Smarter Balanced

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Smarter Balanced. OAKS Transition. As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics. Bill McCallum. MP. Standards. Mathematical Practices. Making sense of problems and persevering in solving them Reason abstractly and quantitatively - PowerPoint PPT Presentation

Text of Smarter Balanced

Transitioning from OAKS to Smarter Balanced Mathematics

Smarter BalancedExpectations (20 min)Part 1 Smarter Balanced

1OAKS Transition

Final Year of OAKS

One of three assessment options for Essential Skills2As my colleague Jason Zimba likes to say, you dont teach standards you teach mathematics.Bill McCallumTeachers have been conditioned to receive another set of standards. This time its different.

The cross walk approach fails to adequately capture the level of content mastery, rigor, and depth of change necessary to meet the expectations of college and career readiness in the CCSS3

MPStandardsWhich come first, standards (what) or mathematical practices (how)?4Mathematical PracticesMaking sense of problems and persevering in solving themReason abstractly and quantitativelyConstruct viable arguments and critique the reasoning of othersModel with mathematicsUse appropriate tools strategicallyAttend to precisionLook for and make use of structureLooking for and expressing regularity in repeated reasoningSBAC assessment system measures standards and practices

It is the teachers role and responsibility to facilitate the mathematical practices5Smarter Balanced ClaimsClaim 1 Concepts and Procedures Apply, Explain and Interpret with Precision and FluencyClaim 2 Problem Solving Solve Complex ProblemsClaim 3 Communicating Reasoning Construct Viable Arguments and Critique the Reasoning of OthersClaim 4 Modeling and Data Analysis Analyze Real World Scenarios and Construct Mathematical Models to Interpret and Solve ProblemsSB summative assessments are designed to measure the full range of student abilities in the CCSS, SBAC has identified targets for each of the claims. Targets for claim 1 are derived the content standards, targets for claim 2-4 are derived from the mathematical practices.Claim 1 Selected Response, Short Constructed Response, Highly scaffolded tasks, Extended ResponseClaim 2 Well Posed Selected Response, Short Constructed Response, Extensive Constructed Response, Verbs: understand, solve, apply, describe, illustrate, interpret and analyze. Claim 3 Selected Response, short constructed Response, extended constructed response. Verbs: understand, explain, justify, prove, derive, assess, illustrate and analyze.Claim 4 Not fully formulated (well posed). Longer constructed response, extended performance tasks, hyperlinked information. Verbs: Model, construct, compare, investigate, build, interpret, estimate, analyze, summarize, represent, solve, evaluate, extend and apply.All Math and ELA performance tasks will be hand scored, Math and ELA constructed response items will be hand scored but, SBAC is working on AI scoring and will be moving toward AI scoring. 6Smarter Balanced Assessment System

PERFORMANCETASKS Reading Writing MathEND OF YEARADAPTIVE ASSESSMENTEnglish Language Arts and Mathematics, Grades 38 and High School


Formative AssessmentsPrevious OAKS testing practices, multiple opportunities

SBAC one summative, multiple formative/interim opportunities7Smarter Balanced Practice Tests

3-8 and high school -- All available online

Drag and Drop 1 point item No Calculator8Smarter Balanced Practice Tests

Selected Response multiple correct 0, 1 or 2 point item with Calculator9Performance Tasks

3rd Grade Performance Task.

4-6 items all Human Scored!

10Smarter Balanced Estimated Times

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 or less time than shown in this table. Smarter Balanced is unique in that attempts to assess the full range of student abilities standards and mathematical practices.

11Level 1Level 2Level 3Level 4Low Score Cut Score Cut Score Cut Score High ScoreKnowledge and Skills needed for success in college and careers, as specified in the CCSS

Student will receive a composite score including the standard error. Scores will be also be reported categorically by claim with claim 2 and 4 combined

Level 1: Substantial support to meet college content readinessLevel 2: Needs support to meet college content readinessLevel 3: Conditionally exempt from developmental course workLevel 4: Is exempt from developmental course work

Achievement Level Descriptors updated April 201312College Content ReadinessNorm Referenced vs. Criterion Referenced

Grade 12 Expectations

Multiple Measures of Content Readiness

71% of Colleges offered an average of 2.5 remedial math courses (Business Higher Education Forum, 2005)

College Readiness vs. college content readiness (necessary knowledge and skills for introductory courses)

Norm-referenced tests compare performance to that of other examinees. The goal is to rank the set of examinees so that decisions about their opportunity for success (e.g. college entrance) can be made. Selection assessments are instructionally insensitive (items that everyone answers correctly do not help rank)

Criterion-referenced tests examinees performance is compared to a pre-defined set of standards. The goal with these tests is to determine whether or not the candidate has the demonstrated mastery of a certain skill or set of skills.

Evidence of continued learning, skills can erode if students do not take challenging math courses in grade 12. Level 3 students must provide evidence of continued learning. Score expiration for students who dont enter college.

Need comparison studies between SBAC and placement exams. Confounding variables: score, time of test, additional courses

Data from the year 2005 showed that 71% of Americas degree granting institutions offered an average of 2.5 remedial courses in mathematics.13 mark.freed@state.or.us503-947-5832 503-947-5610

Questions and Take Away-s, work to be done!