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Assessment System Overview
SMARTER Balanced Assessment Consortium -- Background
• US Department of Education awarded grants to two multi-state consortia for the Race-to-the-Top Assessment Program– SMARTER Balanced (WA is one of 31 states involved)– PARCC
• $160 million 4-year development grant, starting October 1, 2010• $15.8 million supplemental award for implementation
Future work…• Support for special education students (1% assessment consortium) –
assessments to be based on current Common Core State Standards
The Purpose of the ConsortiumTo develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards
So that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.
The assessments shall be operational across Consortium states in the 2014-15 school year.
31 Member States
Organization Chart
Work Groups• Transition to Common Core State Standards **• Technology Approach **• Assessment Design: Item Development• Assessment Design: Performance Tasks **• Assessment Design: Test Design• Assessment Design: Test Administration• Reporting• Formative Processes and Tools/Professional Development **• Accessibility and Accommodations• Research and Evaluation
**Washington is represented in these work groups.
Common Core State Standards
specify K-12 expectations for
college and career readiness
Common Core State Standards
specify K-12 expectations for
college and career readiness
All students leave high school college and career ready
All students leave high school college and career ready
Assessment System Components
Teachers can accessformative processes and
tools to improve instruction
Teachers can accessformative processes and
tools to improve instruction
Interim assessments that are flexible, open, and
provide actionable feedback
Interim assessments that are flexible, open, and
provide actionable feedback
Summative assessments benchmarked to college
and career readiness
Summative assessments benchmarked to college
and career readiness
Optional interim assessments using online adaptive technology
• Tests are non-secure and fully accessible• Test content and schedule is customizable• On the same scale as the summative
assessments• Provides clear examples of the expected
performance • Helps identify specific needs • Teachers design items, tasks, and rubrics
Interim Assessments that areopen and flexible
Web-based formative assessment resources• Online resources for assessment literacy,
alignment to CCSS, and formative assessment guides
• Training in item and task development, creating scoring guides/rubrics
• Best practice support through online learning modules
• Comprehensive information portal:access to information about student progressstudent performance history
Formative Tools and Practices supported thru Web and PD
Comparing SMARTER Balanced Assessment to ESSB 5414 (Leg. WASL Work Group)
(1) General SBAC?(1)(a) Include multiple assessment formats, including both formative and summative
YES
(1)(b) Enable collection of data that allows both statewide and nationwide comparisons
YES
(1)(c) Balanced so that the information used...[for] accountability includes many data points YES
(2) Formative (SBAC = "Interim") SBAC?(2)(a) Be aligned to state standards YES(2)(b) Measure student growth and competency at multiple points throughout the year
YES
(2)(c) Provide rapid feedback YES(2)(d) Link student growth with instructional elements
YES
(2)(e) Provide tests that are appropriate to the skill level of the student
YES
(2)(f) Support instruction for students of all abilities YES(2)(g) Be culturally, linguistically, and cognitively relevant, appropriate, and understandable
YES
(2)(h) Inform parents and draw parents into greater participation
YES
(2)(i) Provide...results relative to student [demographic] characteristics
YES
(2)(j) Strive to be computer-based and adaptive YES(2)(k) Engage students in their learning YES
(3) Summative SBAC?(3)(a) Be aligned to state standards in areas that are being assessed
YES
(3)(b) Maintain and increase academic rigor YES(3)(c) Measure student learning growth over years YES(3)(d) Strengthen curriculum YES
(4) Classroom-based (SBAC = "Formative") SBAC?[S]hould have the same design elements and characteristics...[as] formative and summative YES
(5) Pre- and In-service SBAC?[P]reservice and ongoing training...for teachers and administrators on the effective use of different types of assessments
YES
(6) Data Systems SBAC?[D]ata should be collected...to be used for accountability and to monitor overall student achievement
YES
To find out more...…Common Core State Standards: [email protected] visit http://www.k12.wa.us/Corestandards/default.aspx
...the SMARTER Balanced Assessment Consortium can be found online at www.k12.wa.us/SMARTER