Getting To Know the Smarter Balanced Assessment Consortium

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Beth Simpson & Cindy Knisely. Getting To Know the Smarter Balanced Assessment Consortium. Welcome. Purpose To give you highlights of what we know from our experience. The Smarter Balanced Assessment Consortium is currently under construction so changes are expected!. - PowerPoint PPT Presentation


Getting To Know Smarter Balanced Assessment Consortium

Getting To Know the Smarter Balanced Assessment ConsortiumBeth Simpson & Cindy Knisely

WelcomePurposeTo give you highlights of what we know from our experience. The Smarter Balanced Assessment Consortium is currently under construction so changes are expected!Cindy2Two Consortia: Smarter Balanced and PARCCSmarter BalancedPARCCComputer-adaptive testing (CAT)Item banks will be available from which districts can construct interim tests that mirror the end-of-year assessment. Provide professional development resources and tools to support teachers formative assessment practices.

Technology-based, fixed test forms.Provide a mid-year, benchmark performance assessments intended to prepare for the summative, end-of-year performance tasks.Provide teachers and schools with tools they can use throughout the year to diagnose student learning needs relative to the CCSS

Beth3Why CAT?Better information for teachers: provide a more detailed picture of where students excel or need additional support interim assessments will be reported on the same scale as the summative assessmentschools will have the flexibility to assess small elements of content or the full breadth of the Common Core State Standards at locally-determined times throughout the school year.More efficient and more secure: typically shorter than paper-and-pencil assessmentsdraw from a large bank of questionsmore secure and can be used for a longer period of timeMore accurate: a more accurate way to evaluate student achievement, readiness for college and careers, and to measure growth over time.Cindy4Smarter Balanced System Highlights

Re-take option

Optional Interim assessment system Summative assessment for accountabilityLast 12 weeks of year*DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.Scope, sequence, number, and timing of interim assessments locally determinedPERFORMANCETASKS Reading Writing MathEND OF YEARADAPTIVE ASSESSMENT* Time windows may be adjusted based on results from the research agenda and final implementation decisions.English Language Arts and Mathematics, Grades 38 and High School

Computer AdaptiveAssessment andPerformance TasksBEGINNING OF YEAREND OF YEARSource: http://www.ets.orgINTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance TasksINTERIM ASSESSMENTBeth This graphic provides an illustration of the SBAC system, and its components and their accessibility to participating states during the course of a school year, once it is fully operational in the 2014-15 year.The Digital Library, in particular, will be available throughout the year as an open resource that will provide aligned instructional resources, and formative assessment tools, instructional modules, etc. Modules on formative practices, not just considered assessment, looking at the instructional focus of formative processes.Workgroups that are focused on instructional practices/ performance tasks which look much like what we do in the classroom.See Pg 5 ccss book

Digital Library- 2014State Educator Networks- 100 teachersProvide feedbackFormative Assessment Practices and Professional Development ResourcesAligned to the CCSSInstructional Best PracticesStrategies for cross-classroom collaborationScoring Rubrics and Performance TasksSame bank of items that the Summative Assessment pulls from

Cindy6Smarter Balanced Development Timeline2011-2012: Develop the assessment system with Contractors and Governing States2013 Pilot the items and stimuliConvene teams of educators from each member state for professional development and trainingAfter October 2014 Sustainability Task Force will procure, administer, and maintain the system.2015Provide a 12-week window at the end of the school year to administer the summative assessmenta paper-and-pencil version of the summative assessment will be available during a three-year transition period for schools still preparing for technology-based assessments.

Beth7Item Specific Development2012-2014 Develop ItemsContractorsState-managed2013 Pilot Items 2014 Field Test2015 Operational Summative Assessment Cindy8Who Will be Assessed?Grades 3-8 and 11 ELAOur state chooses to have a graduation requirement, given at grade 10, so students have time to develop a graduation planUp for review in the current legislative sessionPossibly creates assessments from the Digital LibraryCindy9Involving Washington Educators 2012Stimulus ReviewItem Writing with Smarter BalancedItem Writing State-ManagedBias & Sensitivity ReviewContent Review Smarter BalancedContent Review State-ManagedSmall Scale Trials for CAT/Tech

2013Focus groups for Reporting PlatformPilotingAnd more

Beth10Pilot 2013Two Pilot GroupsScientific: Feb-MayVolunteer: April-MaySchools may volunteer at this site by March 27th Volunteer schools may sign up for any combination of grades and content areas. Training Test to be released in January for Pilot SchoolsPractice the systemAdministered on a computer, but not CAT (computer adaptive)Grades 3-11, 9 and 10 for scaling purposesSchools will not receive scores

Beth11Blueprints Claims and Targets


Beth14Reading Targets 3/10 and 7/143: WORD MEANINGS: Determine intended, precise, or nuanced meanings of words, including distinguishing connotation-denotation and words with multiple meanings (academic/tier 2 words), based on context, word patterns, word relationships, etymology, or use of specialized resources (e.g., dictionary, thesaurus, digital tools)

What is the definition of the word word as used in the following sentence in paragraph 10: Reading Targets 3/10 and 7/147. LANGUAGE USE: Determine or analyze the figurative (e.g., euphemism, oxymoron, hyperbole, paradox), or connotative meanings of words and phrases used in context and the impact of those word choices on meaning and tone.

In paragraph #32, the author uses a simile to describe the main character. Select the best explanation of how this simile helps you better understand the character. Reading Targets 1/8 and 4/118. KEY DETAILS: Cite explicit text evidence to support inferences made or conclusions drawn about texts

One inference that can be drawn from this text is that (character) (inference). Select the detail from the text that best supports this inference.State the inferenceAsk for supportReading Target 1/8 and 4/1111. REASONING & EVIDENCE: Use supporting evidence to justify interpretations of information presented or how it is integrated (authors reasoning; interactions among events, concepts, people, or development of ideas) What conclusion about (topic) you can draw from this article? Support your response using evidence from the text. Ask for the inference AND the supportReading Target 6/146: Text structures/Features: Analyze text structures, genre-specific features, or formats (visual/graphic/auditory effects) of texts and the impact of those choices on meaning or presentation. Why does the author include the story of (subject) within the story of (subject)?Why does the author italicize paragraph 5?

Cindy20Brief Write Example: Targets 1,3,6Your classmate has written this argumentative letter to (audience). Read the letter and complete the task that follows.LetterThis letter, arguing for (topic), is missing a conclusion. Complete this paragraph by writing a conclusion with a clear focus and logical organization using transitions to connect ideas.

Revise Example: Targets 1,3,6A student is writing an argumentative letter to the superintendent of her school district in regards to (topic). Read the letter and complete the task that follows.LetterThe author of this letter wants to revise the highlighted sentence to better match the letters purpose and audience. Which replacement best matches the authors intended purpose and audience?

Example Target 8The following excerpt is from students first draft of an essay about a favorite place. Read the excerpt and complete the task that follows.Stimulus textSelect the most appropriate phrase to replace the underlined words.

Example Target 9The following excerpt is from students first draft of an essay. Read the essay and complete the task that follows.Stimulus (includes a sentence with a capitalization and grammar usage error)Select the correct way to edit the capitalization and grammar usage in the underlined sentence.

Item TypesSelected-ResponseConstructed-ResponseTechnology Enhanced

Cindy25A Sneak Peak at the Summative ELA Stimuli and Item Types

Cindy26Performance Tasks

Engage students in real world issues, questions and activities that are connected to a single theme or scenario. Focuses on depth of understanding, research, and complex analysisTakes 1-2 days, in two partsUtilizes multiple genres and formatsBeth27Tech Ready?Technology Readiness Tool Purchasing Guidelines- help make future purchasing decisionsCindy28Scoring and ReportingScoring system in development! RFPs are out to Contractors now.

AIR- small scale study for technology readinessProposition Scoring for constructed responseBeth29

Beth30Resources Test to be released summer of 2013Exemplar Instructional Modules- to come



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