Smarter Balanced: Mapping Items to Instruction

Shelbi Cole, Student Achievement PartnersJudy Hickman, Smarter Balanced at UCLA

California Math Council South ConferenceNovember 6, 2015

In this Session

• We will:– Describe how being part of a multi-state

consortium has resulted in an assessment system with an unprecedented level of transparency

– Try a range of problems from the NF domain and the RP domain

– Examine components of extended instructional modules available through the Smarter Balanced Digital Library

Slide 2

Test Questions vs. Instructional Tasks

Slide 3

Teaching for Deep Learning vs. Teaching to the Test

• Through high quality instruction and robust learning experiences, students demonstrate proficiency on assessments

• Giving students a bunch of questions that look just like those on the test will allow them to demonstrate proficiency on the test

Slide 4

A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for college and career readiness

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learningInterim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for formative

assessment practices

to improve instruction

Unprecedented Level of Transparency

http://www.smarterbalanced.org/smarter-balanced-assessments/

6

Unprecedented Level of Transparency

The Smarter Balanced Item Specifications have over 1,000 example items from grades 3-HS. There are about 175 more in the practice & training tests. There are another 350-400 in the interim blocks.

All of the example test questions that you are about to see can be found in publicly available documents.

7

Grade 4: Fractions

8

Percentage of 4th graders getting problems like these correct (Based

on spring 2014 data)

€

2

6+

3

6= ?

€

4

5−

1

5= ?

€

2

6+ ? =

5

6

€

5

6− ? =

2

6

€

3 ×1

3= ?

Enter a fraction equal to 1/3.

€

12

6+

3

6= ?

€

? =15 ×1

3

€

5

8= ?×

1

8

€

3 ×12

3= ?

€

34

8− 2

5

8= ?

65%

60%

45% 30%

10%

35%

35%

40%

50%

70%

75%

Grade 5: Fractions

Grade 5: Fractions

11

Grade 5: Fractions

Grade 5: Fractions

Grade 5: Fractions

14

Grade 5: Fractions

15

16

Making Connections: Interim Assessments and Digital Library Resources

17

Conceptual Example of Digital Library Playlist

Grade 4 Fractions

Below StandardLearning Goals: TBDSuccess Criteria: TBD

At/Near StandardLearning Goals: TBDSuccess Criteria: TBD

Above StandardLearning Goals: TBDSuccess Criteria: TBD

Learning Goals: TBDSuccess Criteria: TBD

Learning Goals: TBDSuccess Criteria: TBD

Learning Goals: TBDSuccess Criteria: TBD

Preteaching Fraction Concepts Where Are the Cookies?

Visual Fraction Model The Great Fraction HuntHow Far Apart Are the Freeway

Exits?

Equivalent Fractions and the Frayer Model

Slide 19

Grade 5 Instructional ModuleSmarter Balanced Digital Library

Standards Emphasized in Grade 5 Module

• 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

• MP1. Make sense of problems and persevere in solving them.

• MP4. Model with mathematics.

20

Smarter Balanced, Illustrative Mathematics, Teaching Channel, &

Desmos Collaboration

• What was the vision for the 3 extended instructional modules in the digital library?– Grade 5 Fractions– Grades 6-7 Ratio & Proportional Relationships– High School Modeling

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The Problem

The 5th graders want to raise money for their overnight camping trip by selling cornbread during the school Chili Cook-Off contest. All the pans of cornbread are square.  A pan of cornbread costs $12. The customers can buy any fractional part of a pan of cornbread and pay that fraction of $12. For example, ½ of a full pan costs ½ of $12.

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1. Mrs. Farmer buys cornbread from a pan that is ¼ full.  She buys 1/3 of the remaining cornbread in the pan.

a. What fraction of the whole pan of cornbread does she buy?  Use objects and/or a diagram to show how much of the pan of cornbread she buys.

b. What does she pay for the cornbread she bought?  Use objects and/or a diagram to show how much pays.

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2. The next customer is the school principal.  He buys cornbread from a different pan that is ½ full. He buys 5/6 of the remaining cornbread in the pan.

(a) What fraction of the whole pan of cornbread does he buy?  Use a diagram to show how much of the pan of cornbread he buys.

(b) What does he pay for the cornbread he bought?  Use a diagram to show how much he will pay for his part of the pan.

(c) What would be the cost of the cornbread the principal bought if the price of the entire pan changed to:

$24$6$18

Use a diagram to explain each answer.24

Implementation of the Lesson

• https://www.teachingchannel.org/videos/fraction-multiplication-intro-sbac

25

Slide 26

Middle Grades Instructional ModuleSmarter Balanced Digital Library

Grade 6 & 7 Ratios and Proportional Relationships

• 6.RP.A Understand ratio concepts and use ratio reasoning to solve problems.

• 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems.

27

Grade 6 Desmos Task

Go to: student.desmos.comClass code: jv54

28

Grade 6: RP

Grade 7: RP

Grade 7: RP

Grade 7: RP

Grade 6: RP

The Problems

Grade 6 VariationJessica gets her favorite shade of purple paint by mixing 2 cups of blue paint with 3 cups of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?

Grade 7 VariationJessica gets her favorite shade of purple paint by mixing 1/3 cup of blue paint with 1/2 cup of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?

 34

Implementation of the Lesson: Grade 6

• https://www.teachingchannel.org/videos/ratios-and-proportions-lesson-sbac

35

What’s next?

• Expansion of Interim Assessment Blocks• Continued expansion of digital library• Making direct, actionable connections

between the interim assessments and digital library resources

36

Questions?