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Smarter Balanced Assessment Consortium:. Next Generation Assessment. Whats Next?. Overview of the Smarter Balanced Assessment Consortium Significant Assessment Shifts Types of Items Cognitive Rigor Matrix Deconstruction of a Performance Task. A National Consortium of States. - PowerPoint PPT Presentation


<ul><li><p>Smarter Balanced Assessment Consortium: </p><p>Next Generation Assessment</p></li><li><p>Whats Next?Overview of the Smarter Balanced Assessment ConsortiumSignificant Assessment ShiftsTypes of ItemsCognitive Rigor MatrixDeconstruction of a Performance Task</p></li><li><p>A National Consortium of States28 states representing 44% of K-12 students21 governing, 7 advisory statesWisconsin is a governing state</p></li><li><p>SBAC Balanced Assessment SystemCommon Core State Standards specify K-12 expectations for college and career readinessAll students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning</p><p>Interim assessments Flexible, open, used for actionable feedbackSummative assessments Benchmarked to college and career readinessTeacher resources for formative assessment practicesto improve instruction</p></li><li><p>Using Computer Adaptive Technology for Summative and Interim Assessments</p></li><li><p>Significant Assessment ShiftsPerformance TasksClose ReadingInformational TextAnalytical WritingTechnology Enhanced Questions</p></li><li><p>SBAC Evidence-Based DesignIdentify what students should know and be able to do to demonstrate readiness for college and career: </p><p>Four Claims</p></li><li><p>Turn &amp; Talk: Four ClaimsStudents can read closely and analytically to comprehend a range of increasingly complex literacy and informational textsStudents can produce effective and well-grounded writing for a range of purposes and audiencesStudents can employ effective speaking and listening skills for a range of purposes and audiencesStudents can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information</p></li><li><p>SBAC Evidence-Based DesignIdentify the kinds of evidence that would be sufficient to support the claims. These evidence statements are: Assessment TargetsTurn &amp; Talk-What kinds of assessment do you typically use in your classroom?</p></li><li><p>SBAC Item TypesSelected ResponseConstructed ResponsePerformance TasksTechnology Enhanced</p></li><li><p>SBAC Item TypesSelected Response1 Claim1 Assessment TargetMultiple Choice-may have multiple answers. 1-2 minutes per item</p><p>Constructed Response1 Claim1 Assessment TargetShort or long responses scored according to a rubric5-10 minutes per item</p></li><li><p>SBAC Item TypesPerformance TasksMultiple ClaimsMultiple Targets</p></li><li><p>SBAC Cognitive Rigor FoundationWhat is cognitive rigor? Write down your definitionDiscuss with your table</p></li><li><p>Your class has just read some version of Little Red Riding Hood.What is a basic comprehension question you might ask?What is a more rigorous question you might ask?</p><p>Now lets apply your rigor definition</p></li><li><p>Different states/schools/teachers use different models to describe cognitive rigor. Each addresses something different.</p><p> Bloom What type of thinking (verbs) is needed to complete a task?</p><p> Webb How deeply do you have to understand the content to successfully interact with it? How complex is the content?</p><p>Developing the Cognitive Rigor Matrix</p></li><li><p>Blooms Taxonomy [1956 ] &amp;Blooms Cognitive Process Dimensions [2005]</p><p>KnowledgeDefine, duplicate, label, list, name, order, recognize, relate, recallRememberRetrieve knowledge from long-term memory, recognize, recall, locate, identifyComprehensionClassify, describe, discuss, explain, express, identify, indicate, locate recognize, report, review, select, translateUnderstandConstruct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predictApplicationApply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, writeApplyCarry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar taskAnalysisAnalyze, appraise, explain, calculate, categorize, compare, criticize discriminate, examineAnalyzeBreak into constituent parts, determine how parts relateSynthesisRearrange, assemble, collect, compose, create, design, develop, formulate, manage, writeEvaluateMake judgments based on criteria, check, detect inconsistencies/fallacies, critiqueEvaluationAppraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, valueCreatePut elements together to form a coherent whole, reorganize elements into new patterns/structures</p></li><li><p>Webbs Depth-of-Knowledge LevelsWebb's DOK</p></li><li><p>DOK-1 Recall &amp; Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedureDOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphsDOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answerDOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources</p><p>Webbs Depth-of-Knowledge Levels</p></li><li><p>Why Depth of Knowledge (DOK)?</p><p>Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)To ensure that teachers are teaching to a level that will promote student achievement </p></li><li><p>Same VerbThree Different DOK Levels</p><p>DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) </p><p>DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)</p><p>DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)</p></li><li><p>Turn and TalkUsing the Cognitive Rigor Matrix, discuss your Little Red Riding Hood questions with your tablemates. What DOK level would you assign to each of your questions and why?How would you describe the differences between DOK 2 and DOK 3?How would you describe the differences between DOK 3 and DOK 4?</p></li><li><p>The CR Matrix: A Reading ExampleBack to Little Red Riding Hood</p><p>Depth + thinkingLevel 1 Recall &amp; ReproductionLevel 2 Skills &amp; ConceptsLevel 3Strategic Thinking/ ReasoningLevel 4Extended ThinkingRemember-Recall factsUnderstand-Identify characters, setting, etc.-Retell or summarizeApplyAnalyze-Compare-contrast-Analyze multiple texts/sources &amp; using text evidence for supportEvaluate-Justify judgments using details/evidence from textCreate-Develop a creative summary</p></li><li><p>If there is only one correct answer, it is probably level DOK 1 or DOK 2 DOK 1: you either know it (can recall it, locate it, do it) or you dontDOK 2 (conceptual): apply one concept, then make a decision before going on applying a second conceptIf more than one solution/approach, requiring evidence, it is DOK 3 or 4DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY explain reasoning)DOK 4: all of 3 + use of multiple sources or texts</p><p>Some general rules of thumb</p></li><li><p>Assessing only at the highest DOK level will miss opportunities to know what students do &amp; dont know go for a range; end high in selected/prioritized content</p><p>Performance assessments can offer varying levels of DOK embedded in a larger, more complex task</p><p>Planned formative assessment strategies and tools can focus on differing DOK levels</p><p>Take-Away Message: Cognitive Rigor&amp; Some Implications for Assessment</p></li><li><p>Revisit your definition of rigor has it changed/been refined? In what way?</p><p>What is one way you might apply these ideas in your work?What existing curriculum/assessment materials could you/your school examine for a range of cognitive rigor?Classroom/instructional practices?</p><p>Turn &amp; Talk: Reflecting on your own learning</p></li><li><p>SBAC Sample Items</p></li><li><p>SBAC Selected Response ExampleRead the sentence from the text. Then answer the question: Nanodiamonds are stardust, created when ancient stars exploded long ago, disgorging their remaining elements into space. Based on the context of the sentence, what is the most precise meaning of disgorging?A. scattering randomlyB. throwing out quicklyC. spreading out widelyD. casting forth violently</p></li><li><p>SBAC Constructed Response ExampleIn the space below, identify the sentences from the paragraph that are unnecessary, and briefly explain why each one should be removed.</p></li><li><p>SBAC Performance TasksStructure of Performance Task</p><p>StimulusInformation ProcessingProduct/Performance readings video clips audio clips research topic/issue/problem graphs, charts, other visualsetc. research questions comprehension questions simulated internet search etc. essay, report, story, script oral presentation or speech with/without graphics, other media responses to embedded constructed-response questions etc.</p></li><li><p>Performance TasksPrimary Claims to be MeasuredWriting-narrative, research, possibly readingWriting-informational/explanatory, research, possibly readingWriting-argumentative, research, possibly readingWriting-opinions, research, possibly readingSpeaking, research, reading, listening</p></li><li><p>Performance TasksTask OverviewClassroom ActivityStudent Tasks: Part 1 : Read, research and respond to research and possible reading questionsPart 2: Respond to a writing or speech promptTask Specifications and Scoring Rubrics</p></li><li><p>Performance Task Sample </p><p>Which claims does this task address?What do you think the assessment targets are?What do students need to be able to do to complete this task?Which standards does this task address?What vocabulary do students need to have in order to complete this task?What is the Depth of Knowledge level required for this task?What are the implications for your classroom?</p></li><li><p>Performance Task Sample </p><p>Discuss the Task Specifications : 11th on page 10 6th on page 8Did you agree with the claims, assessment targets, standards and DOK level?Peruse pages 12 15. How do these scoring rubrics compare to your classroom expectations? How might you change your classroom expectations to align with these rubrics and scoring information? </p></li><li><p>In two years from now, if you are teaching almost the same lessons that you have always taught, then you have not adopted the CCSS. These standards demand a new way of teaching and assessing. Tony Frontier</p><p>Standards Based NOT Standards Referenced</p></li><li><p>Teachers are the Key Teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.</p><p>James Stigler and James Hiebert,The Teaching Gap</p></li><li><p>Quality Instruction Makes A Difference Good teaching can make a significant difference in student achievement, equal to one effect size (a standard deviation), which is also equivalent to the affect that demographic classifications can have on achievement.</p><p>Paraphrase Dr. Heather Hill, University of Michigan</p></li><li><p>Research has indicated that... teacher quality trumps virtually all other influences on student achievement.</p><p>(e.g., Darling-Hammond, 1999; Hamre and Pianta,2005; Hanushek, Kain, O'Brien and Rivken, 2005;Wright, Horn and Sanders, 1997)</p><p>Currently, SBAC has published its 3rd edition of Content Specifications which map the common core and identifies prioritized assessment targets. It has also published Item and Task Specifications that we will be taking a looking at.*THE GOAL: College &amp; Career Ready. A note: Tony Evers has submitted a budget request that includes funding for ACT materials-Explore/Plan/ACT-that if funded may replace Smarter Balance at the HS.all up I the air. Even if the ACT does replace SBAC, it will be digital and aligned with the CCSSSBAC on schedule to implemented in 2014-15.. Wi has already conducted one small pilot.another pilot is scheduled for Spring, 2013In a close reading students reread the text to answer text dependent questions that require that they go back into the text and search for answers. These are not recall questions. They are questions about the text, and the authors purpose, the structure, and the flow of the text that require students to think and understand what they are reading.Technology Enhanced-will require students to reorder text, select and change text, etc.Evidence-Based design: Two components. The first component is .*If you had to prioritize your curriculum with 1 being the strongest area and 4 being the least strong?*Assessment Targets the second component of evidence based design*All items will integrate knowledge and skills. Teachers have been involved in the development of the items.*Selected response will be scored electronically. Constructed response will involve teachers in the scoring.*Each Performance Task has two components. In the first part, students read, research, and respond to research and possible questions. In the second part, students respond to a central question which is either a writing or a speech prompt. We will look at this more in depth later; however, first we need to talk about cognitive rigor.*The new CCSS and the new assessments will require increased rigor. Right now, schools are dealing with the change in scale that has been applied to the WKCE. The cut scores have been changed to align with NAEP cut scores. This has been done in part to provide a transition to the increased rigor of the new assessments.*Even though you teach middle or high school, for this purpose Little Red Riding Hood works just fine.*These are types of thinking what type of thinking do you need to complete a task.*How deeply do you have to understand the content to successfully interact with it? How complex is the content?*Webb studied standards and assessments. Guess what? The tests never matched the rigor of the standards and we typically teach what is tested. One state collected over a thousand assignments and coded the questions. Guess what? The majority were DOK 1 &amp; 2. If you are involved in PLCs, this would be a great ideacollect assignments over the course of a quarter and analyze to determine DOK*You cant simply determine the DOK based on the verb. What comes after the verb is important too. Analyze this sentence to decide if the commas have been used correctly does not meet the criteria for high cognitive processing.*Explain Revised Blooms down the side and Webbs Depth of Thinking across. Difference Blooms focus on the Type of thinking. Webb focuses on how deeply you need to know the content to be successful. This is important because this is the foundation for the new assessments.Why do you need DOK 1 &amp; 2s? Students need tasks at a range of complexities.*This is important because as you move forward, you will want to ensure that your units and lessons include all of these levelsas required by the standards.*Precise: Exact or detailed. This is a vocabulary question. Appendix A of the standards defines three tiers of vocabulary words. Tier 1 everyday word...</p></li></ul>


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