OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Division of Assessment and Student Information

Smarter Balanced in Washington

Preparing for the Transition

Webinar #2

February 4, 2014

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Organization of Webinars Series

Future webinars are scheduled for 3:30-4:30 PM on:

February 27 March 20 April 9 May 13 June 10 July 15 August 13

PowerPoint and answers to questions raised during the webinar are posted on OSPI Smarter Balanced web-page; audio recording of webinar is included

We will minimize repeating previously provided information, so please check the webpage.

Improving Teaching & Learning

Common Core State Standards

specify K-12

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:Supporting

classroom-based assessments to

improve instruction

3

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But first…. We have been getting two overarching questions

about the new state assessment system:1. What parts of the system will OSPI provide?

Summative, Interim and Formative tools

(Digital Library)2. Will districts have to pay for the Interim

assessments or Digital Library?No

The costs of the summative tests are covered by the state, unless you choose to administer

paper/pencil

Summative Field Tests

Getting Ready for the Tests

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Field Testing Updates

Still waiting for USED approval on request to avoid double testing

We have alerted the Department of Ed that due to the late date, we will not be double-testing.

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Training and Resources The TIDE Training Module is now available.

You can access the modules on the Smarter Balanced Field Test portal, or through the OSPI Smarter Balanced webpage.

The TIDE Training Module is a supporting document to the TIDE User Guide, also available on the Smarter Balanced Field Test portal and the OSPI Smarter Balanced Webpage.

Test Administration Manual is also now available – posted on the OSPI Smarter Balanced webpage.

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Training and Resources, continued

Six of the 9 Field Test training modules have also been released – posted on Smarter Balanced Field Test portal at http://sbac.portal.airast.org/fieldtest/resources/

What is a Field Test? Let’s Talk Universal Tools What is a CAT? (Computer Adaptive Test) Performance Task Overview Student Interface for Online Testing Technology Requirements for Online Testing

Three more modules are due out Feb 10th. If you have questions not addressed in these

resources, contact OSPI’s Assessment Operations office.

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Training Test Overview

In addition to the online training modules, both Practice Tests and Training Tests are available for users at http://sbac.portal.airast.org/practice-test/

Purpose of Training Tests: Provide students with an opportunity to quickly become familiar with the software and interface features that will be used in the Field Test

Grade Bands: 3-5 6-8 High school

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Training Test Overview – Cont.

6-9 items per grade band per content area

Non-PT items only

Includes new item types: Matching tables (ELA and math) Fill in tables (math) Evidence-based selected response (ELA)

Includes all universal tools, designated supports and accommodations

Comparison of Training Test and Practice Test Training Test Practice Test

Purpose

Provide students with an opportunity to quickly become familiar with the software and interface features

Provide students with a grade specific testing experience that is similar in structure and format to the Field Test

Grade Levels

3 grade bands • 3-5 • 6-8• High school

Each grade• 3-8, 11

Number and Types of Items

Approximately 15 items per grade band (6 in ELA and 8-9 in math)

No Performance Tasks

Approximately 30 items in ELA and 30 items in math per grade level

Includes 1 ELA PT and 1 math PT per grade level

Universal Tools,

Designated Supports, and Accommodati

ons

All included on Field Test are included (including streamlining)

Most included Refresh scheduled for late April

Scheduled Downtimes

Administration

Downtime

Practice Test/Training Test

Sunday, February 9, 2014

Saturday, April 26 – Tuesday, April 29,

2014

Field Test

Thursday, April 10 – Sunday, April 13,

2014Thursday, May 8 – Sunday, May 11,

2014

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Updates on Field Testing Windows

There are four test administration blocks: March 18 – April 4 April 7 – April 25 April 28 – May 16 May 19 – June 6 (not for grades 9-10)

Scheduled system downtime for Field Test: April 10-13 (Block 2) and May 8-11, 2014 (Block 3)

If you must change the testing window, do so by Feb 7, by contacting the OSPI data analysts.

After Feb 7, no test window changes will be allowed.

Estimated Testing Times for 2014 Field Test and 2015 Operational Assessment

Test TypeGrade

s CAT

Perf. Task Only Total

Class Activity Total

English Language

Arts

3-5 1:30 2:00 3:30 :30 4:00

6-8 1:30 2:00 3:30 :30 4:00

11 2:00 2:00 4:00 :30 4:30

Mathematics

3-5 1:30 1:00 2:30 :30 3:00

6-8 2:00 1:00 3:00 :30 3:30

11 2:00 1:30 3:30 :30 4:00

COMBINED

3-5 3:00 3:00 6:00 1:00 7:00

6-8 3:30 3:00 6:30 1:00 7:30

11 4:00 3:30 7:30 1:00 8:30

Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table.

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Updates on Scheduling the Field Tests All sessions of all tests are untimed.

Some outdated time limits are available in test specs on Smarter Balanced website – the consortium is aware and will be removing to lessen confusion.

The classroom activity, which is designed to introduce the Performance Task (PT), must occur prior to the PT.

Smarter Balanced recommends that students take the PT and the non-PT questions on separate days.

There is no prescribed order to giving students the PT or the Non-PT component first. However, Smarter Balanced recommends that students begin with the non-PT questions, followed by the classroom activity, and then the PT.

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Updates on Scheduling the Field TestsNon-Performance Task

Questions Classroom Activity Performance Task (PT)  

Number and Duration of Sessions

Recommendations: · No fewer than two sessions (recommended) and no more than six sessions (rare/extreme)

·  Session durations range from 40 to 60 minutes

Recommendations:· Administer in one session· Approximate session duration 15 – 30 minutes· Should occur one to three days prior to PT· Should NOT occur on the same day as the ELA performance task

The performance task is presented in two parts.  Recommendations:·  Administer in two sessions corresponding to parts one and two of the PT

·  Session durations range from 60 to 120 minutes 

Breaks within Sessions

Breaks can be provided during the testing sessions using the software’s pause feature. If the test is paused for more than 20 minutes, the student will not be able to go back to items on the previous screens.

NA The performance task is presented in two parts. Students can take breaks within parts one and two; however, once a student moves to part two, he/she will not be able to review or revise items in part one.Recommendation: Students complete part one in one testing session and part two the next school day.

Total Duration

Once a student has started the non-PT questions, they will be available for 45 days.Recommendation: Student completes this portion within five days of starting. 

NA Once a student has started the PT, it will be available for 10 days.Recommendation: Student completes each part of the PT within one day

 

Additional Required Resources

Headphones are required for the listening portion of the ELA assessment

NA Headphones are required for some performance tasks

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Pre-ID’ing and Data Topic Updates Known TIDE Hiccups:

1. Leading zeroes in district code blocking user access: RESOLVED! Shouldn’t be an issue for student data upload

2. Confirmation emails not being sent to some users

typically the issue is on the user (district) end; make sure @airast.org is ‘whitelisted’ at both the district and user level

if you’ve received the confirmation email and logging in didn’t work, contact the Smarter Balanced help desk

if someone in your district has logged in, they are able to view the user list in detail, so have them check the user list - if you’re on it and didn’t

receive a temp password, delete and retry. If that doesn’t work, call the Smarter Balanced help desk

if you are not on it, you can be added by a DA-level user if nobody in your district has received the confirmation and

logged in: email Lucas.Snider@k12.wa.us – I’ll check on who was uploaded

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Pre-ID’ing and Data Topic Updates

User Roles Begin assigning user roles based on local

needs and tasks defined in user guide

User roles is typically a DDSM responsibility; tasks should be coordinated by ‘District Administrator’

Treat user role assignment as if it were a secure accountability assessment (not a field test) – think of who should have access at which level based on typical testing processes

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Pre-ID’ing and Data Topic Updates

Pre-ID - Big upload 10 Feb New and moved files; dates District level upload and entry tasks

‘Straggler’ records to be uploaded/entered by district Instructions in TIDE user guide for template or screen

entry Please add as much optional data as possible

SSID and Confirmation Code SSID: must be unique statewide – school code plus ssid is

unique, so that’s what we’re using (in case of shared ssid across districts, of which there are plenty in our test pre-ID file)

Confirmation code: used to confirm student identity, so it’s just student’s first name

The combination of these two elements

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Security Reminder The field tests are secure. All test items and

test materials are secure and must be appropriately handled.

Teachers and administrators will NOT have access to test items. The same professional practices expected on all state assessments are expected here and consequences can be administered for violations.

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Supports and Accommodations The Usability, Accessibility and

Accommodations Guidelines are available on OSPI’s website: http://www.k12.wa.us/SMARTER/default.aspx.

Two accommodations/designated supports planned for the Operational Test will not be available for the Field Test: Audio Glossary (designated support) and Closed Captioning (accommodation).

We’ll highlight one or two accommodations in each webinar.

Today, we’ll highlight translations, but first…

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Supports and Accommodations for Visually Impaired Students

Support for students with visual impairments We have heard the anxiety some are having over

supports and accommodations for students who are visually impaired or blind (Braille, large print, etc.).

We are working with Smarter Balanced to try to get answers to the questions that have been forwarded.

We want as many visually impaired/blind students as possible to participate in the field test. Districts, OSPI and the consortium will learn from the experience.

We appreciate your patience as we try to navigate the special needs of these students.

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Translation as a Designated Support Designated supports are those features that are

available for use by any student for whom the need has been indicated by an educator (or team of educators with parent/guardian and student).

Assigning a designated support does not require documentation of need in an IEP or 504 plan. It is recommended that a consistent process be used to determine these supports for individual students.

Designated supports need to be identified and assigned in the Test Information Distribution Engine (TIDE) prior to assessment administration.

Students should be familiar with using the designated supports assigned to them.

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Translation as an EMBEDDED Designated Support

Math Translated Glossaries: for construct-irrelevant terms

Spanish, Vietnamese, Arabic, Tagalog/Filipino, Ilokano, Cantonese, Mandarin, Korean, Punjabi, Russian, Ukrainian

Math

Stacked Translations: full translation of each math item “stacked” on top of the original item in English, in addition to any item test directions.

Spanish

Note: A shift for Washington students is that translations are written, not oral. A student using the translation support must be literate in the language of translation.Since construct-relevant terms will not be glossed, the student must be familiar with the terms in instruction. The assignment of translations is appropriate for students in a dual language classroom or for students recently arrived in the US who have been well-schooled in their country of origin.

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Translation as a NON-EMBEDDEDDesignated Support

ELA

Bilingual/Dual Language Word-to-Word Dictionary

Only for the full-write portion of an ELA performance task (part 2)

Note: A translated glossary will not be available for the Field Test.

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Translation as an Accommodation

Accommodations are those features available for use by a student with a documentation of need in an Individualized Education Program (IEP) or 504 accommodation plan.

Accommodations need to be identified and assigned in the Test Information Distribution Engine (TIDE) prior to assessment administration.

Students should be familiar with using the accommodations assigned to them.

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Translation as an EMBEDDED Accommodation

MathListening

(ELA)

Content is translated into an ASL video: An ASL human signer and the signed test content are viewed on the same screen. Students may view portions of the ASL video as often as needed.

ASL

Note: For many students who are deaf or hard of hearing, viewing signs is the only way to access information presented orally. The use of this accommodation may result in the student needing additional overall time to complete the assessment.

Listening (ELA)

Closed Captioning: not available for the Field Test

To satisfy students who need this accommodation for the Field Test, the closed caption accommodation can be designated in TIDE. With this designation, the Listening Portion of the ELA test will be suppressed for these students, eliminating the need for closed captioning.

Summative Operational Assessments

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Assessment Design: ELA (Writing)

Writing purposes possible in each grade band: 3-5 narrative, opinion, explanatory/informative; 6-8 narrative, explanatory/informative, argumentative; 11 explanatory/informative, argumentative

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Assessment Design: ELA (Writing)

Writing prompts in the ELA CAT: One brief write (opinion, narrative, or

explanatory/informational) item, which should take 5-10 minutes.   

Machine-scored revision and word choice items that specify a writing purpose: opinion, narrative, or explanatory/informative. 

There are also editing items in the CAT.

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Assessment Design: ELA (Writing)

Writing in the ELA Performance Tasks (PT): In the first part of the PT, the student will read sources

and answer 3 research questions. 

In the second part, students will be asked to write either an explanatory/informational, narrative, or opinion extended piece of writing, using the sources they have read. 

Students will not know ahead of time which writing purpose they will be assigned. 

The performance task is untimed. Smarter Balanced recommends the entire performance

task be done in 2 hours, each part taken on a separate day.

 

Interim Assessments

We are all life long learners… patiently learning

a little each month about interim assessments

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Interim Assessment Design Principles

Administered through the same system as Summative

Can be administered at various points in the year

Optional for districts Online administration Adaptive as appropriate Adhere to Usability, Accessibility, and

Accommodations Guidelines Items drawn from same pool as Summative;

full array of item types Not intended for accountability decisionsPage 33

Interim Assessment ComponentsInterim Assessment

Interim Comprehensive Assessment (ICA)

Interim Assessment Blocks (IAB)

Page 34

Interim Comprehensive Assessments (ICA): Sample Use Cases

• Mid-year (e.g., February), a teacher might want to know how students are doing in preparation for the summative test, to better know what areas to focus more efforts/attention on.

• Beginning of the year, students entered a class from another state, and the teacher did not have data for them. A teacher decides to give these students the previous year’s ICA to complete the data for the class.

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Interim Assessment Blocks (IABs) Sample Use Cases

• A teacher is providing focused instruction on opinion in grades 3-5 writing (argumentative in the higher grades).  Teacher could use a block focused on opinion writing to determine degree of students’ understanding before or after the instruction.

• An 8th grade math team of teachers wants to be informed about how their students are doing in geometry after teaching a geometry unit. 

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IABs for ELACurrent Thinking on Coverage

Proposed Interim Assessment Blocks (IAB)1 Read Literary Texts

2 Read Informational/Explanatory Texts

3 Write Brief Narrative Text

4 Narrative Performance Task

5 Write Brief Informational/Explanatory Texts

6 Informational Performance Task

7 Write Brief Opinion** Texts

8 Opinion** Performance Task

9Revise/Edit (across Narrative, Informational/Explanatory, and Opinion texts)

10 Listen/Interpret

11* Speaking

12 Research

*Placeholder until items are developed**”Opinion” is “Argumentative” for grades 6-8 and 11  Page 37

IABs for math Current Thinking on Coverage

Proposed Interim Assessment Blocks (IAB)

Grades 3-5

1 Operations and Algebraic Thinking

2Numbers and Operations in Base Ten

3 Fractions

4 Geometry

5 MeasurementProposed Interim Assessment Blocks

(IAB)Grades 6-7

1Ratios and Proportional Relationships

2 Number System

3 Expressions and Equations

4 Geometry

5 Statistics and Probability

Proposed Interim Assessment Blocks (IAB)

Grade 8

1 Expressions and Equations - I

2 Expressions and Equations - II

3 Functions

4 Geometry

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IABs for math Current Thinking on Coverage

Proposed Interim Assessment Blocks (IAB)High School

Algebra and Functions1 Linear Functions2 Quadratics3 Exponentials4 Polynomials5 Radicals6 Rationals7 Trigonometric

Geometry8 Transformations9 Right Triangle Ratios

10 Three-Dimensional Geometry11 Proofs12 Circles13 Applications

Other14 Statistics and Probability Page 39

Interim Assessment User Interface, Scoring and

Reporting• User interface

–Details for accessing items are not yet determined. Interim test engine is still in development.

• Scoring– Interim assessments will have various item

types, most of which will be machine scored– Hand scoring will be a local (school/classroom)

responsibility– Rubrics and training will be provided

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Interim Assessment User Interface, Scoring and Reporting, continued• Reporting

– Interim Comprehensive Assessment (ICA)• Report same information as Summative Assessment

– Overall composite scale score

– Achievement levels

– Claim level information

– Interim Assessment Blocks (IABs)• Report information consistent with claim level

information

– Item level reporting is a future feature (not on current work plan)

Page 41

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Interim Assessments Timeline

Interim Assessments will be available in late fall of 2014 Items have to get through field testing, scoring,

and standard setting Initial release will include a fixed form Interim

Comprehensive Assessment (ICA) for each grade level and content area Adaptive forms will be available as the item pool

allows Initial release will also include a fixed form

Interim Assessment Block (IAB) for most blocks Adaptive IABs will be available as the item pool

allows All blocks will have adaptive IABs after 2014-15

Resources For You!

For the latest news and developments on Smarter Balanced in Washington: http://www.k12.wa.us/smarter/default.aspx

For questions about Smarter Balanced or the assessment system transitions, contact: Assessment@k12.wa.us 360-725-6348

8.30.2007 | Slide 44

2007 WASL: Preparing Students to Live, Learn and Work in the 21st Century

Thank you!