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Smarter Balanced Assessment Consortium (SBAC) IAN May 18, 2012

Smarter Balanced Assessment Consortium (SBAC)

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Smarter Balanced Assessment Consortium (SBAC). IAN May 18, 2012. Goals. Understand the POSSIBLE implications of SBAC assessments for assessing ELA & Math in Iowa. Q & A. Smarter Balanced Update. Colleen Anderson Iowa Department of Education. - PowerPoint PPT Presentation

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Page 1: Smarter Balanced Assessment Consortium (SBAC)

Smarter Balanced Assessment Consortium (SBAC)

IANMay 18, 2012

Page 2: Smarter Balanced Assessment Consortium (SBAC)

Goals Understand the POSSIBLE implications of SBAC assessments for assessing ELA & Math in Iowa.

Q & A

Page 3: Smarter Balanced Assessment Consortium (SBAC)

Smarter Balanced Update

Colleen AndersonIowa Department of Education

Iowa Core Alignment Learning & CollaborationMay 18, 2012

IAN

Page 4: Smarter Balanced Assessment Consortium (SBAC)

A National Consortium of States 27 states

representing 43% of K-12 students

21 governing, 6 advisory states

Washington state is fiscal agent; WestEd is Project Management Partner

Page 5: Smarter Balanced Assessment Consortium (SBAC)

Seven Key Principles1. An integrated system2. Evidence-based approach3. Teacher involvement4. State-led with transparent

governance5. Focus: improving teaching and

learning6. Actionable information – multiple

measures7. Established professional standards

Page 6: Smarter Balanced Assessment Consortium (SBAC)

Work group engagement of 90 state-level staff:Each work group: • Led by co-chairs from governing

states• 6 or more members from advisory

or governing states• 1 liaison from the Executive

Committee • 1 WestEd partner

Work group responsibilities:• Define scope and time line for work

in its area• Develop a work plan and resource

requirements• Determine and monitor the allocated

budget• Oversee Consortium work in its area,

including identification and direction of vendors

Accessibility and Accommodations 1Formative Assessment Practices and

Professional Learning2

Item Development3

Performance Tasks4

Reporting 5

Technology Approach 6

Test Administration 7

Test Design 8Transition to Common Core

State Standards 9

Validation and Psychometrics10

Consortium Work Groups

Page 7: Smarter Balanced Assessment Consortium (SBAC)

Balanced Assessment System

Summative

InterimFormative

Page 8: Smarter Balanced Assessment Consortium (SBAC)

Balanced Assessment System

Selected Response

Performance Tasks

Constructed Response

Page 9: Smarter Balanced Assessment Consortium (SBAC)

State Implementation Timeline 2011-2012 School Year—Technology

readiness tool available Winter/Spring 2013—Pilot testing of

summative and interim assessments Spring 2014—Field testing of summative

and interim assessments 2014-15 School Year—Implementation of

assessment system and launch of digital library

Page 10: Smarter Balanced Assessment Consortium (SBAC)

Key Dates for Teachers/Content Leaders Spring/Summer 2012—help write Pilot items and tasks, review for

alignment with CCSS, and check for bias/sensitivity

Summer/Fall 2012—begin writing Field test items and tasks, review for alignment with CCSS, and check for bias/sensitivity

Summer/Fall 2013—Teams of math educators valuate formative assessment practices and instructional resources; professional development cadres meet

Winter/Spring 2013—Pilot Testing of items/tasks in a sample of schools

Fall 2012–Fall 2013—teams write Field Test items and tasks review for alignment with CCSS, and check for bias/sensitivity

Spring 2014—Broad participation in Field Testing of summative and interim assessments

2014-15 School Year—Implementation of assessment system and launch of digital library

Page 11: Smarter Balanced Assessment Consortium (SBAC)

Summative AssessmentsFor reporting and program evaluation

Page 12: Smarter Balanced Assessment Consortium (SBAC)

Summative Computer adaptive Spring administration

◦ 12 week window Online (paper & pencil available for 3 years) All 4 levels DOK will be assessed All levels of Bloom’s will be assessed Standards-based

Page 13: Smarter Balanced Assessment Consortium (SBAC)

Summative Multiple Formats

◦ Selected response◦ Short constructed response◦ Extended response◦ Performance tasks

Multiple Types◦ Traditional ◦ Technology enhanced (e.g. drag and drop,

building models, etc.)◦ Performance task w/collaboration +

independent◦ Independent performance task

Page 14: Smarter Balanced Assessment Consortium (SBAC)

ELA Standar

d Item Type Eligible Depth of Knowledge

  Y or N Y or N Y or N Y or N   Y or N Y or N Y or N Y or N Y or N Y or N

 

Selected Response

Extended Construct

ed response

Technology

EnhancedPerforman

ce Task

Writing Prompt

(ELA ONLY)

Oral Response Required

Eligible DOK 1 DOK 2 DOK 3 DOK 4

RL.3.1 Y Y Y Y N N Y Y Y Y N

RF.3.3 Y N Y Y N N Y Y N N N

RF.3.4 N N N N N N N Y Y N N

W.3.4 N N Y Y Y N Y N N Y Y

Example from SBAC Test Specifications

RF.3.4: Read with sufficient accuracy and fluency to support comprehension.

Page 15: Smarter Balanced Assessment Consortium (SBAC)

Depth of Thinking (Webb)

+ Type ofThinking

(Revised Bloom)

DOK Level 1Recall &

Reproduction

DOK Level 2Basic Skills &

Concepts

DOK Level 3Strategic Thinking

& Reasoning

DOK Level 4Extended Thinking

Remember -Recall conversions, terms,facts

Understand -Evaluate an expression-Locate points on a grid ornumber on number line-Solve a one-step problem-Represent math relationships in words, pictures, or symbols

- Specify, explain relationships-Make basic inferences or logical predictions from data/observations-Use models /diagrams to explain concepts-Make and explain estimates

-Use concepts to solve non-routine problems-Use supporting evidence to justify conjectures, generalize, or connect ideas-Explain reasoning when more than one response is possible-Explain phenomena in terms of concepts

-Relate mathematical concepts to other content areas, other domains-Develop generalizations of the results obtained and the strategies used and apply them to new problem situations

Apply -Follow simple procedures-Calculate, measure, apply a rule (e.g., rounding)-Apply algorithm or formula-Solve linear equations-Make conversions

-Select a procedure and perform it-Solve routine problem applying multiple concepts or decision points-Retrieve information to solve a problem-Translate between representations

-Design investigation for a specific purpose or research question- Use reasoning, planning, and supporting evidence-Translate between problem & symbolic notation when not a direct translation

-Initiate, design, and conduct a project that specifies a problem,identifies solution paths, solves the problem, and reports results

Analyze -Retrieve information from a table or graph to answer a question-Identify a pattern/trend

-Categorize data, figures-Organize, order data-Select appropriate graph and organize & display data-Interpret data from asimple graph-Extend a pattern

-Compare information within or across data sets or texts-Analyze and draw conclusions from data, citing evidence-Generalize a pattern-Interpret data from complex graph

-Analyze multiple sources of evidence or data sets

Evaluate -Cite evidence and developa logical argument-Compare/contrast solutionmethods-Verify reasonableness

-Apply understanding in a novel way, provide argument or justification for the new application

Create - Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

-Generate conjectures or hypotheses based on observations or prior knowledge and experience

-Develop an alternative solution-Synthesize information within one data set

-Synthesize information across multiple sources or data sets-Design a model to inform and solve a practical or abstract situation

Smarter Balanced Cognitive Rigor Matrix

Page 16: Smarter Balanced Assessment Consortium (SBAC)

2 Overall ELA Claims Overall Claim (Gr 3-8) - Students can

demonstrate progress toward college and career readiness in English language arts and literacy.

Overall Claim (High School) - Students can demonstrate college and career readiness in English language arts and literacy

Page 17: Smarter Balanced Assessment Consortium (SBAC)

ELA Reporting Based on 4 Claims Claim #1 - Students can read closely and analytically

to comprehend a range of increasingly complex literary and informational texts.

Claim #2 - Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 - Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information

Page 18: Smarter Balanced Assessment Consortium (SBAC)

Example: Assessing ELA Claim 1 50% of text-related assessment evidence

will come from reading literary texts, and may include stories, poems, plays, myths, or legends

To the degree possible, all literary passages will include at least one item assessing each of the assessment targets◦ Supporting evidence◦ Key details◦ Central ideas◦ Word meaning◦ Reasoning and evaluation

Page 19: Smarter Balanced Assessment Consortium (SBAC)

In Test Specifications: Assessing ELA Claim #1 CCSS Standards assessed:

◦ Read Literature: 1-7, 9, &10◦ Read Informational Texts: 1-10◦ Read/ Literacy: 1-7, 9 & 10 (gr 6-11)◦ Language Use: 3, 4, 5

Types of Assessments:◦ Variety of Selected Response CAT Items◦ Short and long constructed response◦ Performance tasks (Reading required for

performance tasks primarily assessed as Writing - 9: draw evidence from texts.)

Page 20: Smarter Balanced Assessment Consortium (SBAC)

Mathematics Reporting Based on 4 Claims

1. Concepts and Procedures

2. Problem Solving

3. Communicating Reasoning

4. Modeling and Data Analysis

Page 21: Smarter Balanced Assessment Consortium (SBAC)

Math Claim 1: Concepts and Procedures

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Page 22: Smarter Balanced Assessment Consortium (SBAC)

Math #1 Assessing: Using appropriate tools strategically How well students use technological tools to

explore and deepen their understanding of concepts.

Students will use manipulatives/tools to solve problems – hands-on and virtual

Page 23: Smarter Balanced Assessment Consortium (SBAC)

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.

Page 24: Smarter Balanced Assessment Consortium (SBAC)

Assessing Claim 2 Assessment items and tasks focused on

Claim 2 include well-posed problems in pure mathematics and problems set in context

Claim 2 will be assessed using a combination of SR items, CR items/tasks, and ER items/tasks that focus on making sense of problems and using perserverance in solving them.

Page 25: Smarter Balanced Assessment Consortium (SBAC)

Claim #3: Communicating ReasoningStudents can clearly and precisely

construct viable arguments to support their own reasoning and to critique the reasoning of others.

Page 26: Smarter Balanced Assessment Consortium (SBAC)

Assessing Claim 3 Claim 3 refers to a recurring theme in the CCSSM

content and practice standards—the ability to construct and present a clear, logical, convincing argument. ◦ For older students, this may take the form of a rigorous,

deductive proof based on clearly stated axioms. ◦ For younger students, this will involve more informal

justifications. Assessment tasks that address this claim

will typically present a claim and ask students to provide, for example, a justification or counterexample

Page 27: Smarter Balanced Assessment Consortium (SBAC)

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.

Page 28: Smarter Balanced Assessment Consortium (SBAC)

Assessing Claim 4 Tasks designed primarily to assess Claim 4

will involve formulating a problem that is tractable using mathematics; that is, formulating a model.

Tasks designed primarily to assess Claim 4 will involve formulating a problem that is tractable using mathematics; that is, formulating a model.

Page 29: Smarter Balanced Assessment Consortium (SBAC)

Assessing Claim 4 Claim 4 tasks will often involve more than one

content domain and will draw upon knowledge and skills articulated in the progression of standards up to that grade, with strong emphasis on the major work of previous grades.

Claim 4 will be assessed both by performance tasks (each lasting up to 120 minutes) and by a collection of 3 to 5 extended-response items/tasks which focus on modeling and data analysis. ER tasks should be designed so that a successful student will complete them in 10-20 minutes.

Page 30: Smarter Balanced Assessment Consortium (SBAC)

Interim AssessmentsOnline assessments to monitor progress

Page 31: Smarter Balanced Assessment Consortium (SBAC)

Interim Assessments Computer adaptive Administration 2 times/year Online (paper & pencil available for 3 years) All 4 levels DOK will be assessed Items will include all levels of Bloom’s Schools can choose which standards to

assess Highly predictive of success on summative

assessment Optional for LEAs (?)

Page 32: Smarter Balanced Assessment Consortium (SBAC)

Formative Assessment

Digital Library

Page 33: Smarter Balanced Assessment Consortium (SBAC)

Five Key Strategies: Clarifying, sharing, and understanding the learning intentions

and criteria for success

Engineering effective classroom discussions, activities, and learning tasks that elicit evidence

Providing feedback that moves learning forward

Activating learners as instructional resources for themselves and others

Activating learners as the owners of their own learning (Wiliam, Dylan. Embedded Formative Assessment, 2011, p. 46)

Page 34: Smarter Balanced Assessment Consortium (SBAC)

Formative Practices Digital Library of resources for PD and

instructional materials searchable by:◦ Formative assessment: Five Key Strategies ◦ Grade level◦ Smarter Balanced claims◦ Smarter Balanced assessment targets◦ Common Core State Standards ◦ Content area◦ Mathematical practices◦ Format (video, document, PowerPoint)

Page 35: Smarter Balanced Assessment Consortium (SBAC)

Digital Library: Professional DevelopmentAssessment Literacy Understanding of Evidence-Centered Design and the

importance of evidence collection in support of the Smarter Balanced claims and assessment targets

Understanding of Smarter Balanced Content Specifications aligned with college and career readiness, their roles, and purposes in a balanced assessment system

Understanding of CCSS Learning Progressions (e.g., using Vygotsky’s Zone of Proximal Development to target instruction)

Understanding of how the results from the reporting system for Smarter Balanced will help teachers plan for instruction that helps students identify and attain learning goals

Page 36: Smarter Balanced Assessment Consortium (SBAC)

Digital Library: Professional Development Facilitation and training tools for school-level

professional learning teams to build LEA capacity for teachers and instructional leaders to implement formative assessment practices in daily instruction

Training on the use of the Digital Library

Training for Teachers, Administrators, Students, and Parents on How to Use Interim and Summative Assessment Reports and Search Resources on the Digital Library To Improve Teaching and Learning

Page 37: Smarter Balanced Assessment Consortium (SBAC)

Digital Library: Professional Learning

Interim—Importance of interim assessment in monitoring student learning◦ Purposes of the interim assessment◦ Role of interim assessment item banks (description of quality interim assessment

and how to use the interim results in the classroom to target instruction)◦ Effectively using the Smarter Balanced item bank for interim assessments◦ Expanded definitions of terms related to interim assessment

Summative—Description and purposes of Smarter Balanced Summative Assessment◦ Purposes of the summative assessment◦ Selected response (definition and examples)◦ Short and long constructed response (definition and examples)◦ Performance tasks (definition and examples)◦ Technology-enhanced items (definition and examples)◦ Expanded definitions of terms related to summative assessment (e.g., artificial

intelligence, CAT, technology-enhanced, content specifications, Evidence-Centered Design.)

Page 38: Smarter Balanced Assessment Consortium (SBAC)

Digital Library: Resources 52 Smarter Balanced Exemplar

Instructional Modules with video clips, lesson plans, curriculum resources, tasks, scoring rubrics, and student products with student feedback and teacher reflection to demonstrate how to use the Formative Assessment Five Key Strategies to teach specific grade level claims and assessment targets in Grades K-12◦ 2 each per content and grade level

Page 39: Smarter Balanced Assessment Consortium (SBAC)

Additional Resources Instructional tools and resources for teachers

(e.g., video demonstrations, templates, strategies and techniques, specific links to Common Core State Standards and examples)

Teacher template to allow teachers to track their own and student learning through Formative Assessment Practices and Strategies.

Assessment Glossary for Classroom Teachers

Page 40: Smarter Balanced Assessment Consortium (SBAC)

Questions & AnswersSmarterBalanced.org

Web Alignment Tool Using Webb’s DOK

wat.wceruw.org/index.aspx