Smarter Balanced AssessmentPerformance TasksSample AssessmentsField Test 2013-14Live Test 2014-15

Goal for Today: •Experience a Performance Task•Understand the shifts required in new standards and new assessments

Process for Today• Introduction (15 mins)• Complete a middle school performance task (45 mins)• Reflect on Performance Task (15 mins)• Break (15 mins)• Complete a high school performance task (60 mins)• Reflect on Performance Task (15 mins) • PLC Time – Implications for Your Classroom (15 mins)

CCSS

• Adopted by 48 states• English Language Arts (ELA)• Includes literacy for science, history, and technical subjects

• Math• Designed backwards from College and Career Readiness Anchor

Standards (CCR)• NGSS – All aligned to CCSS. Plans to create similar assessment

with Performance Tasks

Smarter Balanced• Consortium of 29

states• Designing tests for

CCSS accountability• Won a bid from DOE• Field test 2013-14• Live test 2014-15

http://www.smarterbalanced.org/

• Tests in Math and ELA• 3rd through 8th and 11th • 2 components• Computer Adaptive Test (CAT)• SR, CR, ER• 1 session

• Performance Tasks (PT)• Assesses MANY content & practice standards

in one task• 2 sessions

Mathematical PracticesCollege and Career Ready Students can - • Make sense of problems and persevere in solving them.• Reason abstractly and quantitatively.• Construct viable arguments and critique the reasoning of

others.• Model with mathematics.• Use appropriate tools strategically.• Attend to precision.• Look for and make use of structure.• Look for and express regularity in repeated reasoning.

Instructional Shifts

• Focus strongly where the Standards focus

• Coherence: think across grades, and links to major topics within grades

• Rigor: in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity – incorporate practice and content standards

(Practice Standards - similar to Science Inquiry/Practices)

Focus on Performance Tasks• Rigor - Illustrates all

three components – incorporates content & practice standards!

• Focus – Developed for high priority objectives

• Coherence - Assesses multiple standards together, linking to relevant & major topic

• Aligns unit planning with with CCSS instructional shifts. Builds on the work we are already doing

Focus on Performance Tasks:Work we are already doing

• Backwards design units from performance tasks based on high priority standards• Focus on quality of student work – using a

scoring guide to assess quality, not quantity• Assess multiple standards at the same time

Complete a Performance Task- Setting the context • Today we are going to complete a task about planning a field

trip. Think back to the last time you went on a field trip with your school or a trip with your family.

• What are some of the things that you liked best about the field trip? (Turn & Talk)

Complete the task- Setting the context • Where would you want to go?• What criteria will you use to make your decision? • Vote by raising your hand• Vote for first choice and second choicePlace 1st Choice 2nd Choice

St. Louis Science Center

St. Louis Zoo

Natural History Museum

Art Museum

Challenger Center

• What do students, teachers and parents need to consider?

• You will need to think about all of this information as you complete the Taking a Field Trip Task

Complete the task

Describe it• Partners: 1 BW and 1 UCHS teacher• On hand-out• Student’s role• Tasks (sub-tasks)• Product• Tools• Skills

• Have you ever heard crickets chirp? What does it sound like?

• Did you know…the speed at which crickets chirp has been found to be related to temperature?

• You will have 5 minutes with your table to answer a background question about crickets. Then we will share with the group.

Complete the task- Setting the context

• Table 1 & 5 Only male crickets chirp. Why do they chirp?

• Table 2 & 6Crickets chirp primarily at night. Why?

• Table 3 & 7Male crickets rub their wings, not their legs, to chirp. How do crickets make sound with their wings?

• Table 4 & 8Crickets will not chirp if temperature is below 40°F or above 100°F. Why?

Complete the task- Setting the context

• The same cricket was recorded in two different locations.• Calculate the average number of chirps in one minute for each

condition. (You have three minutes)

Complete the task- Setting the context

• What do you notice about:• Consistency of data across different recordings in same temp.• Difference in two different temperatures

Complete the task- Setting the context

Complete the task• These types of patterns have encourage many people to

develop ways of prediction the temperature by measuring the speed of crickets chirping.

• Now – you will complete an assessment task to explore the relationship between chirps and temperature in greater detail.

Describe it• Partners: 1 BW and 1 UCHS teacher• On hand-out• Student’s role• Tasks (sub-tasks)• Product• Tools• Skills

Compare and contrast process and thinking that students are expected to do at each level.

What are the implications?• Partners: PLC/Job-alike groups• Where is the obvious match to your current curriculum?• Which units• What performance tasks• Long term goal: 2 units next year