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Smarter Balanced Assessment SystemDr. Cristi Alberino, ELA Assessment Consultant,
CSDE
Abe Krisst, CMT Education Consultant, CSDE
Education Institutes of Higher Education Symposium
April 27, 2012
The Assessment Challenge
How do we get from here... ...to here?
All studentsleave high school
college and career ready
All studentsleave high school
college and career ready
Common Core State Standards
specify K-12 expectations for
college and career readiness
Common Core State Standards
specify K-12 expectations for
college and career readiness
...and what can an assessment system do
to help?
Summative Assessments Today
Each state procures its own assessment
systemMeasure proficiency against state
standards, not agreed-upon standardsUsually heavy reliance
on multiple choice questions
Results often delivered months after tests are
givenAccommodations for
special education and ELL students vary
Most administered on paper
Next Generation Assessments
• More rigorous tests measuring student progress toward “college and career readiness”
• Have common, comparable scores across member states
• Provide achievement and growth information to help make better educational decisions and professional development opportunities
• Assess all students, except those with “significant cognitive disabilities”
• Administer online, with timely results• Use multiple measures
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
A National Consortium of States
• 27 states representing 43% of K-12 students
• 21 governing, 6 advisory states
• Washington state is fiscal agent
The Purpose of the Consortium
• To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that...
• ...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching
[The assessments shall be operational across Consortium states in the 2014-15 school year]
Remediation in Higher Education
•Nationally, 42% of students at 2 year institutions took a remedial course
•70% of students who took 1 or more remedial reading classes did not get a college degree within 8 years
•51% of students who took the ACT were not ready for college level reading
Addressing Higher Education Concerns
Comparability
Relevance
Stability
Quality
Utility
Higher education faculty involved in assessment design to ensure that the assessments are true to Common Core standards and higher education expectations.
Reaching the Goal: Expectations of Higher Education
Smarter BalancedDesign
A Balanced Assessment System
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
All students
leave high
school college
and career ready
All students
leave high
school college
and career ready
Teachers and schools have information and tools
they need to improve
teaching and learning
Interim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career readiness
Teacher resources for
formative assessment
practicesto improve instruction
Test Question Types and Design
• Items and the collection of items MUST measure deeper understanding and application of conceptions.
• Therefore a variety of item types are necessary:– selected response, short constructed response,
extended constructed response, technology enhanced, and performance tasks
Changes to English Language Arts Assessment
ELA Reading Deficiencies
• Inadequate understanding of words
• Inadequate background knowledge
• Lack of knowledge about writing
conventions
• Inability to recall information given
verbally
• Inability to understand implicit information
Education Policy Improvement Center (EPIC)
• Survey of 1897 postsecondary
instructors
– both 2 and 4 year schools– variety of subject areas: ELA, Math,
science, social science, business, computer technology, healthcare
• CCSS English Language Arts and Literacy standards are applicable and important for postsecondary readiness
Are the ELA standards as a whole a coherent representation of the fields of knowledge necessary for success in your course?
Reading and writing Grounded in Evidence From Text
●Students should be taking stances and using evidence from sources to support their positions (verbally and in writing)
●Writing prompts should be tied to texts●In other words, the student must have read and analyzed a text to respond to the prompt.
Several Key Shifts
● Building knowledge through content-rich nonfiction and informational texts
● Reading and writing grounded in evidence from text
● Regular practice with complex text and its academic vocabulary
ACT Reading Between the Lines
The complexity of what students can read is the greatest predictor of success in college
Building Knowledge Through Content-Rich Nonfiction and
Informational TextsRange of Text Types
●Make sure that students are exposed to a wide range of text types including informational text (HS – 70%/30%).
Text Complexity
●Make sure students are exposed to grade level text complexity – gradient increase with support.
Preparing Teachers to Use CCSS
Text Complexity is the key!
Regular practice with complex text and academic vocabulary
●Tier 2 Vocabulary: Words that add to students’ language ability (e.g., maintain, fortunate, required, tend, contrast/compare, insisted, summarize)
●Tier 3 Vocabulary: Words that are needed in a content area (e.g., isotope, peninsula, photosynthesis, cubism, isosceles triangle)
Preparing Teachers to Use CCSS
• Do not “fragment standards”• Do not arrange standards into new
categories• Use cluster headings and domain
names– Writing: Production and Distribution of Writing– Research to Build Knowledge
Assessment Claims for English Language Arts/Literacy(a/o 12/27/11)
Total English language arts / literacy (Grades 3-8)“Students can demonstrate progress toward college and career readiness in English language arts and literacy.”
Total English language arts / literacy (High School) “Students can demonstrate college and career readiness in English language arts and literacy.”
Assessment Claims for English Language Arts/Literacy
Reading
Writing
Speaking/Listening
Research/Inquiry
(a/o 1/6/11)
Understanding the ProcessOverarching Claims 3-8 and High
School Overarching Claims 3-8 and High
School
TargetsTargets
StandardsStandards
Assessment Claims
Assessment Claims
Claim 1: Reading Informational Text
Target 12: Analysis Within or Across Texts
Model is based on standards from Listening/Speaking, Writing, Reading Literature and Informational Text
Evidence: • students conduct research• evaluate sources, analyze and
integrate • write a short report with evidence cited• use precise language for purpose and
audience• deliver oral presentation
How Does this Task Contribute to the Sufficient Evidence for the
Claim?In order to complete the PT, students
1. Make inferences and summarize using key details in text.
2. Analyze information presented in multiple texts.3. Analyze information delivered orally and
visually4. Conduct short research on a topic, analyze and
interpret the information, and cite evidence about how it supports a concept
5. Organize, compose, and deliver oral presentations using precise language appropriate to purpose and audience.
6. Use visual or audio information to enhance oral presentations
Mathematics
(not yet released)
Total mathematics (Grades 3-8)“Students can demonstrate progress toward college and career readiness in mathematics.”
Total mathematics (High School) “Students can demonstrate college and career readiness in mathematics.”
Assessment Claims for Mathematics
Concepts and Procedures
Problem Solving
Communicating Reasoning
Data Analysis and Modeling
(a/o Round 1 – released 8/29/11)
Shifts Evident in CCSSM
• FOCUS• FOCUS• FOCUS• Coherence• Fluency• Deep Understanding• Application• Intensity
Key FluenciesGrade Required Fluency
K Add/subtract within 5
1 Add/subtract within 10
2Add/subtract within 20
Add/subtract within 100 (pencil and paper)
3Multiply/divide within 100
Add/subtract within 1000
4 Add/subtract within 1,000,000
5 Multi-digit multiplication
6Multi-digit division
Multi-digit decimal operations
7 Solve px + q = r, p(x + q) = r
8 Solve simple 22 systems by inspection
• Mile-wide/inch-deep traditions
• Attaining CCSSM balance
– conceptual understanding
– procedural skill
– application
• Connecting content and practices
• Grain size in CCSSM
• Psychometric culture
Implementation Challenges
Changes to Mathematics Assessment
Assessment
● What will happen to CMT and CAPT?
● CT has submitted an application for an NCLB waiver.
● School year 2014/2015, SMARTER Balanced Assessment Consortium (SBAC) assessment system operational for students in Grades 3-8 and 11.
Item Exemplars: Performance Task
Performance Task drawn from the Ohio Performance Assessment Project.
Item Exemplars: Performance Task (cont’d)
Performance Task drawn from the Ohio Performance Assessment Project.
Item Exemplars: Performance Task (cont’d)
Performance Task drawn from the Ohio Performance Assessment Project.
Essential Properties of Tasks That Assess Claim 1
Conceptual Understanding and Procedural Fluency
Tasks assessing this category will include short items, multiple-choice, other selected-response, and short constructed-response items, that focus on a particular skill or concept.
They will also include items that require students to translate between representations of concepts (words, diagrams, symbols) and items that require the identification of structure.
Aspects of Claim 1 can also be examined in the context of student work on more complex tasks.
Sample Item
Sample Item
Sample Item
Sample Item
Sarah is 12 years old. • George is g years old. • Sarah is 3 times as old as George.
For numbers 1a – 1c, choose Yes or No to indicate whether each statement is true.
1a. George’s age, in years, can be representedby the expression 12 ÷ 3.
1b. George is 15 years old.
1c. Sarah’s age, in years, can be represented by the equation 12= 3 × g.
OECD, 2009. Sample questions from OECD’s PISA Assessments. ISBN 978-92-64-05080-8.
Essential Properties of Tasks That Assess Claim 2Problem Solving
Evidence for Claim 2 depends on tasks that
• present non-routine problems where a substantial part of the challenge is in deciding what to do, and which mathematical tools to use;
• involve chains of autonomous reasoning, taking a successful student at least 5 to 10 minutes (depending on the age of the student and complexity of the task), including explanation of assumptions and conclusions as well as the use of representational and procedural skills.
Essential Properties of Tasks That Assess Claim 3
Communicating ReasoningEvidence for Claim 3 depends on tasks that
• present a situation in which either propositions are given or students are encouraged to make their own conjectures;
• ask students to test propositions or conjectures with specific examples;
• ask students to construct, autonomously, chains of reasoning that will justify or refute the propositions or conjectures; these chains should typically take a successful student 10 minutes or more. (Times will be somewhat shorter for younger students, but still giving them time to think and explain.)
Gavin, M. K., Casa, T. M., Chapin, S., Copley, J. V., & Sheffield, L. J. (2008). Project M2: Using Everyday Measures: Measuring with the Meerkats from Project M2: Mentoring Young Mathematicians series.
Sample Item
Essential Properties of Tasks That Assess Claim 4
Mathematical ModelingEvidence for Claim 4 depends on tasks that
• present non-routine problems from the real world where the solution involves some or all of the phases of the modeling cycle;
• for some tasks, a substantial part of the challenge is in formulating an approach: deciding what to do, and which mathematical tools to use;
• involve substantial chains of autonomous reasoning, taking a successful student at least 10 minutes (less for younger students), and call for explanation of assumptions, interpretations, evaluations, and conclusions as well as reliable representational and procedural skills.
There is Not Necessarily a Simple Correspondence Between
Standards, Claims, and TasksSome items will assess student understanding of particular content-related standards. For example, the task
“If x and y are positive integers, and 3x + 2y = 13, what could be the value of y? Write all possible answers.”
This item addresses Content Standard EE-8.1 and Claim 1.But, consider the following problem, “Hurdles Race.”
“Hurdles Race”
Think of the Content Involved
• Interpreting distance-time graphs in a real-world context
• Realizing “to the left” is faster
• Understanding points of intersection in that context (they’re tied at the moment)
• Interpreting the horizontal line segment
• Putting all this together in an explanation
Think of the Practices Involved
• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for regularity in repeated reasoning.
Resources for CT Districts
Useful websites for Text Complexity
• Connecticut State Department of Education: http://www.sde.ct.gov/sde/site/default.asp
• Council of Chief State School Officers: http://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_Video_Series.html
• Kansas State Department of Education: http://www.ksde.org/Default.aspx?tabid=4778#TextRes
• Lexile Analyzer: www.lexile.com/findabook• Maine Department of Education:
http://www.maine.gov/education/lres/commoncore/ • National PTA:
http://www.pta.org/common_core_state_standards.asp
• The Hunt Institute (video series): http://www.youtube.com/user/TheHuntInstitute#g/u
Find Out More
Smarter Balanced can be found online at:
SmarterBalanced.org
Contact Information
Cristi Alberino, Ph.D.English Language Arts ConsultantELA Lead, SBAC Item Writing and
Performance Task Work [email protected]
Abe KrisstCMT Assessment Consultant
Reporting Work Group and Technology Readiness State [email protected]