S

Connecting to the Common Core State

Standards for Mathematics-

Assessment Tools for Student Success

Anton Jackson, OSPISandy Christie, Puget Sound ESD

Ken Marks, Tacoma SchoolsFebruary 27-28, March 27-28, 2013

Welcome to the SBAC Item Writing Workshop

Please…

Get some refreshments

Rate yourself on your knowledge of the Common Core State Standards for Mathematics and the SMARTER/BALANCED assessment writing process using the sticky dots

Find a seat

Make a name tent

Introduce yourself to your table mates

Workshop Goals

Gain an understanding of the variety of SBAC task types.

Apply a process similar to one used by Smarter-Balanced Consortium to produce classroom-based formative assessments aligned to the Common Core State Standards.

Develop knowledge and skills necessary to use formative assessment data to influence instructional change. How would we use these? What is the nature of student conversations around these items?

Participate in an online community sharing assessment items.

Today’s Goals

Identify similarities and differences between familiar item types and test structures and the SBAC assessment structure.

Understand and use the item development process and relevant guiding documents.

Understand CCSSM and Practices shifts

Write items for content coming soon in your classes

Analyze items for Depth of Knowledge

A pre-assessment

This assessment is designed to get you thinking about similarities and differences between assessments you are familiar with and the structure of the SMARTER/BALANCED Assessment Consortium (SBAC) assessments being developed

Analyzing the pre-assessment

Which item structures would you classify as ‘traditional’? What are the characteristics of these items?

Which items would you classify as ‘new’ or ‘non-traditional’? What characteristics make these items different from the others?

Evidence Centered Design-Assessment Claims in SBAC Assessment

Primary Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Primary Claim 2: Problem Solving Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies

Primary Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Primary Claim 4: Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Item Types in SBAC Assessment

Selected response-SR Multiple choice Extended multiple choice

Constructed response-CR

Extended response-ER (A CR item as part of a performance task)

Technology enhanced-TE

Performance task-PT

Item Codes in Intro Assessment

Item 1: MAT.HS.SR.1.00FIF.K.082

Subject.GradeLevel.ItemType.Claim.ContentDomain.Target.ItemNumber

Item Codes in Intro Assessment

Item 1: MAT.HS.SR.1.00FIF.K.082

Item 2: Traditional

Item 3: MAT.08.CR.1.0000F.E.135

Item 4: MAT.08.TE.1.000EE.C.200_V1

Item 5: MAT.08.CR.1.0000F.F.090

Item 6: Traditional

Item 7: MAT.08.TE.2.000EE.A.145

Item 8: MAT.HS.ER.2.00SID.C.264

Item 9: MAT.08.ER.3.000EE.A.139_V1

Anton JacksonAn overview of the SBAC Assessment System

The nature of the MSP/EOC & Smarter-Balanced Assessments

The life of an item

Key features of item writing to which classroom teachers should be attending

Test and Item

SpecificationsStandards

Item/Rubric

Reviews

Item/Rubric

Development

OSPI, WA EducatorsContractor

WA Bias/Sensitivity: OSPI, Contractor, WA Citizens

*Content Reviews: OSPI, Contractor, WA Educators

OSPI, WA EducatorsExpert Consultants

OperationalItem BankOperational

Range Finding

OperationalScoring

ReportedResults

Pilot Item

WA Educators, OSPI, Contractor

Scoring Contractor

OSPI, ContractorWA Educators Pilot Item

Range Finding

Pilot ItemScoring

Pilot Item and

Data Reviews

Item Development Process

Guided Item Writing for Claim 1

Standard and Learning Target

Assessment Claim

Depth of Knowledge

Difficulty level

Distractor selection

Analyzing Depth of Knowledge (DOK)

Level 1: Recall

Level 2: Skill/Concept

Level 3: Strategic Thinking

Level 4: Extended Thinking

Analyzing Depth of Knowledge (DOK)

Either individually or with your writing partner, analyze the depth of knowledge of the item(s) you’ve written so far. Cite evidence from the item and language from the DOK chart to support your conclusions.

Exchange items with an author (or author pair) and analyze each other’s items using the DOK chart.

Discuss your analyses and try to come to consensus.

Guided Item Writing for Claim 1

Standard and Learning Target

Assessment Claim

Depth of Knowledge

Difficulty level

Distractor selection

Evaluation and Looking Ahead

Day 2 Overview

Write items for Claims 2 and 3

Writing rubrics for CR items

Intro to the Item Review Process-Bias and Sensitivity; Accessibility

Implementing your items, homework for next time

S

Connecting to the Common Core State

Standards for Mathematics-

Assessment Tools for Student Success

Anton Jackson, OSPISandy Christie, Puget Sound ESD

Ken Marks, Tacoma SchoolsFebruary 27-28, March 27-28, 2013

Welcome to the SBAC Item Writing Workshop-Day 2

Please…

Get some refreshments

Find a seat

Make a name tent

Introduce yourself to your table mates

Workshop Goals

Gain an understanding of the variety of SBAC task types.

Apply a process similar to one used by Smarter-Balanced Consortium to produce classroom-based formative assessments aligned to the Common Core State Standards.

Develop knowledge and skills necessary to use formative assessment data to influence instructional change. How would we use these? What is the nature of student conversations around these items?

Participate in an online community sharing assessment items.

Today’s Goals

Write rubrics for Constructed Response items

Understand the Item Review process Bias and Sensitivity Accessibility issues

Write items for Claims 2 and 3

Select items to give to students between now and next session

Claim 2-Problem Solving

Sample items from the zip file docs

MAT.08.CR.2.000EE.A.133

MAT.HS.CR.2.OAREI.A.032

Claim 3-Communicating Reasoning

Sample items from the zip file docs

MAT.08.ER.3.000SP.B.134

MAT.HS.ER.3.OAAPR.F.045