HARNETT COUNTY SCHOOLS

SMARTER BALANCED: TEST SPECIFICATIONS, PERFORMANCE

TASKS, RUBRICS

Presented by Harnett County Literacy Coaches: Anita Cole, Anna Ertenberg, Stephenie Logan, Emily Quinn, Courtney Tompkins

OVERVIEW

1.Introduction to Smarter Balanced2.Claims3.Targets4.Test Specifications5.Summative Assessment Item Types6.FAQ’s

• 25 states representing 40% of K-12 students

• 21 governing, 4 advisory states

• Washington state is fiscal agent

• WestEd provides project management services

A NATIONAL CONSORTIUM OF STATES

SMARTER BALANCED ACHIEVEMENT LEVELS:

ALIGNMENT WITH PARCC & NAEP

Smarter PARCC NAEPLowest Level

Highest Level

1 1 Below Basic

2 2 & 3 Basic

3 4 Proficient

4 5 Advanced Smarter Balanced — Level 3 is College Content-Ready PARCC—Level 4 is College Ready

A BALANCED ASSESSMENT SYSTEM

School Year Last 12 weeks of the year*

DIGITAL LIBRARY 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.

ELA/Literacy and Mathematics, Grades 3-8 and High School

Computer AdaptiveAssessment and

Performance Tasks

Computer AdaptiveAssessment and

Performance Tasks

Scope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

Performance Tasks

•ELA/literacy•Mathematics

Computer Adaptive

Assessment•ELA/literacy•Mathematics

Optional InterimAssessment

Optional InterimAssessment

Re-take option available

Summative Assessment for Accountability

SUMMATIVE ASSESSMENT TEST SPECIFICATIONS

Math

•Computer Adaptive Test (CAT) with SR, CR, TE items

•Performance Task(s)

•Given last 12-15 weeks of school year

ELA

•Computer Adaptive Test (CAT) with SR, CR, TE items

•Performance Task(s)

•Given last 12-15 weeks of school year

SMARTER ITEM DEVELOPMENT

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WHAT IS A CLAIM?

“Claims” are the broad statements of the assessment system’s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims

The Smarter Balanced Assessment Consortium English Language Arts Content Specifications

• Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.

• Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences.

• Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

• Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Claim 1

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

1. Targets 1–7 correspond with literary texts

2. Targets 8–14 correspond with informational texts

3. The assessment targets incorporate the content clusters from the Common Core State Standards

Assessment Targets for Reading

Literary InformationalKey details Key details

Central Ideas Central Ideas

Word Meaning Word Meaning

Reasoning and Evaluation Reasoning and Evaluation

Analysis within and across text Analysis within and across text

Text Stimulus and features Text structures and features

Language Use Language Use

Mathematics Assessment Claims• Claim 1: Concepts and Procedures

– Students can explain and apply mathematical concepts and interpret and carry

out mathematical procedures with precision and fluency

• Claim 2: Problem Solving

– Students can solve a range of complex well-posed problems in pure and applied

mathematics, making productive use of knowledge and problem solving

strategies

• Claim 3: Communicating Reasoning

– Students can clearly and precisely construct viable arguments to support their

own reasoning and to critique the reasoning of others

• 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

Claim 1Concepts and Procedures

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

Grade LevelNumber of

Assessment Targets

3 11

4 12

5 11

6 10

7 9

8 10

11 16

Assessment TargetsClaim 2 – Problem Solving

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace

B. Select and use tools strategically

C. Interpret results in the context of the situation

D. Identify important quantities in a practical situation and map their relationships.

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

Cognitive Rigor and Depth of Knowledge

• The level of complexity of the cognitive demand. – Level 1: Recall and Reproduction

• Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.

– Level 2: Basic Skills and Concepts• Requires the engagement of some mental processing beyond

a recall of information.– Level 3: Strategic Thinking and Reasoning

• Requires reasoning, planning, using evidence, and explanations of thinking.

– Level 4: Extended Thinking• Requires complex reasoning, planning, developing, and

thinking most likely over an extended period of time.

Assessment targets for Literacy

1. Key Details - DOK 1,22. Central Ideas – DOK 23. Word Meaning – DOK 1,24. Reasoning and Evaluation – DOK 3,45. Analysis within or across texts – DOK 3,46. Text stimulus and features – DOK 3,47. Language Use – DOK 2,3

Assessment Targets for Informational Text

8. Key details – DOK 1,2

9. Central Ideas – DOK 2

10. Word Meaning – DOK 1,2

11. Reasoning and Evaluation – DOK 3,4

12. Analysis within or across texts – DOK 2.3 Elem; 3,4 MS and HS

13. Text Structures and Features – DOK 2 Elem, 3,4 MS and HS

14. Language Use – DOK 2,3 Elem; 3 MS and HS

Things taken into consideration when creating Smarter Balanced Assessments…

Key Concepts

• Bias– Use of names, topics, or contexts that may be

unfamiliar to a sub-group of students

• Universal Design– Designing items and tasks so that they function as

intended for as many students as possible

• Accessibility– Additional information or presenting items and tasks in a different

way in order to meet the specific needs of some students

• Sensitivity– Content contained in an item that may be distracting or

upsetting for some students

• Evidence– Information that students provide through their responses

about their knowledge, skills, and abilities

Key Concepts

• Bias– Use of names, topics, or contexts that may be

unfamiliar to a sub-group of students

• Universal Design– Designing items and tasks so that they function as

intended for as many students as possible

• Accessibility– Additional information or presenting items and tasks in a different

way in order to meet the specific needs of some students

• Sensitivity– Content contained in an item that may be distracting or

upsetting for some students

• Evidence– Information that students provide through their responses

about their knowledge, skills, and abilities

Key Concepts

• Bias– Use of names, topics, or contexts that may be

unfamiliar to a sub-group of students

• Universal Design– Designing items and tasks so that they function as

intended for as many students as possible

• Accessibility– Additional information or presenting items and tasks in a different

way in order to meet the specific needs of some students

• Sensitivity– Content contained in an item that may be distracting or

upsetting for some students

• Evidence– Information that students provide through their responses

about their knowledge, skills, and abilities

Key Concepts

• Bias– Use of names, topics, or contexts that may be

unfamiliar to a sub-group of students

• Universal Design– Designing items and tasks so that they function as

intended for as many students as possible

• Accessibility– Additional information or presenting items and tasks in a different

way in order to meet the specific needs of some students

• Sensitivity– Content contained in an item that may be distracting or

upsetting for some students

• Evidence– Information that students provide through their responses

about their knowledge, skills, and abilities

Key Concepts

• Bias– Use of names, topics, or contexts that may be

unfamiliar to a sub-group of students

• Universal Design– Designing items and tasks so that they function as

intended for as many students as possible

• Accessibility– Additional information or presenting items and tasks in a different

way in order to meet the specific needs of some students

• Sensitivity– Content contained in an item that may be distracting or

upsetting for some students

• Evidence– Information that students provide through their responses

about their knowledge, skills, and abilities

Six Item Types

• Selected Response• Constructed Response• Extended Response• Performance Tasks• Technology-Enabled• Technology-Enhanced

Item Specifications

Selected ResponseSingle Response – Multiple Choice

Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.

Which sentence should be added to the paragraph to state the author’s main claim? A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence.

C. Television can be a positive influence on people.

D. Television has more varied programs than ever before.

Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.

Which sentence should be added to the paragraph to state the author’s main claim? A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence.

C. Television can be a positive influence on people.

D. Television has more varied programs than ever before.

Selected ResponseMultiple Correct Options

Which of the following statements is a property of a rectangle? Select all that apply.

☐ Contains three sides

☐ Contains four sides

☐ Contains eight sides

☐ Contains two sets of parallel lines

☐ Contains at least one interior angle that is acute

☐ Contains at least one interior angle that is obtuse

☐ All interior angles are right angles

☐ All sides have the same length

☐ All sides are of different length

Which of the following statements is a property of a rectangle? Select all that apply.

☐ Contains three sides

☐ Contains four sides

☐ Contains eight sides

☐ Contains two sets of parallel lines

☐ Contains at least one interior angle that is acute

☐ Contains at least one interior angle that is obtuse

☐ All interior angles are right angles

☐ All sides have the same length

☐ All sides are of different length

Constructed Response

The table below shows the number of students in each third-grade class at Lincoln School.

There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

The table below shows the number of students in each third-grade class at Lincoln School.

There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

Students in Third-Grade

Class Number of Students

Mrs. Roy 24

Mr. Grant 21

Mr. Harrison 22

Ms. Mack 25

Constructed ResponseExtended Response

Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:•It will be in the shape of a rectangle.•It will take 24 feet of fence material to make.•Each side will be longer than 1 foot.•The length and width will measure whole feet.

Part ADraw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence material for each pen.

Use the grid below. Click the places where you want the corners of your rectangle to be. Draw one rectangle at a time. If you make a mistake, click on your rectangle to delete it. Continue as many times as necessary.

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

[Students will input length, width, and area for each rabbit pen. Students will choose unit from drop down menu.]

Pen 1: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Part BMs. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger.•Draw another rectangular rabbit pen. •Use all 24 feet of fencing for 3 sides of the pen.•Use one side of the house for the other side of the pen. •Make sure the ground area inside the pen is greater than 60 square feet.Use the grid below. Click the places where you want the corners of your rectangle to be. If you make a mistake, click on your rectangle to delete it.

Pen 2: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) Pen 3:

Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Performance Task

Technology-Enabled

Brianna is running for class president. She needs to give a speech to the 4th grade class. Listen to the draft of her speech and then answer the questions that follow.

(Test-takers listen to an audio version of the following speech.)“Hi, My name is Brianna. I am running for class president, and I hope you will vote for me. You know many of my friends said they would. I am involved in many activities, including track and theater. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. Also, we can donate a portion of the money to a charity of our choice. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

This speech needs to be revised before the student presents it. Which sentence should be omitted to improve the speech.

A. I am running for class president, and I hope you will vote for me.B. You know many of my friends said they would.C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year.D. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

Selected or Constructed Responses that include Multimedia

Technology-Enhanced

Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship. Read the poem and answer the question that follows.

Rememberby Christina RossettiRemember me when I am gone away, Gone far away into the silent land; When you can no more hold me by the hand,Nor I half turn to go yet turning stay.Remember me when no more day by day 5 You tell me of our future that you plann'd: Only remember me; you understandIt will be late to counsel then or pray.Yet if you should forget me for a while And afterwards remember, do not grieve: 10 For if the darkness and corruption leave A vestige* of the thoughts that once I had,Better by far you should forget and smile Than that you should remember and be sad.

In the sonnet “Remember,” which two lines reveals a change in the speaker’s message to her subject?

Collects Evidence through a Non-Traditional Response

The value of y is proportional the the value of x. The constant of proportionality for this relationship is 1. On the grid below, graph this proportional relationship.The value of y is proportional the the value of x. The constant of proportionality for this relationship is 1. On the grid below, graph this proportional relationship.

Technology-EnhancedCollects Evidence through a Non-Traditional Response

The following is the beginning of a story that a student is writing for a class assignment. The story needs more details and an ending. Read the beginning of the story and then complete the task that follows. Oliver’s Big Splash Oliver was a dog that lived in a small town near a lake. He loved to play outside. Oliver liked to play fetch, but his favorite thing to do was to chase leaves. He loved chasing leaves so much that his favorite time of year was fall when the leaves fell off the trees. One beautiful fall day, Oliver and his owner, Jeff, went for a walk around the lake. They were enjoying the sunshine and the lake when suddenly a dragonfly flew past. For a moment, Oliver forgot where he and Jeff were and what they were doing. All of a sudden there was a big splash. Write an ending for the story by adding details to tell what happens next.

Writing Sample:

The following is a rough draft of a paragraph that a student is writing for the school newspaper about why there should be a longer school day. The draft needs more details to support the student’s reasons for having a longer school day. Why There Should Be a Longer School Day Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year!

Writing Sample:

Now look at the following daily schedule for a school that has switched to a longer school day. 8:00 Morning Announcements8:20 Reading Language Arts9:30 Foreign Language10:30 Morning Recess10:45 Mathematics11:45 Lunch12:45 History1:45 Art or Music2:15 Afternoon Recess2:45 Science3:30 Homework Preparation3:45 After-School Tutoring or Sports Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day.

Writing Sample:

Answer: ¾ of a sandwich isLeft for Oscar

Well Written Elementary Selected Response Example Item

Amelia EarhartAmelia Earhart Learns to Fly Amelia Earhart was born in Atchison, Kansas, on July 24, 1897. In those days, airplanes were not nearly as common as they are today. Earhart was 12 years old before she ever saw an airplane, and she did not take her first flight until 1920. Amelia Earhart was so thrilled by her first airplane ride that she quickly began to take flying lessons. She wrote, "As soon as I left the ground, I knew I myself had to fly." Earhart excelled as a pilot. Her first instructor was Neta Snook, one of the first women to graduate from the Curtiss School of Aviation. Earhart borrowed money from her mother to buy a two-seat plane. She got her U.S. flying license in December 1921, and by October 1922, she set an altitude record for women of 14,000 feet. In 1923, Earhart received her international pilot's license - only the 16th woman to do so. At the same time, she was becoming famous for her aviation achievements. Amelia Earhart Flies Across the Atlantic In 1928, Amelia Earhart received a phone call that would change her life. She was invited to become the first woman passenger to cross the Atlantic Ocean in a plane. "The idea of just going as 'extra weight' did not appeal to me at all," she said, but she accepted the offer nonetheless. On June 17, after several delays due to bad weather, Amelia Earhart flew in a plane named Friendship with co-pilots Wilmer "Bill" Stultz and Louis "Slim" Gordon. The plane landed at Burry Port, South Wales, with just a small amount of fuel left.

Amelia said, "The idea of just going as 'extra weight' did not appeal to me at all.” What does the phrase ‘extra weight’ refer to?

A. Her fame as an international pilot B. Her role as a passenger on the plane C. Her understanding of how heavy she was D. Her awareness of how she was making history

Grade: 4Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational textsTarget 14. LANGUAGE USE: Determine or interpret figurative language/literary devices or connotative meanings of words and phrases used in context and the impact of those word choices on meaning and tone. DOK: 2

Sandhills Regional Education ConsortiumSmarter Balanced Assessment System

Susan GendronSenior Fellow

Policy Coordinator, SMARTERFebruary 11, 2013

FOR MORE INFORMATION…

•http://www.smarterbalanced.org

SCHOOL PLAN FOR IMPLEMENTATION

Develop a plan to implement this information in your school this year.

•Study•Study – Create•Study – Create - Apply