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

Text of Smarter Balanced Assessment Consortium (SBAC)

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Smarter Balanced Assessment Consortium (SBAC)IANMay 18, 2012

1GoalsUnderstand the POSSIBLE implications of SBAC assessments for assessing ELA & Math in Iowa.Q & A

Smarter Balanced UpdateColleen AndersonIowa Department of EducationIowa Core Alignment Learning & CollaborationMay 18, 2012IANA 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 Seven Key PrinciplesAn integrated systemEvidence-based approachTeacher involvementState-led with transparent governanceFocus: improving teaching and learningActionable information multiple measuresEstablished professional standards

Work group engagement of 90 state-level staff:Each work group: Led by co-chairs from governing states6 or more members from advisory or governing states1 liaison from the Executive Committee 1 WestEd partnerWork group responsibilities:Define scope and time line for work in its areaDevelop a work plan and resource requirementsDetermine and monitor the allocated budgetOversee Consortium work in its area, including identification and direction of vendorsAccessibility and Accommodations 1Formative Assessment Practices and Professional Learning2Item Development3Performance Tasks4Reporting 5Technology Approach 6Test Administration 7Test Design 8Transition to Common Core State Standards 9Validation and Psychometrics10Consortium Work GroupsBalanced Assessment SystemBalanced Assessment SystemState Implementation Timeline2011-2012 School YearTechnology readiness tool availableWinter/Spring 2013Pilot testing of summative and interim assessmentsSpring 2014Field testing of summative and interim assessments2014-15 School YearImplementation of assessment system and launch of digital libraryKey Dates for Teachers/Content LeadersSpring/Summer 2012help write Pilot items and tasks, review for alignment with CCSS, and check for bias/sensitivity

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

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

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

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

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

2014-15 School YearImplementation of assessment system and launch of digital libraryAEA Consultants and High Education included10Summative AssessmentsFor reporting and program evaluation

SummativeComputer adaptiveSpring administration12 week windowOnline (paper & pencil available for 3 years)All 4 levels DOK will be assessedAll levels of Blooms will be assessedStandards-based

SummativeMultiple FormatsSelected responseShort constructed responseExtended responsePerformance tasksMultiple TypesTraditional Technology enhanced (e.g. drag and drop, building models, etc.)Performance task w/collaboration + independent Independent performance task

ELAStandardItem TypeEligibleDepth of KnowledgeY 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 ResponseExtended Constructed responseTechnology EnhancedPerformance TaskWriting Prompt (ELA ONLY)Oral Response RequiredEligibleDOK 1DOK 2DOK 3DOK 4RL.3.1Y Y Y Y NNY Y Y Y NRF.3.3YNYYNNYYNNNRF.3.4NNNNNNNYYNNW.3.4NNYYYNYNNYYExample from SBAC Test SpecificationsRF.3.4: Read with sufficient accuracy and fluency to support comprehension.Rf.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer.RF.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.14Depth of Thinking (Webb)+ Type ofThinking(Revised Bloom)DOK Level 1Recall &ReproductionDOK Level 2Basic Skills &ConceptsDOK Level 3Strategic Thinking& ReasoningDOK Level 4Extended ThinkingRemember-Recall conversions, terms,factsUnderstand-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 situationsApply-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 resultsAnalyze-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 setsEvaluate-Cite evidence and developa logical argument-Compare/contrast solutionmethods-Verify reasonableness-Apply understanding in a novel way, provide argument or justification for the new applicationCreate- 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 situationSmarter Balanced Cognitive Rigor Matrix2 Overall ELA ClaimsOverall 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 literacyELA Reporting Based on 4 ClaimsClaim #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 informationExample: Assessing ELA Claim 150% of text-related assessment evidence will come from reading literary texts, and may include stories, poems, plays, myths, or legendsTo the degree possible, all literary passages will include at least one item assessing each of the assessment targetsSupporting evidenceKey detailsCentral ideasWord meaningReasoning and evaluationIn Test Specifications: Assessing ELA Claim #1CCSS Standards assessed:Read Literature: 1-7, 9, &10Read Informational Texts: 1-10Read/ Literacy: 1-7, 9 & 10 (gr 6-11)Language Use: 3, 4, 5Types of Assessments:Variety of Selected Response CAT ItemsShort and long constructed responsePerformance tasks (Reading required for performance tasks primarily assessed as Writing - 9: draw evidence from texts.)Mathematics Reporting Based on 4 ClaimsConcepts and Procedures Problem SolvingCommunicating ReasoningModeling and Data Analysis

Math Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

. It is important to assess how aware students are of how concepts link together and why mathematical procedures work the way they do. Central to understanding this claim is making the connection to these elements of the mathematical practices as stated in the CCSSM: 21Math #1 Assessing: Using appropriate tools strategicallyHow well students use technological tools to explore and deepen their understanding of concepts.

Students will use manipulatives/tools to solve problems hands-on and virtualClaim #2: Problem SolvingStudents can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Assessing Claim 2Assessment items and tasks focused on Claim 2 include well-posed problems in pure mathematics and problems set in contextClaim 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.

. Problems are presented as items and tasks that are well-posed (that is, problem formulation is not necessary) and for which a solution path is n


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