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The Smarter Balanced Assessment Consortium
Next Generation Resources: Transforming Instruction with the Smarter Balanced Digital Library
Colleen Anderson, Iowa Department of EducationJudy Snow, Montana Office of Public Instruction
Chrystyna Mursky, SBAC Director of Professional Learning
Learning Goal
• I understand that the Digital Library was developed based on the Smarter Balanced Theory of Action
Slide 2
Key Ideas from the Smarter Balanced Theory of Action
State-led effort
K-16 educators are integrally involved
Balanced assessment system provides fair and accurate evidence of student achievement to continuously improve teaching and learning
Adheres to professional standards
Slide 3
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
Educator resources for
formative assessment
practicesto improve instruction
Slide 4
Huddle
Discuss the following with a few people around you:• What supports would you want all
educators to have as they implement the CCSS?
Definition of Formative Assessment Process
• Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.
Slide 6
Four Attributes of the Formative Assessment
ProcessClarify IntendedLearning
Elicit Evidence
Act onEvidence
Interpret Evidence
Slide 7
•Colleen Anderson, IA
Judy Snow, MT
•Laura Watson, CA
Deb Sigman, CA
•Monica Mann HI
Kim Young, MI
•Melia Franklin, MO
Sharon Helwig, MO
•Julie Joslin, NC
Cindy Sharp, NV
•Kristen Maxwell, WA
Beth Simpson, WA
•Jessica Vavrus, WA
•Ruth McKenna, WestEd
Chrys Mursky, SBAC
Composition
•Develop, monitor and support Contract 23
•Identify, and train the State Leadership Teams (SLT)
•Monitor development of Quality Criteria and usability software
•Monitor development of commissioned modules
•Monitor development of educator submitted resources
Expectations
Smarter Balanced Formative Assessment and Professional
Learning Work Team
Slide 9
•8 – 12 members per state
•Comprised of K-12 educators and higher educational faculty in positions of leadership in the state
Composition
•Recruit, identify, and train the State Network of Educators (SNE)
•Participate in 5 regional trainings
•Train SNE members to contribute, review, and post resources
•Monitor and support SNE review of resources and make final posting decisions
•Provide feedback on posting process, Quality Criteria, and usability of software
Expectations
State Leadership Teams (SLT)
Slide 10
•Over 1200 K-12 educators and higher educational faculty from member states
•Each SNE has diverse expertise in: •CCSS
Mathematics, CCSS ELA, Science, and Social Studies
•General Education, Gifted and Talented, English Language Learners, and Students with Disabilities
Composition
•Participate in 5 trainings
•Help populate the Digital Library in advance of the 2014 launch•Submit and
review resources using the Quality Criteria
•Use resources and collaboration tools for own professional learning and instruction
•Provide feedback on the resources in the Library, review and posting process, Quality Criteria, and usability of software
Expectations
State Network of Educators (SNE)
Slide 11
•NEA and AFT Teacher Ambassadors
•NEA State Network of Educator Members
Composition
•Participate in face-to-face and web-based trainings
•Turnkey information on the Smarter Balanced Assessment System, including how the summative, interim, and formative components contribute to evidence-based decisions about teaching and learning
•Contribute Professional Learning and Instructional resources that meet the Quality Criteria to the Digital Library
Expectations
Partnership with NEA and AFTFunded by the Helmsley Charitable
Trust
Slide 12
•Higher Education Faculty Volunteers
•Advanced Degree Candidate Volunteers
Composition
•Identify seminal literature related the formative assessment process, the Common Core State Standards, diverse learners, online learning, principles of adult learning, etc.
•Provide brief summaries of the literature for State Network of Educator members to use to support resources they submit to the Digital Library
Expectations
Literature Summary Project
Slide 13
Members of the Formative Assessment Advisory Panel
1) Dr. Lynne Anderson-Inman (University of Oregon)
2) Dr. Robert Calfee (Stanford University, UC Riverside)
3) Dr. Bridget Dalton (University of Colorado)
4) Dr. Diane Heacox (St. Catherine University)
5) Dr. Joan Herman (UCLA – CRESST)
6) Dr. John Hill (Purdue University)
7) Dr. Yvette Jackson (National Urban Alliance for Effective Education)
8) Dr. Henry Kepner (University of Wisconsin - Milwaukee)
9) Dr. Katherine McKnight (National Louis University)
10) Valerie L. Mills (National Council of Supervisors of Mathematics)
11) Dr. James Popham (UCLA)
12) Dr. Lucinda Soltero-Gonzalez (University of Colorado-Boulder)
Twelve experts in the CCSS for ELA, the CCSS for Mathematics, the formative assessment process, adult learning, online professional learning, diverse learners, and urban and rural education comprised the Formative Assessment Advisory Panel.
Slide 14
Huddle
• Discuss the following with a few people around you:– Who has been involved in the Digital Library
development in your state?
Key Ideas from the Smarter Balanced Theory of Action
State-led effort
K-16 educators are integrally involved
Balanced assessment system provides fair and accurate evidence of student achievement to continuously improve teaching and learning
Adheres to professional standards
Slide 17
Digital Library Functionality
• Design supports Smarter Balanced Theory of Action
• Enables State Networks of Educators and State Leadership Teams to submit, review, and publish resources
• Uses state-of-the-art tagging and search to quickly find resources by CCSS and other topics
• Allows educators to view, download, and rate resources
• Enables educators from across the Consortium to collaborate and share their knowledge
Slide 18
What the Digital Library Is Not
Not a bank of assessment items
Not a learning management system where educators can
register for training or receive credit by completing
specific online courses
Not a library for general public (will require registration
and login)
Not a site to freely post resources
Slide 19
Digital Library Resources
Slide 20
• Commissioned Professional Learning Modules• Resources for educators, students, and families
• Frame Formative Assessment within a Balanced Assessment System• Articulate the Formative Assessment Process• Highlight Formative Assessment Practices and Tools
Assessment Literacy Modules
• Commissioned Professional Learning Modules• Instructional coaching for educators • Instructional materials for students
• Demonstrate/support effective implementation of the formative assessment process
• Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts
Exemplar Instructional
Modules
• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts• Create Professional Learning Communities
Education Resources
Formative Assessment Advisory Panel
• Convened the Formative Assessment Advisory Panel to develop the Quality Criteria during three two-day meetings
Meeting 1April 17 – 18
Meeting 2May 8 – 9
Meeting 3May 22 – 23
• Brainstormed initial Quality Criteria
• Determined structure of Quality Criteria
• Developed comprehensive list of potential criteria
• Discussed merits of checklist vs. rubric-based approach
• Tested criteria using sample resources
• Refined criteria
Synthesized feedback
Developed first draft of
Quality Criteria
Developed 2nd draft; received feedback
from panelists; developed present
draft
Slide 21
Structure of the Quality Criteria
Cover Profile
Gatekeeping Criteria
Quality Criteria for Professional Learning Resources and Quality Criteria for Instructional Resources
Governance Criteria
Slide 22
Purposes of the Quality Criteria
Ensure that the resources in the Digital
Library reflect the intent of the CCSS
Ensure that all resources reflect the Smarter Balanced vision of effective formative
assessment practices
Provide consistency in the review process for
all resources
Slide 23
Ensure that all resources in the Digital
Library are of the highest quality,
regardless of source
Digital Library Resources
Slide 24
• Commissioned Professional Learning Modules• Resources for educators, students and families
• Frame Formative Assessment within a Balanced Assessment System• Articulate the Formative Assessment Process• Highlight Formative Assessment Practices and Tools
Assessment Literacy Modules
• Commissioned Professional Learning Modules• Instructional coaching for educators • Instructional materials for students
• Demonstrate/support effective implementation of the formative assessment process
• Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts
Exemplar Instructional
Modules
• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts• Create Professional Learning Communities
Education Resources
Resource Posting ProcessStep 1:
Resource Submitted
Step 3:Quality Criteria Applied
Step 4:Decision
Step 2:Gatekeeping
Criteria Applied
SNE1
SNE2
SNE3
SNE1
Posted
Returned to Submitter
Sent to SLT
Cover Profile
Slide 25
Digital Library Resources
Slide 26
• Commissioned Professional Learning Modules• Resources for educators, students and families
• Frame Formative Assessment within a Balanced Assessment System• Articulate the Formative Assessment Process• Highlight Formative Assessment Practices and Tools
Assessment Literacy Modules
• Commissioned Professional Learning Modules• Instructional coaching for educators • Instructional materials for students
• Demonstrate/support effective implementation of the formative assessment process
• Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts
Exemplar Instructional
Modules
• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts• Create Professional Learning Communities
Education Resources
Commissioned Module Design Principles
Transform educational practice Coach educators to use the formative
assessment process to implement the CCSS, while embodying the process in the
module structure
Reflect UDL principles and support for diverse groups of learners. Review using
Smarter Balanced Bias and Sensitivity Guidelines.
Incorporate elements of effective online design
Design modules so they are long enough to communicate essential ideas, but short
enough to engage educators
Slide 27
Bias and Sensitivity Guidelines
28
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/Guidelines/BiasandSensitivity/BiasandSensitivityGuidelines.pdf
General Accessibility Guidelines
29
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/Guidelines/AccessibilityandAccommodations/GeneralAccessibilityGuidelines.pdf
HuddleTalk with your colleagues about
the following questions:• How does the Digital Library
differ from other formative assessment initiatives?
• How does the Digital Library differ from other CCSS resources being developed for educators?
Using the Digital Library Resources
Educator from California: I had been anxiously waiting to explore the Digital Library, and am very pleased with what I have seen so far. Once I learned how to use the filters, it made my search much easier. The lessons from the Digital Library are helping me "look deeper" at what is needed in creating effective lessons for my students. It is also great to know that I have access to vetted lessons at my fingertips.
Slide 33
Using the Digital Library ResourcesEducator from Oregon: It excites me that I will
be able to use this Digital Library to assist in my instructional planning; the idea that I can quickly pull a high-quality lesson targeted for a specific purpose, learning target, and/or student population will make it easier for me to engage students, assess their learning, and teach to the Common Core Standards. Further, for administrators, coaches, and others who deliver professional development, there is a wealth of learning around formative assessment and the Common Core through the Assessment Literacy and Professional Learning Resources.
Slide 34
Using the Digital Library Resources
Educator from Maine: I have enjoyed reviewing the material created by other teachers around the nation. It is like getting a peek into different classrooms to see what other teachers are doing to improve teaching and learning.
Slide 35
Learning Goal
• I understand that the Digital Library was developed based on the Smarter Balanced Theory of Action
Slide 36