Smarter Balanced Assessment Consortium Model

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Smarter Balanced Assessment Consortium Model. Assessing the Common Core State Standards. Greg Gallagher ND Department of Public Instruction. College & Career Ready Goal. College ready: Prepared to succeed in entry-level credit-bearing general education college courses without remediation - PowerPoint PPT Presentation

Text of Smarter Balanced Assessment Consortium Model

Common Core Assessment System

Smarter Balanced Assessment Consortium ModelAssessing the Common Core State Standards

Greg GallagherND Department of Public InstructionCollege & Career Ready GoalCollege ready:Prepared to succeed in entry-level credit-bearing general education college courses without remediation

Career ready: Possess sufficient foundational knowledge and skills and general learning strategies necessary to begin studies in a career path

210/17/2013SBAC Model, NDCEL ConferenceCollege Ready is defined as ready to take college credit-bearing courses; Not remedial or non-credit courses.

Career Ready is the foundational knowledge necessary to begin studies in a career path.

Note that many of the same preparation and skills are necessary for both College & Career Readiness (i.e., they have many of the same prerequisites).

Source of definitions: National Council on Measurement in Education (NCME) Symposium on April 9, 2011.

2CCSS Foundational PrinciplesRigor: College and Career ReadinessCoherence, Clarity, FocusEvidence-Based SelectionInternational BenchmarksLocal Flexibility, Teacher Judgment

310/17/2013SBAC Model, NDCEL ConferenceBenefits of the CCSSIntentional InstructionManageable Number of StandardsGreater Pool of ResourcesIncreased CollegialityIncreased ProfessionalismMore Consistent, Equitable LearningCustomized Learning, Multiple PathwaysStudent Achievement Focus

John Kendall, Understanding Common Core State Standards, July 2011410/17/2013SBAC Model, NDCEL ConferenceSmarter BalancedAssessment Consortium

10/17/20135SBAC Model, NDCEL Conference

Smarter Balanced Assessment Consortium (SBAC) financed through Race To The Top funding.Race To the Top grant ends October 2014SBAC will transition management to UCLA Graduate School of Education & Information Studies (non-profit status)Each state completes an MOU with UCLAStates membership fees fund management of assessment design, item development, and open source technology.States contract with certified 3rd party test vendors to administer the SBAC-related services.10/17/20136SBAC Model, NDCEL ConferenceAssessment Theory of ActionAssessments use challenging tasks that evaluate the CCSS.Teachers involved in the development and scoring of assessments. State-led assessment system with inclusive governance structure.Assessments structured to improve teaching and learning.Assessment, reporting, and accountability systems provide useful information on multiple measures.Design and implementation strategies adhere to established professional standards.

710/17/2013SBAC Model, NDCEL ConferenceAssessment Planning ScheduleOctober 2013Last administration of the current NDSA systemFall 2013 Fall 2014Inventory of Technology Readiness in North DakotaSpring 2014Voluntary Field Testing of Online Smarter Balanced AssessmentFall 2014Determine % schools prepared to take assessment online vs. paperSpring 2015First administration of common core state assessment (test window in last 12 weeks of school year)Summer 2015Accountability metrics for student, school, district, and state performance10/17/20138SBAC Model, NDCEL ConferenceThe Smarter Balanced Assessment SystemSchool YearLast 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 SchoolComputer AdaptiveAssessment andPerformance TasksComputer AdaptiveAssessment andPerformance TasksScope, 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/literacyMathematicsComputer Adaptive AssessmentELA/literacyMathematicsOptional InterimAssessmentOptional InterimAssessmentRe-take option availableSummative Assessment for Accountability10/17/20139SBAC Model, NDCEL ConferenceAssessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive)Mandatory comprehensive assessment in grades 38 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growthSelected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive)Optional comprehensive and content-cluster assessmentLearning progressionsAvailable for administration throughout the yearSelected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Formative Processes and Tools Optional resources for improving instructional learningAssessment literacy

Claims for the English Language Arts/Literacy Assessment Claim #1 Reading Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2 Writing Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim #3 Speaking and Listening Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 Research/Inquiry Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

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Claims for Mathematics Assessment Claim #1 Concepts & Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim #2 Problem Solving Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Claim #3 Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4 Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. 10/17/201311SBAC Model, NDCEL ConferenceScores Reported for Individual StudentsEnglish Language Arts # ClaimsExample of Weights 1Reading% (TBD) 2Writing% (TBD) 3Speaking/Listening% (TBD) 4Research% (TBD) Total Composite 100%Mathematics # ClaimsExample of Weights 1Concepts & Procedures % (TBD) 2 & 4Problem Solving & Modeling/Data Analysis % (TBD) 3Communicating Reasoning % (TBD) Total Composite 100%10/17/201312SBAC Model, NDCEL ConferenceSample Consortium Procurement Status

1310/17/2013SBAC Model, NDCEL Conference13SBAC Adaptive Form Variety of item typesselected-responseconstructed-responsetechnology-enhanced items Computer scoring; human, rubric-guided scoringControlled retake option1410/17/2013SBAC Model, NDCEL ConferencePerformance TasksComputer delivered; 90-120 minutes per content areaEvaluates content difficult to assess through more traditional itemsReal-world scenarios and complex tasks student-initiated planningmanagement of information and ideasinteraction with other materialsextended response (i.e., oral presentation, exhibit, product development, extended written piece)Human, rubric-guided scoring; computer scoring1510/17/2013SBAC Model, NDCEL ConferenceUse of TechnologyAdaptive form testing Technology-enhanced test items Teachers access online resources and instructional tools Interactive electronic reports targeted to a range of audiences for tracking and analyzing progress 1610/17/2013SBAC Model, NDCEL ConferenceEstimated Testing Times Testing Time EstimatesGradeNDSASMARTERPARCC36:206:458:0046:356:459:2055:406:459:2066:007:159:2576:007:159:2586:007:159:2590:000:009:45100:000:009:45116:008:159:55* Smarter and PARCC test times include a separate testing window for Performance Tasks1710/17/2013SBAC Model, NDCEL Conference

Estimated Testing TimesTest TypeGradesCATPerf Task Only TotalIn-Class ActivityTotalEnglish Language Arts/Literacy 3 51:302:003:30:304:006 81:30 2:003:30:304:00112:002:004:00:304:30Mathematics3 51:301:002:30:303:006 82:001:003:00:303:30112:001:303:30:304:00Combined3 53:003:006:001:007:006 83:303:006:301:007:30114:00 3:307:301:008:30Times 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 time than shown in this table. 10/17/201318SBAC Model, NDCEL Conference

Achievement Levels1: Minimal Command2: Partial Command3: Sufficient Command (Proficiency)4: Deep CommandGrade 11 achievement levels used to determine content readiness for college & careerCut scores established at each level10/17/201319SBAC Model, NDCEL ConferenceInterim Assessment:Yardstick for Student ProgressLocal assessment option.Provides actionable information about student progress throughout the year. Administered at locally determined intervals. Computer adaptive and includes performance tasks. Based on scale of summative assessment.Fully accessible for instruction and professional development 10/17/201320SBAC Model, NDCEL ConferenceDigital Library

Planned as an online, one-stop site with a selection of formative tools and resourcesProfessional development materials, resources, and tools aligned to the CCSS, Smarter Balanced claims, and all components of the assessment system, including scoring rubrics for performance tasks.

Research-based instructional tools on-demand to help teachers address learning challenges and differentiate instruction10/17/201321SBAC Model, NDCEL Conference

Usability, Accessibility, and Accommodations GuidelinesUniversal accessibility toolssuch as a digital notepad and scratch paperavailable to all