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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
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Smarter Balanced Assessment Consortium Model
Assessing the Common Core State Standards
Greg GallagherND Department of Public Instruction
SBAC Model, NDCEL Conference 2
College & Career Ready Goal
College 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
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SBAC Model, NDCEL Conference 3
CCSS Foundational Principles
1. Rigor: College and Career Readiness
2. Coherence, Clarity, Focus
3. Evidence-Based Selection
4. International Benchmarks
5. Local Flexibility, Teacher Judgment
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Smarter BalancedAssessment Consortium
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• Smarter Balanced Assessment Consortium (SBAC) financed through Race To The Top funding.
• Race To the Top grant ends October 2014• SBAC will transition management to UCLA Graduate School of
Education & Information Studies (non-profit status)• Each state completes an MOU with UCLA• States 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.
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Assessment Theory of Action• Assessments 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.
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Assessment Planning ScheduleOctober 2013 Last administration of the current NDSA system
Fall 2013 – Fall 2014 Inventory of Technology Readiness in North Dakota
Spring 2014 Voluntary Field Testing of Online Smarter Balanced Assessment
Fall 2014 Determine % schools prepared to take assessment online vs. paper
Spring 2015 First administration of common core state assessment (test window in last 12 weeks of school year)
Summer 2015 Accountability metrics for student, school, district, and state performance
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The Smarter 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
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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.”
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Scores Reported for Individual Students
English Language Arts
# Claims Example of Weights
1 Reading % (TBD)
2 Writing % (TBD)
3 Speaking/Listening % (TBD)
4 Research % (TBD)
Total Composite 100%
Mathematics
# Claims Example of Weights
1 Concepts & Procedures % (TBD)
2 & 4 Problem Solving & Modeling/Data Analysis % (TBD)
3 Communicating Reasoning % (TBD)
Total Composite 100%
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Sample Consortium Procurement Status
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SBAC Adaptive Form
• Variety of item types– selected-response– constructed-response– technology-enhanced items
• Computer scoring; human, rubric-guided scoring
• Controlled retake option
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Performance Tasks
• Computer delivered; 90-120 minutes per content area• Evaluates content difficult to assess through more
traditional items• Real-world scenarios and complex tasks
– student-initiated planning– management of information and ideas– interaction with other materials– extended response (i.e., oral presentation, exhibit,
product development, extended written piece)• Human, rubric-guided scoring; computer scoring
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Use of Technology
• Adaptive 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
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Estimated Testing Times Testing Time Estimates
Grade NDSA SMARTER PARCC3 6:20 6:45 8:004 6:35 6:45 9:205 5:40 6:45 9:206 6:00 7:15 9:257 6:00 7:15 9:258 6:00 7:15 9:259 0:00 0:00 9:45
10 0:00 0:00 9:4511 6:00 8:15 9:55
* Smarter and PARCC test times include a separate testing window for Performance Tasks10/17/2013
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Estimated Testing Times
Test Type Grades CAT Perf Task Only
Total In-Class Activity
Total
English Language Arts/Literacy
3 – 5 1:30 2:00 3:30 :30 4:006 – 8 1:30 2:00 3:30 :30 4:00
11 2:00 2:00 4:00 :30 4:30
Mathematics 3 – 5 1:30 1:00 2:30 :30 3:006 – 8 2:00 1:00 3:00 :30 3:30
11 2:00 1:30 3:30 :30 4:00Combined 3 – 5 3:00 3:00 6:00 1:00 7:00
6 – 8 3:30 3:00 6:30 1:00 7:3011 4:00 3:30 7:30 1:00 8:30
Times 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.
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Achievement Levels
1: Minimal Command2: Partial Command3: Sufficient Command (Proficiency)4: Deep Command
Grade 11 achievement levels used to determine content readiness for college & career
Cut scores established at each level
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Interim Assessment:Yardstick for Student Progress
• Local 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
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Digital Library• Planned as an online, one-stop
site with a selection of formative tools and resources
• Professional 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 instruction
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Usability, Accessibility, and Accommodations Guidelines
• Universal accessibility tools—such as a digital notepad and scratch paper—available to all students.
• Designated supports—like a translated pop-up glossary—available to students for whom a need has been identified.
• Accommodations for an IEP or 504 plan. These tools include Braille and closed captioning, among others.
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Embedded Universal Tools
• Breaks• Calculator (where
appropriate)• Digital notepad• English dictionary (ELA)• English glossary• Expandable passages• Global notes (ELA)
• Highlighter• Keyboard navigation• Mark for review• Math tools• Spell check• Strikethrough• Writing tools• Zoom
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Embedded Designated Supports
• Color contrast• Masking• Text-to-speech• Language supports
– Translated test directions– Translations (glossaries)– Translations (stacked)
• Turn off universal tools
For use by any student for whom the need has been indicated by educators
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Accommodations
Non-embedded• Abacus• Alternate response options• Calculator• Multiplication table• Print on demand• Read aloud• Scribe• Speech-to-text
Documented IEP or 504 Plan.
Embedded• American Sign
Language• Braille• Closed captioning• Text-to-speech
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Technology Readiness
• Technology Readiness Tool (TRT)• Used to determine preparedness of schools to
administer online assessment• EduTech supporting TRT project• Participation needed from all districts
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Spring 2014 Field Test
• Schools register interest before October 18th, 2013– Select grades for testing– Select subject(s) for testing
• Statistical sample of schools: ≈ 5,000 students for each subject)
• Final selection of schools: late November, 2013• Online test administration training: January 28, 2014• Field test window: March 18 – April 30, 2014
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Practice Test
• Available online at www.smarterbalanced.org• Grades 3–8 and 11 • Experience an abbreviated but similar
experience to the assessment in 2015• Affords teachers,
administrators, and parents access to items planned anddesigned for the SmarterBalanced assessment
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Student Growth Projection Reporting
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Director of AssessmentGreg Gallagher701-328-1838; [email protected]
General Assessment Robert Bauer
701-328-2224; [email protected]
Alternate AssessmentGerry Teevens701-328-2692; [email protected]
Department of Public InstructionAssessment Contact Information
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