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Smarter Balanced and High Ability Learners
Chrystyna V. MurskyDirector of Professional Learning
Smarter Balanced Assessment ConsortiumEducation Consultant, Gifted/Talented
Wisconsin Department of Public Instruction
Wisconsin Association for Talented and GiftedOctober 10, 2013
Four Corners
• How familiar are you with the Smarter Balanced Assessment Consortium?
• How familiar are you with computer adaptive assessment?
• How familiar are you with the shifts in the CCSS for Mathematics? For English Language Arts?
• How familiar are you with the Smarter Balanced sample summative assessment items?
• How familiar are you with the Smarter Balanced resources for formative assessment practice?
Slide 2
Topics• Background on the Smarter Balanced
Assessment Consortium• Overview of the Smarter Balanced
Assessment System• The Smarter Balanced Summative
Assessment– Overview– Shifts in the CCSS for Mathematics– Sample Summative Items for Mathematics– Shifts in the CCSS for English Language Arts– Sample Summative Items for English Language Arts
• The Smarter Balanced Interim Assessment
• Resources for the Formative Assessment Process
Slide 3
What is Smarter Balanced?
Slide 4
A consortium of 26 states and territories working together to
build next-generation formative, interim, and summative
assessments tied to the Common Core State Standards in English
Language Arts/Literacy and Mathematics for K-12 schools.
Funding from the federal Race to the Top Assessment grant
(~$175M) and foundations (~$3M).
Governed by member states on a consensus model.
• 26 member states and territories representing 39% of K-12 students
• 23 Governing States, 2 Advisory States, 1 Affiliate Member
• Washington state is fiscal agent
• WestEd provides project management services
A National Consortium of States
K-12 Teacher Involvement
• Write and review items/tasks for the pilot test (2012-13) and field test (2013-14)
• Develop teacher leader teams in each state (2012-14)
• Evaluate formative assessment practices and curriculum tools for inclusion in Digital Library (2013-14)
• Score portions of the interim and summative assessments (2014-15 and beyond)
Slide 6
Higher Education Collaboration• Involved 175 public and 13
private systems/institutions of higher education in application
• Two higher education representatives on the Executive Committee
• Higher education lead in each state and higher education faculty participating in work groups
• Goal: The high school assessment qualifies students for entry-level, credit-bearing coursework in college or university
Slide 7
A Balanced Assessment System
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
learningInterim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for formative
assessment practices
to improve instruction
Slide 8
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
Slide 9
Huddle
Discuss the following with a few people around you:
• How do you use a balanced assessment system now?
• How will your practices be affected?
Slide 10
Smarter Balanced Summative Assessment
Slide 12
Summative Assessment: Purpose, Benefits and Limitations
Purpose
•Accountability for K-12 at the state, district, school and classroom/teacher levels•Accurate Information about individual students’ achievement, growth over time, and (in 11th grade) readiness for college in English and math.
Benefits
•Far more sophisticated and comprehensive measure of student knowledge and skills than most existing K-12 accountability or placement exams.•Linked to known, high-quality content standards (Common Core).•Early warning for students not yet college ready.
Limitations
•Summative exams are not diagnostic in nature.•Will not measure readiness for advanced mathematics (Calculus) requiring 12th grade instruction.
Slide 13
Summative Assessment:Two-pronged Approach
Computer Adaptive Test
•Assesses the full range of Common Core in English language arts/literacy and mathematics for students in grades 3-8 and 11 (interim assessments can be used in grades 9 and 10)•Measures current student achievement and growth across time, showing progress toward college and career readiness•Includes a variety of question types: selected response, short constructed response, extended construction response, technology enhanced
Performance Tasks
•Extended projects demonstrate real-world writing and analytical skills•May include online research, group projects, presentations•Require 1 to 2 class periods to complete•Included in both English language arts/literacy and mathematics assessments •Applicable in all grades being assessed•Evaluated by teachers using consistent scoring rubrics
Slide 14
Using Computer Adaptive Technology for Summative and Interim Assessments
• Provides accurate measurements of student growth over timeIncreased precision
• Item difficulty based on student responsesTailored for Each
Student
• Larger item banks mean that not all students receive the same questionsIncreased Security
• Fewer questions compared to fixed form testsShorter Test Length
• Turnaround time is significantly reducedFaster Results
Estimated Testing Times for Summative Assessment
Test Grades CAT Perf. Task Only Total In-Class
Activity Total
English Language Arts/Literacy
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
Math
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
The testing window is the final 12 weeks of the academic year.
Huddle
Talk with a few people about the following questions:
• How would you rate your school district’s readiness for the Smarter Balanced summative assessment?
• What questions do you have about the summative assessment?
Slide 16
Common Core State Standards
• Define the knowledge and skills students need for college and career
• Developed voluntarily and cooperatively by states; more than 40 states have adopted
• Provide clear, consistent standards in English language arts/literacy and mathematics
Source: www.corestandards.org
Slide 17
MathematicsWhat is Changing?
Slide 18
Slide 19
The CCSS Require Three Shifts in Mathematics
• Focus: strongly where the standards focus
• Coherence: Think across grades and link to major topics within grades
• Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity
Slide 20
GradeFocus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2Addition and subtraction - concepts, skills, and problem solving and place value
3–5Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra and linear functions
Shift #1: FocusKey Areas of Focus in Mathematics
Slide 21
Shift #1: FocusContent Emphases by Cluster
The Smarter Balanced Content Specifications help support focus by identifying the content emphasis by cluster. The notation [m] indicates content that is major and [a/s] indicates content that is additional or supporting.
Slide 22
Shift #2: Coherence Think Across Grades, and Link to Major Topics Within Grades
• Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years.
• Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
Coherence: Some Standards from Early Grades are Critical Through
Grade 12
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Slide 23
What it Looks Like in Grade 3
True or False:
3 x 8 = 20 + 4 T F
50 ÷ 10 = 5 x 1 T F
9 x 9 = 8 x 10 T F
Slide 24
What it Looks Like in Grade 5
True or False:
Slide 25
1
21
33
61
3
2
21
33
61
3
What it Looks Like in Grade 8
Tell how many solutions:
3x + 17 = 3x + 12
Slide 26
What it Looks Like in High School
X4 – 5x3 + x2 + 2x + 1 =
Drag the correct expression to make a true equation.x3 + (x + 1)2 + X4 – 6x3
X4 – 3x3 + 2x3 + x2 + 2x + 1X4 – 5x3 + x + x + 2x + 1…
Slide 27
Slide 28
Shift #3: Rigor In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application
• The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving
situations
• Pursuit of all three requires equal intensity in time, activities, and resources.
Smarter Balanced Sample Itemshttp://sampleitems.smarterbalanced.org/itempreview/sbac
/• Item 43328: Fractions 2a• Item 43081: The Contest• Item 42933: Calculator
As you analyze the sample items, consider the following 2 questions:
Slide 29
How do the items reflect the shifts in the Common Core State Standards?
What are the implications for core instruction? For instruction of high ability
learners?
English Language ArtsWhat is Changing?
Slide 30
Key Shifts in the CCSS for English Language Arts
• 1.Complexity: Regular practice with complex text and its academic language
• 2.Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational
• 3.Knowledge: Building knowledge through content-rich nonfiction
Slide 31
Implications for Assessment
From To
Focusing only on reading skills Also focusing on complexity of what students can read
Students moving quickly through a text Students taking time to read and reread, study, and ponder
Assessing literary terminology Assessing academic vocabulary
Mostly assessing through SR items that do not require specific reference to textual evidence
Assessing through a range of items that require students to draw evidence from text; use CR items to require a variety of complex performances
Mainly writing to de-contextualized prompts
Focusing on text-based writing prompts (arguments and informative essays)
Measuring ELA only Measuring literacy across disciplines
Slide 32
Smarter Balanced Sample Itemshttp://sampleitems.smarterbalanced.org/itempreview/sbac
/• Grandma Ruth 3• Writing: Cell Phones• Listening: Exercise in Space 2
As you analyze the sample items, consider the following 2 questions:
Slide 33
How do the items reflect the shifts in the Common Core State Standards?
What are the implications for core instruction? For instruction of high ability
learners?
Smarter Balanced Interim Assessment
Interim Assessment
Interim Assessment
•Optional summative clone and content-block assessment to provide benchmark for student performance•Accessible all year•Provides clear examples of expected performance on Common Core standards•Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks•Aligned to and reported on the same scale as the summative assessments•Fully accessible for instruction and professional development
Formative Assessment Practices
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Digital Library Resources
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• Commissioned Professional Development Modules• Resources for 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 Development Modules• Instructional materials for educators • Instructional materials for students
• Demonstrate/support effective implementation of the formative 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 process• Reflect and support the Common Core State Standards for
Mathematics and English Language Arts• Create Professional Learning Communities
Education Resources
Inside/Outside Circles
• Take two minutes to write down your Aha’s from this afternoon’s conversation.
• Share your thoughts using Inside/Outside Circles.
Slide 38
Slide 39
Find Out More
Smarter Balanced can be found online at:
SmarterBalanced.org
Common Core State Standards Public Hearings
• Wednesday, October 16 – 2:00 p.m.-8:00 p.m. Fond du Lac – City/County Building,
• Wednesday, October 23 – 2:00 p.m.-8:00 p.m. Eau Claire – Chippewa Valley Technical College, and
• Wednesday, October 30 – 2:00 p.m.-8:00 p.m.Wausau– Northcentral Technical College.
Slide 40
Chrystyna MurskyEducation Consultant, Gifted and
Talented and Advanced Placement
Wisconsin Department of Public Instruction
