Smarter Balanced Assessments

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Smarter Balanced Assessments. A complete change in the paradigm of student assessment. Smarter Balanced stats. 29 states 15 million students 40,000 test items 12 week testing window for the mandatory summative test Not a timed test, likely shorter than current practice - PowerPoint PPT Presentation

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Smarter Balanced Assessments

A complete change in the paradigm of student assessmentSmarter Balanced AssessmentsSmarter Balanced stats29 states15 million students40,000 test items 12 week testing window for the mandatory summative testNot a timed test, likely shorter than current practiceFast turn around time on resultsWhy is technology needed?Computer adaptive questions (more on this later)Some CAT are interactive in nature (ex: draw something)Performance tasks requireStimulusVideo clipsPhotos2-D and 3-D modelingdatabasesInformation Processing tools and tasksData analysis softwareSimulationsSpreadsheetsEquation editor toolsChat roomsProducts or performances

Important terms to understandComputer adaptive testingPerformance assessmentFormative/interim assessmentSummative assessmentComputer adaptive testing (CAT)Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of questions to each student and can quickly identify which skills students have mastered.Weight-lifting analogyA fixed test is like lifting a 50 lb dumbbell Either you can or you cantdoesnt tell if you could lift one 5 lbs more or lessIf everyone can lift a 5 lb dumbbell, doesnt tell you how much more you are able to liftCAT brings up the difficulty in small increments so that it is clear precisely how much weight you can handleValidityProgram is being designed using Artificial Intelligence tools currently used for assessments such as GRE, GMAT, SAT About 10% of the constructed and extended response (includes written response of any length from short answer to sentences to essays) will be checked by a human scorerTesting versus assessmentT: Results in a quantifiable score that demonstrates what students know or can do at a point in timeA: Multiple measures over time that reflect mastery, growth, depth of knowledge, gaps in learning

T: Right or wrong answersA: Multiple correct answers are acceptable; Answers illustrate student thinking and understandings/misunderstandings of contentTesting versus assessmentT: Occurs at the end of the learning process, designed to measure/rank studentsA: Ongoing and actionable during the learning process, designed to improve teaching/learning

T: Evaluativemarks an endA: Diagnostic-opportunities to improvePerformance assessmentPerformance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, writing and research skills and complex analysis, which cannot be adequately assessed with traditional assessment questions.No single correct answer

Interim/formative assessmentsOptional comprehensive and content-cluster assessment to help identify specific needs of each student Can be administered throughout the year Provides clear examples of expected performance on Common Core standards Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Aligned to and reported on the same scale as the summative assessments Fully accessible for instruction and professional development

Summative assessmentsAssesses the full range of Common Core in English language arts and mathematics for students in grades 38 and 11 (interim assessments can be used in grades 9 and 10) Measures current student achievement and growth across time, showing progress toward college and career readiness Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year) Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

Item designAll of the Common Core Standards will be clustered into testable claimsStudents will start with an entry level item aligned to grade level standardsItems will get easier or harder depending on answerEvery student will walk away saying this was a hard testEvery student will persist with testing until they get half the items wrongClear, precise picture of student abilityTimeline School year 2011-12: test specifications, item development, technology readiness toolsMarch 2013: CMT/CAPT tests given for the last timeSpring 2014: CSDE applying for waiver from accountability testing in order to pilot versions of the Smarter Balanced AssessmentsSchool year 2014-15: districts will be able to use Smarter Balanced tools for formative and summative assessmentsTechnology issuesTesting will require access to InternetDecisions still pending on the variety of devices that can be used (security, protocol issues, authentications)There will be minimum hardware and software requirements needed: attempt to make accessible to older OS and less powerful machinesTechnology readiness tool will collect this informationTechnology Readiness ToolDegree to which hardware and software (devices) at the school level meet the minimum requirements set by each of the consortia. Adequate ratio of test taking devices to test takers within a prescribed time table. Sufficient bandwidth to handle the expected volume of traffic and content. Adequate number of trained personnel to support the process.

System ArchitectureResources and sample items will be open sourceMost of testing activity will occur in a cloud environmentSecurity will mimic protocols used by banking industryIntent to deliver testing on tablets (either iPad or Android), minimum 9.5 screen since many districts are purchasing these-may need keyboardsTablets will be necessary for 25% of the math assessment planned for 2016-17

New purchase specificationsHardware 1 GHz or faster processor1 GB RAM or greater memory9.5 inch (10 inch class) or larger screen size1024 x 768 or better screen resolutionOperating SystemWindows 7Mac 10.7Linux (Ubuntu 11.10, Fedora 16)Chrome OSApple iOSAndroid 4.0NetworkingWired or wireless Internet connectionDevice TypeDesktops, laptops, netbooks, thin client, and tablets that meet the hardware, operating system, and networking specifications

Security issuesEvery students test is likely to be somewhat differentTest administration will likely take less time than a prescribed windowGrade 3 Math 45-90 minute range for performance tasks and 45-60 minute range for extended responseGrade 4-11 Math 60-120 minute range for performance tasks and 45-60 minute range for extended responseTasks may cross daysWhole group testing is unlikely; students are more likely to be assessed in smaller groups over the 12 week window for summative accountability testingAllowable teacher and peer interactions, group workRequired tools and resources will be embedded within online system; not free access to Internet for searches

Increasing rigorThis is NOT CMT/CAPT given through a computerBecause CAT changes the difficulty of questions, no one will get them all rightAssessments will yield a precise measurement of what content students have masteredScoring will be done with Artificial Intelligence programs currently used for GRE, GMAT, and other standardized assessments (only 10% human check)Typical CMT test item

Typical Smarter Balanced test item Sample questionOld question: Randa ate 3/8 of a pizza, and Marvin ate 1/8 of the same pizza. What fraction of the pizza did Randa and Marvin eat?a. 5/8b. 3/8c. 1/4d. 1/2(Answer: d)New question: Tito and Luis are stuffed with pizza! Tito ate one-fourth of a cheese pizza. Tito ate three-eighths of a pepperoni pizza. Tito ate one-half of a mushroom pizza. Luis ate five-eights of a cheese pizza. Luis ate the other half of the mushroom pizza. All the pizzas were the same size. Tito says he ate more pizza than Luis because Luis did not eat any pepperoni pizza. Luis says they each ate the same amount of pizza. Who is correct? Show all your mathematical thinking.(Answer: Luis is right both ate 1 1/8 of a pizza).


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