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Smarter Balanced Assessment Consortium

Smarter Balanced Assessment ConsortiumTesting Information1

25 states representing 40% of K-12 students

21 governing, 4 advisory states

Washington state is fiscal agent

WestEd provides project management servicesA National Consortium of StatesSmarter Balanced Achievement Levels:Alignment with PARCC & NAEPSmarterPARCCNAEPLowest Level

Highest Level11Below Basic22 & 3Basic34Proficient45AdvancedSmarter Balanced Level 3 is College Content-ReadyPARCCLevel 4 is College ReadyThis chart shows the alignment of Smarter to PARCC and to NAEP. Partnership for Assessment of Readiness for College and CareersNational Assessment of Educational ProgressNote Level 3. This shows the expected alignment between SMARTER & PARCC College Readiness & Proficiency for NAEP.

***Smarter should be prepared to answer questions about alignment and the degree of comparability that is expected between Smarter & PARCC*****

3English Language Arts Assessment ClaimsClaim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.Claim 2: Students can produce effective and well grounded writing for a range of purpose 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. (Performance Tasks)The English Language Arts claims are derived from the Common Core State Standards and serve as the basis for the Consortiums development of items and tasks. Each of the 4 claims has a number of targets and the targets detail the evidence required to support each claim. Now, lets examine each claim.

4Assessment targets for Literacy Key Details - DOK 1,2 Central Ideas DOK 2 Word Meaning DOK 1,2 Reasoning and Evaluation DOK 3,4 Analysis within or across texts DOK 3,4 Text stimulus and features DOK 3,4 Language Use DOK 2,3

5Assessment Targets for Informational Text8. Key details DOK 1,29. Central Ideas DOK 210. Word Meaning DOK 1,211. Reasoning and Evaluation DOK 3,412. Analysis within or across texts DOK 2,3 Elem; 3,4 MS and HS13. Text Structures and Features DOK 2 Elem, 3,4 MS and HS14. Language Use DOK 2,3 Elem; 3 MS and HS6 Depth of KnowledgeThe level of complexity of the cognitive demand. Level 1: Recall and ReproductionRequires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.Level 2: Basic Skills and ConceptsRequires the engagement of some mental processing beyond a recall of information.Level 3: Strategic Thinking and ReasoningRequires reasoning, planning, using evidence, and explanations of thinking. Level 4: Extended ThinkingRequires complex reasoning, planning, developing, and thinking most likely over an extended period of time.

Smarter Balanced assessments will elicit evidence from students that is used to support claims about the extent to which students have the ability to integrate knowledge and skills across multiple assessment targets and are ready to meet the challenges of college and careers.{+}Items and tasks must be constructed at various levels of cognitive rigor. Smarter Balanced has defined four levels of depth of knowledge.{+}The first level focuses on recall and reproduction of facts and other types of information.{+}The second level focuses on basic skills and concepts that require cognitive processes that extend beyond the recall of information.{+}The third level focuses on strategic thinking and reasoning.{+}The fourth and final level requires extended thinking that includes complex reasoning, planning, development, and cognition that occurs over an extended period of time.

7Cognitive Rigor MatrixThis matrix from the Smarter Balanced Content Specifications for ELA draws from both Blooms (revised) Taxonomy of Educational Objectives and Webbs Depth-of-Knowledge Levels below.

The Cognitive Rigor matrix combines two common taxonomies that categorize levels of cognition and shows how the Smarter Balanced depth of knowledge categories relate to these taxonomies. As shown here, the concept of remembering information only relates to the first depth of knowledge level. In contrast, evaluation does not relate to either of the first two levels of depth of knowledge. This table, which can be found in the Smarter Balanced Content Specifications for ELA, is a useful aid for guiding the development of items at different depth of knowledge levels.Now lets examine the item specifications.8

DOK1DOK 2DOK 3DOK 49Mathematics Assessment Claims

Claim 1: Concepts and ProceduresStudents can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency Claim 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 Claim 3: Communicating ReasoningStudents can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others Claim 4: Modeling and Data AnalysisStudents can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems (Performance Tasks)

The Mathematics Content Specifications describe the four claims and provide a set of assessment targets for each claim.{+}The first claim is Concepts and Procedures, which requires students to explain and apply mathematical concepts to interpret and carry out mathematical procedures with precision and fluency.{+}The second claim focuses on Problem Solving and requires students to solve complex mathematical problems using knowledge and problem solving strategies.{+}Claim 3 addresses communicating reasoning and requires students to clearly and precisely construct viable arguments to support their reasoning and to critique the reasoning of others.{+}And Claim 4 focuses on modeling and data analysis and requires students to analyze complex, real-world scenarios and construct and use mathematical models to interpret and solve problems.Lets take a closer look at an example of an assessment target.

10Smarter-Balanced Assessments:Six Item TypesSelected ResponseConstructed ResponseExtended ResponsePerformance TasksTechnology-EnabledTechnology-EnhancedTo collect evidence about the wide range of assessment targets, Smarter Balanced will use a variety of item and task types. These item and task types fall into six broad categories and include{+}Selected Response items,{+}Constructed Response items,{+}Extended Response items, and{+}Performance Tasks.{+}In addition, there are two categories of technology-rich items and tasks known as Technology-Enabled{+}And Technology-Enhanced. Each of these item and task types will be explored in greater detail in the item and task type modules. But lets take a brief look at each category now.11Selected ResponseSingle Response Multiple ChoiceMany experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.

Which sentence should be added to the paragraph to state the authors main claim?A. Watching television makes a person healthy.B. Watching television can be a sign of intelligence.

C. Television can be a positive influence on people.

D. Television has more varied programs than ever before.Selected Response items prompt students to select one or more responses for a set of options. As an example, this item asks students to select the single best response. This type of selected response item is referred to as a multiple-choice item. 12Selected ResponseMultiple Correct OptionsWhich of the following statements is a property of a rectangle? Select all that apply.

Contains three sides Contains four sides Contains eight sides Contains two sets of parallel lines Contains at least one interior angle that is acute Contains at least one interior angle that is obtuse All interior angles are right angles All sides have the same length All sides are of different lengthOther selected response items may ask students to select more than one option. As an example, this item asks students to identify all of the properties of a rectangle.

13Constructed 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-GradeClassNumber of StudentsMrs. Roy24Mr. Grant21Mr. Harrison22Ms. Mack25Constructed response items prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of a given assessment target. As an example, this item asks students to produce a response that provides evidence about their ability to add and subtract.

14Constructed ResponseExtended Response

Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:It will be in the shape of a rectangle.It will take 24 feet of fence material to make.Each side will be longer than 1 foot.The length and width will measure whole feet.Part ADraw 3 different rectangles that can each represen