OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

ELA Smarter Balanced Assessment – What We are Learning

Beth Simpson

ELA Assessment Specialist- OSPI

SB Digital Library State Lead

Fall 2015

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Today’s Learning Goals

Understand how the Smarter Balanced system impacts instructional practices

Understand the purpose of the Digital Library and how to navigate resources◦ formative assessment is a Process/Practice, not a worksheet or test

Understand the purpose of Comprehensive Interims and Block Interims◦ how to access and use Teacher Hand Scoring materials◦ how to access and use interim reporting

Understand how to use the Summative feedback to inform instruction◦ How to access and interpret score reports

Know where to access resources, support and materials

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

What have we learned? A system

We have learned that using a comprehensive assessment system provides year long resources that impact instruction and learning.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

◦Summative

◦ Interim

◦Formative

Components of the Smarter Balanced Assessment System

A Balanced Assessment System

WashingtonK-12

Learning Standards- expectations for college and career readiness

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learning

Summative: College and career

readiness assessments for accountability

Interim: Flexible and open

assessments, used for actionable feedback

Formative resources:Digital Library with instructional and

professional learning resources for

educators to improve instruction

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

What have we learned?

We have learned that our students are up for the challenge and the data we receive from the summative assessment benefits us as educators.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Summative Performance data will be displayed when students complete both scored components, schools have submitted the scores, and the hand-scoring portion results have been processed. – approximately 3 weeks after the last test for that grade level is submitted.

Viewing Summative Score Reports

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Home Page Dashboard- Summative

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

By Proficiency Level

for ELA and math

By Claim Level

By Target

Legends for Summative

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Score Report Proficiency Level- Summative

The Breakdown By menu:• Enrolled Grade• Ethnicity• IDEA• Limited English Proficiency• 504• Sex

Elaboration Menu

Score Report by Claim for Teacher

Performance on each target- Once ICAs are adaptive it should be at this level

Summative - Targets

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

As students take tests, Trend Reports will be available.

Coming Soon….

Reporting of Scores: Hard Copy ELA

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

ORS data is preliminary and may not be used for accountability purposes. Reporting may adjust next year to accommodate the adaptive nature of the test.

Hard copy reports will be printed by AIR and shipped to districts for distribution to families – ONE hard copy per test, per student◦ Delivery estimated September 7-9◦ Later this year than in future years due to standard setting for EOCs

Things to Consider:

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

The Digital LibraryUSING FORMATIVE ASSESSMENT WITH CCSS ALIGNED RESOURCES

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

What have we learned? New Resources

We have learned that the Digital Library is a educator friendly tool that gives us access to a plethora of resources built on the foundation of formative assessment practices.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Definition of Formative Assessment

Formative Assessment is a ◦ deliberate process

◦ used by teachers and students during instruction

◦ provides actionable feedback

◦ used to adjust ongoing teaching and learning strategies

◦ improves students’ attainment of curricular learning targets/goals.

https://www.smarterbalancedlibrary.org/content/why-formative-assessment

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Digital Library Resources• Commissioned Professional Learning Modules• Resources for educators, students and families

• Frame Formative Assessment within a Balanced Assessment System• Articulate the Formative Assessment Process• Highlight Formative Assessment Practices and Tools

Assessment Literacy Modules

• Commissioned Professional Learning Modules• Instructional coaching for educators • Instructional materials for students

• Demonstrate/support effective implementation of the formative assessment process• Focus on key content and practice from the Common Core State Standards for Mathematics and

English Language Arts

Exemplar Instructional Modules

• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families

• Reflect and support the formative assessment process• Reflect and support the Common Core State Standards for Mathematics and English Language

Arts• Create Professional Learning Communities

Educational Resources

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Assessment Literacy Modules

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Exemplar Instructional Modules

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Educational Resources

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

What Is the Digital Library?Non-Examples

Not an assessment bank Not a learning management system where educators can register for training or receive credit by completing specific online courses Not a library for the general public (the library will require registration and login) Not a site where any resource can automatically be posted: all resources must be vetted through the Quality Criteria.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Four Attributes of the Formative Assessment Process

Clarify IntendedLearning

Elicit Evidence

Act onEvidence

Interpret Evidence

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Quality Criteria for Professional Learning Resources

The resource…

1) Reflects research and/or the principles of effective professional learning

2) Incorporates formative assessment practices

3) Supports learner differences and personalized learning

4) Demonstrates utility, engagement, and user-friendliness

5) Integrates technology and media effectively

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Quality Criteria for Instructional Resources

The resource…

1) Aligns with the intent of the Common Core State Standards

2) Incorporates formative assessment practices

3) Contains accurate, complete, high-quality curriculum and instruction

4) Supports learner differences and personalized learning

5) Demonstrates utility, engagement, and user-friendliness

6) Integrates technology and media effectively

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

How to use the Digital Library effectively and efficientlyPROFESSIONAL LEARNING RESOURCES:

PLCs

Staff Trainings

Staff Workshops

Additional support for self- growth, research/professional development

INSTRUCTIONAL RESOURCES:

Full Lessons and Units Additional support for specific skills

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Digital Library Functionality

Enable trained educators (SNEs and SLTs) to submit, review, and publish resources

Allow educators to view, download, and rate resources

Use state-of-the-art tagging and search to quickly find resources by CCSS and other topics

Enable educators from across the Consortium to collaborate and share their knowledge

Facilitate access to resources that are stored in participating libraries

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Digital Library: Collaboration

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Consistent use of these formative strategies can double the speed of student learning.

DYLAN WILIAM

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Questions and Comments about the Digital Library contents

Share something you learned or are wondering

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Interim Assessments

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

What have we learned?

We have learned the differences between the Comprehensive and Block Interims, when they might be most useful, how to administer and score, and what information we can expect.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

What are the Interim Assessments?

Interim AssessmentsInterim

Comprehensive Assessment

(ICA)

Interim Assessment Blocks (IAB)

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Matches the summative blueprint ◦assess the same range of standards ◦provide scores on the same scale

Provides teachers with information on a student’s◦general areas of strength or need◦readiness for the end-of-year summative assessment

Interim Comprehensive AssessmentICA

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Short, focused sets of items that measure several assessment targets◦Eight to nine blocks per subject per grade◦Focus on smaller sets of related concepts

Provides teacher with◦Information about a student’s strengths or needs◦more detailed information for instructional purposes

Interim Assessment BlocksIABs

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Interim Assessment Design Principles

ICAs and IABs are available at grades 3,4,5,6,7,8, and high school Administration is not constrained by grade level

◦administered above or below that grades level High school

◦ ICAs are constructed consistent with grade 11 summative blueprints

◦ IBAs are constructed to focus on content that would be appropriate across grade levels

◦ ICAs and IBAs can be used at grades 9,10,11, and/or 12

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

IABs

Hand scoring required

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Interim Assessment Scoring

◦Multiple Choice and Hot Text will be machine scored/automatic◦Hand scoring will be a local (school/classroom) responsibility◦Rubrics and training are available

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Scoring Interims USING THE TEACHER HAND SCORING SYSTEM (THSS)

AND

ACCESSING MATERIALS PRIOR IN TIDE

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Student Response Page in THSS

Exemplar and Training Guide

Tabs :scoring training and student

examples

Rubric

Student’s Response

TIDE – THSS Materials tab

Training PowerPoint

Each item number has a TG (Training Guide) and

an EX (Exemplar Set)

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Training for Hand Scoring

TRAINING GUIDE

InstructionsStimulusItem stemRubric Condition CodeClaim and Target chart

EXEMPLAR SET

Prep SetScored responsesScoring comments (annotations)

Check SetScores and comments located on

a keyUsed for practice and calibration

EXEMPLAR SETTRAINING GUIDE

ELA Comprehensive Interim - Estimated TimeContent Response Type Estimated Time*

**Computer Adaptive Test (CAT)

Reading Lit Mostly machine scored, a few hand scored

2 hours

Reading Info Mostly machine scored, a few hand scored

Brief Write All hand scored

Edit/Revise All machine scored

Listening All machine scored

Research All machine scored

Performance Task (PT)

***Classroom Activity 30 min

Part 1: Research All machine scored 30 min

Part 2: Full Write Hand scored 1 1/2 –2 hours

*Estimated time is based on 1–2 minutes to answer a MC question and up to 5 minutes to answer a constructed response. Plus time to read stimulus/sources.

**Currently this portion of the assessment is non-adaptive, but it is equivalent to the CAT portion on the summative assessment

***Located in TIDE- Administered prior to students taking the PT

ELA Interim Blocks- Estimated time ELA Block Number of Items Response Type Estimated Time*

Reading Lit 13–15 Mostly machine scored, a few hand scored 45 min–1 hour

Reading Info 14–16 Mostly machine scored, a few hand scored 45 min–1 hour

Brief Write 6 brief writing tasks All hand scored 1 hour

Edit/Revise 13–16 All machine scored 30 min

Listening 14–16 All machine scored 30 min

Research 17–18 All machine scored 30 min

Performance Task 2–3 research items plus 1 full write Mostly hand-scored

1–2 hours, including 30 minutes for the classroom activity.

*Estimated time is based on 1–2 minutes to answer a MC question and up to 5 to answer a constructed response. Plus time to read stimulus/sources.

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2015/02/ELA-IAB-Fixed-Blueprint.pdf

Where are the hand scored items?

ICA

ICA and IAB Number of Hand Scored Items Response Type Estimated Teacher

Training Time*

Reading Lit 1–2 Short-text 45 min–1 hour

Reading Info 1–2 Short-text 45 min–1 hour

Brief Write 6 Brief write tasks 45 min–1 hour

Performance Tasks 2– research items plus 1 full-write

2-3 short-text and 1 full-write essay 1–2 hours

*Estimated time is based on teachers reading through the materials, practicing scoring the Prep set, and scoring the Check set on their own. This can be done in a PLC or individually.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Thoughtful planning and scheduling: Activity

What do I need to know about my

students?

When would this

information be helpful?

Which interim will

give me that data?

How will I use the data? How long will

scoring training take and who should be

involved?

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

ReportsONLINE REPORTING SYSTEM (ORS)

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

ORS User Guide

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

ORS Interface Select the District/School

View which students have completed or need to

complete testing.

View Summative, ICA and IAB Scores

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

This is the same color coding as the Claim reporting, but now contains symbols.

IAB Reports- Legend

Available in ORS when students have completed the assessment items AND the hand-scoring has been entered into THSS

ICA reports will be the same as summative

IABs will report out by block

Viewing Score ReportsICA/IAB

ICA Score Reports

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

IAB Block Reports by State/District/School

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

IAB Reports by student

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Summative AssessmentREPORTS

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Success Criteria I know what the purpose of the Digital Library is and what type of resources are available

I know the difference between the two interim assessment types I know where to access scoring information for the interim assessments I have a better understanding of the different reports available and how to read each

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Resources

(TA is you!)

http://wa.portal.airast.org/

Where and how to access… everything!

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Getting Behind the Test Administrator Locked Doors

TA Access gets you into any of the locked options.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

http://www.smarterbalanced.org/practice-test/

Practice Resources

Practice Test◦ All item types and Performance Tasks◦ Available to all on Web since May 2014◦ Updated periodically with new features

Training Test◦ Shorter than Practice Test◦ Trains students on features and tools

Use Mozilla Firefox browser

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Smarter Balanced Resources

http://www.smarterbalanced.org/smarter-balanced-assessments/#item

Item SpecificationsItem StemsItem DescriptionsScoring informationSpecific Rubrics

Generic Rubrics

Other:Stimulus SpecificationsContent SpecificationsScoring Guidelines

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

http://k12.wa.us/ELA/Assessment/default.aspx

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

• Beth Simpson, English Language Arts Assessment Specialist Beth.simpson@k12.wa.us

• Terese Otto, OSPI ELA Support Staff Terese.otto@k12.wa.us

Thank You!