and Data Analysis

Score Reports for the Mathematics Summative Assessment

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“Students can demonstrate progress toward college and career readiness in English language arts and literacy.”

“Students can demonstrate college and career readiness in English language arts and literacy.”

“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

“Students can employ effective listening skills for a range of purposes and audiences.”

“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

Overall Claim for Grades 3-8

Overall Claim for Grade

11 Claim #1 - Reading

Claim #2 - Writing

Claim #3 -

Listening

Claim #4 - Research/Inquiry

Score Reports for the ELA/LiteracySummative Assessment

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Summative AssessmentsAPPROXIMATE Testing Times

The test duration estimates described above are applicable to most students. However, Smarter Balanced assessments are not timed tests. Some students may need more time while others may need less time to complete the assessment.

Content Area Grades Computer Required In-Class Activity

TotalCAT PT Only Total

English language

arts/Literacy

3-5 1:30 2:00 3:30 0:30 4:00

6-8 1:30 2:00 3:30 0:30 4:00

11 2:00 2:00 4:00 0:30 4:30

Mathematics 3-5 1:30 1:00 2:30 0:30 3:00

6-8 2:00 1:00 3:00 0:30 3:30

11 2:00 1:30 3:30 0:30 4:00

Combined 3-5 3:00 3:00 6:00 1:00 7:00

6-8 3:30 3:00 6:30 1:00 7:30

11 4:00 3:30 7:30 1:00 8:30

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12SBAC FIELD TEST

SPRING 2014

On-line Practice Tests in Grades 3-8 and 11 in English language arts/literacy and mathematics:

Provide an opportunity for teachers, students, parents, and other stakeholders to experience the features of on-line testing

Gain insight into how Smarter Balanced will assess students’ application of CCSS skills and concepts.

Provide a preview of the SBAC assessments, but they do NOT encompass the full range of content and should not be used to guide instructional decisions (unlike the operational assessments in 2015)

13SBAC FIELD TEST SPRINT

2014

Not Computer Adaptive (different forms piloted)

Some schools may also pilot grades 9 & 10

We have a 3 week test window:

Window 1: March 18 - April 4 – Silas Deane and WHS

Window 3: April 28 - May 16 – all 5 elementary schools

14UNIVERSAL

ACCESSIBILITY TOOLS

New Universal Accessibility tools available to all students, IEP, 504 and/or ELL students.

NCSC – National Center and State Collaborative is developing new Alternate Assessment (to replace Skills Checklist)

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Content Standard: Grade 6.G.2Practice Standards: MP.1; MP.5; MP.7

Understanding the Range of Item Complexity

Mike is using cubes that measure ½ inch on each side to fill a box that has a height of 5 ½ inches, width of 3 inches, and length of 2 ½ inches. How many ½ inch cubes will Mike need to fill the box?

Mike is using cubes that measure ¼ inch on each side to fill a box that has a height of 5 ¼ inches, width of 3 inches, and length of 2 ½ inches.How many ¼ inch cubes will Mike need to fill the box?

Mike is using cubes that measure ½ inch on each side to fill a box that has a height of 5 ¼ inches, width of 3 inches, and length of 2 ½ inches.How many ½ inch cubes will Mike need to fill the box?

Smarter Balanced Response Types

MC with one correct responseMC with multiple correct

responsesTwo Part multiple-

choice Matching TablesYes/No or True/False Tables

Fill-in TablesSelect or order text or

graphics Complex drag and drop Graphing

Equation or numeric responseShort Text Long Essay

Constructed Response

Selected Response

Response Types

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Drag & Drop / Line Tool

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Multiple Correct Response

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Matching Table

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Equation WriterGrade 3

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Equation WriterGrade 8

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Hot Spot

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Hot Spot

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Constructed Response

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Multiple Parts

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Two-Part Multiple Choice

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Drag & Drop

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Matching Tables

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Constructed Response

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Multiple Correct Response

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Hot Text

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Claim 3: Listening...

Our World: Sleeping On-Board the Internat ional Space Station

Listen to the presentation. Th en answer th e qu estions.

< > ·• - - - - - - - - - - -

21Select two questions that the listener can answer after listening to the presentation.

A) How was the International Space Station bui lt?

B) How far is the Internationa l Space Station from Earth?

C) How long do astronauts stay in the International Space Station?D) What jobs do astronauts do on board the International Space Station?

E) What time do astronauts go to sleep on the International Space Station?

F) How do astronauts talk to family and friends back on Earth while on the International Space Station?

22 •Based on the presentation, select two things that can interrupt an astronaut's sleep on the International SpaceStation.

A) heat

B) hunger

C) lightsD) noises

E) work

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Sample Grade 3 Performance TaskResearch Questions – Claim 4

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Sample Grade 3 Performance TaskFull Write – Claim 2

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35PREPARING FOR

SBAC“Test prep” is embedded in instruction Create instructional activities that encourage high levels of

student engagement. Expose students to multiple resources- both print and digital. Enable students to extract information from text and make

inferences based on this information. Provide opportunities for ongoing, short research projects. Provide students with rich experiences that require them to

persevere and apply skills and concepts in order to solve high level problems.

Provide students with opportunities to justify or defend their answers.

36SAMPLE SBAC

ITEMS

http://www.smarterbalanced.org/sample-items-and-performance-tasks/