Smarter Balanced Assessment Consortium:

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Smarter Balanced Assessment Consortium:. Next Generation Assessment. What’s 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

Text of Smarter Balanced Assessment Consortium:

  • Smarter Balanced Assessment Consortium:

    Next Generation Assessment

  • Whats Next?Overview of the Smarter Balanced Assessment ConsortiumSignificant Assessment ShiftsTypes of ItemsCognitive Rigor MatrixDeconstruction of a Performance Task

  • A National Consortium of States28 states representing 44% of K-12 students21 governing, 7 advisory statesWisconsin is a governing state

  • 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

    Interim assessments Flexible, open, used for actionable feedbackSummative assessments Benchmarked to college and career readinessTeacher resources for formative assessment practicesto improve instruction

  • Using Computer Adaptive Technology for Summative and Interim Assessments

  • Significant Assessment ShiftsPerformance TasksClose ReadingInformational TextAnalytical WritingTechnology Enhanced Questions

  • SBAC Evidence-Based DesignIdentify what students should know and be able to do to demonstrate readiness for college and career:

    Four Claims

  • Turn & 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

  • SBAC Evidence-Based DesignIdentify the kinds of evidence that would be sufficient to support the claims. These evidence statements are: Assessment TargetsTurn & Talk-What kinds of assessment do you typically use in your classroom?

  • SBAC Item TypesSelected ResponseConstructed ResponsePerformance TasksTechnology Enhanced

  • SBAC Item TypesSelected Response1 Claim1 Assessment TargetMultiple Choice-may have multiple answers. 1-2 minutes per item

    Constructed Response1 Claim1 Assessment TargetShort or long responses scored according to a rubric5-10 minutes per item

  • SBAC Item TypesPerformance TasksMultiple ClaimsMultiple Targets

  • SBAC Cognitive Rigor FoundationWhat is cognitive rigor? Write down your definitionDiscuss with your table

  • 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?

    Now lets apply your rigor definition

  • Different states/schools/teachers use different models to describe cognitive rigor. Each addresses something different.

    Bloom What type of thinking (verbs) is needed to complete a task?

    Webb How deeply do you have to understand the content to successfully interact with it? How complex is the content?

    Developing the Cognitive Rigor Matrix

  • Blooms Taxonomy [1956 ] &Blooms Cognitive Process Dimensions [2005]

    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

  • Webbs Depth-of-Knowledge LevelsWebb's DOK

  • DOK-1 Recall & 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

    Webbs Depth-of-Knowledge Levels

  • Why Depth of Knowledge (DOK)?

    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

  • Same VerbThree Different DOK Levels

    DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)

    DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

    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)

  • 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?

  • The CR Matrix: A Reading ExampleBack to Little Red Riding Hood

    Depth + thinkingLevel 1 Recall & ReproductionLevel 2 Skills & ConceptsLevel 3Strategic Thinking/ ReasoningLevel 4Extended ThinkingRemember-Recall factsUnderstand-Identify characters, setting, etc.-Retell or summarizeApplyAnalyze-Compare-contrast-Analyze multiple texts/sources & using text evidence for supportEvaluate-Justify judgments using details/evidence from textCreate-Develop a creative summary

  • 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

    Some general rules of thumb

  • Assessing only at the highest DOK level will miss opportunities to know what students do & dont know go for a range; end high in selected/prioritized content

    Performance assessments can offer varying levels of DOK embedded in a larger, more complex task

    Planned formative assessment strategies and tools can focus on differing DOK levels

    Take-Away Message: Cognitive Rigor& Some Implications for Assessment

  • Revisit your definition of rigor has it changed/been refined? In what way?

    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?

    Turn & Talk: Reflecting on your own learning

  • SBAC Sample Itemshttp://sampleitems.smarterbalanced.org

  • 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

  • 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.

  • SBAC Performance TasksStructure of Performance Task

    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.

  • 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

  • Performance TasksTask OverviewClassroom ActivityStudent Tasks: Part 1 : Read, research and respond to research and poss