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Smarter Balanced Assessment Consortium
Introduction & Workshop(Secondary Version)
Presented bySandy Sanford
August 21, 2012
History of CCSS & SBAC
CCSS0 NGA2009
CCSS
California On Board—15% Rule
PARCC SBAC
PARCC
SBAC
20102011
CalifCCSS
AssessmentBased
Transition Techniques
InstructionBased
ProgressiveBased
Full Implement
TRAI
NIN
G
TRAINING
CILA Cycle—Teaching
Content Standards
Instruction Assessment
Learning
WHAT?
HOW?
WHY?
HOW WELL?
CILA Cycle—Development
Content Standards
Instruction Assessment
Learning
WHAT?
HOW?
WHY?
HOW WELL?
Take NotesYou’ll need them for the final activity
SBAC Workshop LOLWhat?—You will learn the basics of the SBAC assessment system and the instructional impact on CCSS.
How?—Your table group will collaboratively create a Non-Linguistic Representation to demonstrate the instructional impact of SBAC on the teaching of CCSS AND you will share it with other table groups via a gallery walk.
Relevance?—Full implementation of CCSS and SBAC in 2014-2015 school year!
SBAC Workshop Agenda• 12:30 – 12:45 - Introductions, Opening Activity, Pretest,
and Venting• 12:45 to 2:00—SBAC Organization, Activity, Timeline, and
Venting• 2:00 to 2:15—Break • 2:15 to 2:45—Tools, SBAC Sample Item Walk, & Venting• 2:45 to 3:15—Instructional Impact Activity• 3:15 to 3:45—Concluding Activity (Non-Linguistic
Representation with Gallery Walk focusing on Instructional Impact of SBAC on Teaching of the CCSS)
• 3:45 to 4:00—Wrap-up, Questions, & Venting Closure
Very ShortPre-Test
Terminology
• Standards (CA and CS)• Instruction (3 components)• Assessment• Accountability• Summative Assessment (SA)• Interim Assessment (IA)• Formative (Cluster) Assessment (FA)
Limitations of Workshop
• Introductory• Many unknowns• Emphasis on Math Items• Limited ability to address Accountability• Does not address alternative assessments• More content specific detail in subsequent
workshops• Too long until first activity
Venting• Unavoidable & Natural• Write down “vents” as we go• Hold “vents” until designated
times• Consolidate “vents” on a table
group list• At designated times, groups
tape “vent list” to SBAC Bop Buddy and then SOCK him to your hearts content
SBAC Bop Buddy
1997 20151998 2002 2003200120001999
CA Content
Stds
SAT-9
API
InstMat CSTs
AYPNCLB
CAHSEE
2012
CCSS
SBAC
The Deer in Historical Perspective
2008
InstMat
SBAC Organization & Description
What are Biggest differences between CA & CC Standards?
• ELA–Text complexity and content area
integration• Math
–Cognitive vs Cognitive & Meta-Cognitive• No Core Materials until at least 2017
Lexile® Measures & Grade Levels (2009)Grade Readers Text Books CCSS Demand
1 Up to 300L 230L to 420L 220L to 500L
2 140L to 500L 450L to 570L 450L to 620L
3 330L to 700L 600L to 730L 550L to 790L
4 445L to 810L 640L to 780L 770L to 910L
5 565L to 910L 730L to 850L 860L to 980L
6 665L to 1000L 860L to 920L 950L to 1040L
7 735L to 1065L 880L to 960L 1000L to 1090L
8 805L to 1100L 900L to 1010L 1040L to1160L
9 855L to 1165L 960L to 1110L 1080L to 1230L
10 905L to 1195L 920L to 1120L 1110L to 1310L
11 & 12 940L to 1210L 1070L to 1220L 1210L to 1360L
Cognitive Metacognitive
EstimateRationalize the choice for your estimation. Include alternate choices and ideas.
Multiply Explain which property of multiplication is represented in the given problem.
Calculate the areaBuild a model that contrasts the difference between perimeter and area.
When are CCSS Operational?
• Already Adopted• 2012-13 & 2013-14 Transition Years• 2014-15 Fully Operational and Tested
SBAC PurposeCommon
Core State
Standards specify
K-12 expectations for college
and career
readiness
All students
leave high
school college
and career ready
CCSS
SBAC
Timeline• 2012—Assessment Plan, ELD, Sup Materials to SBE• 2013—Pilot SA, Revised Math FW, PD Modules• 2014—Field Test SA, Revised ELA FW• 2015—Operational SA• 2017 to 2018—Core Inst Materials
SA = Summative AssessmentFW = Framework
Timeline• 2012—Assessment Plan, ELD, Sup Materials to SBE• 2013—Pilot SA, Revised Math FW, PD Modules• 2014—Field Test SA, Revised ELA FW• 2015—Operational SA• 2017 to 2018—Core Inst Materials
SA = Summative AssessmentFW = Framework
Retake
Start Year End Year
Last 12 WeeksSummative
Assessments
Performance Tasks
• 1 Reading• 1 Writing• 2 Math
Computer Adaptive
Assessment• 40-65 Items• ELA & Math• CR, SR, CE
Interim Assessment
(CAT)
Interim Assessment
(CAT)
FormAsmt
FormAsmt
FormAsmt
FormAsmt
FormAsmt
Optional & Probably Extra Cost
SBAC Structure
Digital Toolbox
Scoring & Accountability Output
• Vertical & Horizontal Scaling– Summative– Interim
• 2 week turnaround• Full-Service Reports
– Progress– Instruction Support
Performance Tasks
Computer Adaptive
Assessment (CAT)
Separate & Combined
Scores
Horizontal Scaling
150 200 250 300 350 400 450 500 550 600
150 200 250 300 350 400 450 500 550 600
150 200 250 300 350 400 450 500 550 600
150 200 250 300 350 400 450 500 550 600
3rd Grade ELA CST
4th Grade ELA CST
5th Grade ELA CST
6th Grade ELA CST
100
200
300
400
500
600
700
3rd Grade ELA SBAC Summative
4th Grade ELA SBAC Summative
5th Grade ELA SBAC Summative
6th Grade ELA SBAC Summative
7th Grade ELA SBAC Summative
8th Grade ELA SBAC Summative
VERT
ICAL
SCA
LIN
G800
Computer Adaptive Testing (CAT)
StudentCompute
r
HARD
ITEMS
EASY
Stan
dard
s
Basic Item Types
• Selected Response (Enhanced) • Constructed Response• Technology-Enhanced• Performance Tasks
CAT Items
Perf Tasks
CBT (Computer Based Testing)
Selected Response (Traditional)
Selected Response (Enhanced)
Scoring Rubric
Extended Activity
• In table groups study the elementary math item (RTQs from 1997 CA Standards) provided
• Convert that item to an Enhanced Selected Response Item (following the example problem just modeled) 5 minutes
• Be prepared to share out your enhanced item and explain your rationale
7NS1.3
7NS1.3
ESR Item Advantages
Guessing Factor
Depth of Knowledge
(DOK)
Discriminate Partial
Knowledge
Accuracy of Measurement
Constructed ResponseThe table below shows the number of students in each third-grade class at Lincoln School.
There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.
Students in Third-Grade
Class Number of Students
Mrs. Roy 24Mr. Grant 21Mr. Harrison 22Ms. Mack 25
Performance Tasks
• Take approximately one to two class periods• Will “involve student-initiated planning,
management of information & ideas, interaction with other materials and/or people, and production of an extended response such as an oral presentation, exhibit, product development, or an extended written piece.”
• Combination of machine and teacher scoring
Quick Activity
• In tables groups discuss the advantages of the Enhanced Selected Response (ESR) Items over traditional (4 response, best single answer). 2 minutes
• Be prepared to share out
VENTING ACTIVITY
SBAC Bop Buddy
Venting
• Each table group writing (concisely) their “vents” on the half sheet of paper provided
• Send ONE group member to SBAC Bop Buddy and TAPE the “vent list” to him.
• One punch (not too hard yet) is allowed per table group (more punches later)
• Total time 3 minutes
SBAC Sample Item Walk
Tools to Help• Technology Evaluation Tool• Flexible Administration Platforms• Blueprints• Interim & Formative Assessments• Cognitive Taxonomies• Knowledge of CCSS (what’s new?)• Instructional Videos (Teacher Channel)• Crosswalks (e.g., SCOE)• CDE, CCSS, & SBAC websites• Sample Items (Both from SBAC & ETS)
Traditional Blueprint
4th Grade Math, Number Sense Strand
SBAC Blueprint
• Simplicity of Traditional Blueprint is confounded by…– Computer Adaptive Testing (CAT)– Multiple Standards assigned to same item
• Likely SBAC Blueprint format…– Not as prescriptive as present format– Proportions of assessment assigned to groups of
standards (Domains or Clusters)
Retake
Start Year End Year
Last 12 WeeksSummative
Assessments
Performance Tasks
• 1 Reading• 1 Writing• 2 Math
Computer Adaptive
Assessment• 40-65 Items• ELA & Math• CR, SR, CE
Interim Assessment
(CAT)
Interim Assessment
(CAT)
FormAsmt
FormAsmt
FormAsmt
FormAsmt
FormAsmt
Formative AssessmentsOptional & Probably Extra Cost
SBAC Structure
WestEd Study (March 2011)on SBAC Website
• Which CCSS standards are Eligible for SBAC Summative Assessment (SA)?– Learnable within the school year– Expected content for all students at the grade level/span– Measurable via on-demand tasks in an end-of-the-year
summative assessment
ELA Eligible
(285/333)3rd—35 of 424th—35 of 435th—35 of 436th—36 of 417th—36 of 418th—36 of 419th—36 of 41
10th—36 of 4111th—36 of 4112th—36 of 41
Not Eligible (48/333)
All GradesReading Standard 10
(both RL & RI)Writing Standards 6 & 10
Speaking & Listening Standard 1
Grades 4-5Reading Foundational
Standard 3Grades 3-5
Reading FoundationalStandard 4
Writing Standard 7
Math Eligible
(270/316)3rd—25/254th—28/285th—28/286th—31/317th—29/298th—27/28
9th—36 of 4110th—36 of 4111th—36 of 4112th—36 of 41
Not Eligible (46/316)Grade 8
Geometry Standard 1High School Grades
Number & Quantity (43)Geometry (2)
CC Reading
Literature Informational Text
CC Writing
Narrative Expository
More CC ELA Vernacular
Writing Approach
CA = GenreResponse to Lit
PersuasiveNarrativeSummary
Letter Writing
CC = Text Structure3 Genres =Narrative
Information/ExplanatoryOpinion/Argument
Old & New Bloom’s
1956• Evaluation• Synthesis• Analysis• Application• Comprehension• Knowledge
2000• Creating• Evaluating• Analyzing• Applying• Understanding• Remembering
Costa Levels
• Level 1—Input– What are the components of this picture?
• Level 2—Process– Why is the gun lower down than the gavel?– How are the gun and gavel similar or different?
• Level 3—Output – What do you think this picture is trying to
communicate?
Classroom Questioning Power
• The level of question dictates the level of student thinking
• The person asking the question is the one doing the thinking
• What might be the implications if teachers created an experience in the classroom where the students asked most of the questions?
From Micael Kelly’s AVID presentation 6-13-12
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Teacher Works
StudentThinks
Student Thinks and Works
StudentWorks
High
HighLow
Low
Teacher/Student Roles
Study the StandardCognitive Metacognitive
EstimateRationalize the choice for your estimation. Include alternate choices and ideas.
Multiply Explain which property of multiplication is represented in the given problem.
Calculate the areaBuild a model that contrasts the difference between perimeter and area.
CCSS/SBAC Challenges Activity
• In table groups• Discuss the CCSS & SBAC as presented so far• What are the two most significant challenges
regarding CCSS/SBAC that your group sees?• What specifically are the challenges of the
type of SBAC items just shown?• You have 5 minutes• Be prepared to report
What are CCSS Significant Challenges?
• No Core instructional materials until ~2017 or later
• No state money for training, etc.• New strategies will constitute a paradigm shift
for may teachers & administrators• Running parallel standards for 2 more years• New high-stakes assessment system (SBAC)
has many unknowns.
CCSS Resources
• http://www.scoe.net/castandards/• http://www.smarterbalanced.org/• http://www.cde.ca.gov/ci/cc/• http://www.cde.ca.gov/ta/tg/sa/smarterbalan
ced.asp• http://www.smarterbalanced.org/resources-e
vents/publications-resources/
• http://www.achievethecore.org
Instructional Impact
Instructional Impact Café Conversation
• In your table groups, discuss and generate a list of the factors contributing to the IMPACT that SBAC will likely have on Instruction of CCSS? Please include both positives & challenges.
• Use Costa’s “Levels of Thinking” to generate 3-5 fabulous discussion questions focused on how CCSS will impact instruction.
• Add your 2 best questions to a piece of chart paper.• You have 25 minutes
Concluding ActivityPost-Test
• Your group will prepare a Non-Linguistic Representation of the SBAC Instructional Impact factors you compiled in the previous activity. (15 minutes)
• Your group will share your NLR with neighboring tables and learn from those tables using a Gallery Walk.
• Directions will be provided
