The Smarter Balanced Report

Presented by:Adrian Amandi

Julie Z. ManningYurika Vu

Section 1: Basic Information

Brief OverviewStudent Participation

Grade Level AssessmentsAlternate Assessments

We Love Acronyms

CDE

CSB

CALPADSCALTAC

CAT ELA

SBAC TA

CAASPPTOMS

APAC

CMA

CAPA

CST

POD

Student Participation• All students in grades 3–8 and 11 are required to take the

grade-level assessments

• Science for grades 5, 8, 10 with CST, CMA, or CAPA

Student Exemptions• Students participating in the alternate performance assessment

• English learners (ELs) who have been attending school in the US for less than 12 months (for the ELA test only)

• Parents who formally request an exemption (not advised)

Student ParticipationAlternate Assessment

Participation

An alternate assessment is an option for students (in grades 3-8 and 11) with significant cognitive disabilities. IEPs must indicates participation in with this assessment.

3-8, 11 ELA and Math

California Alternate Assessment (CAA)

5, 8, 10 ScienceCAPA

Standard CAPA Assessment

Grade Level Assessments

Section II: Assessment Components and Design

Summative Assessments Computer Adaptive Testing/Paper-and-Pencil Options Performance Tasks

Interim AssessmentsFormative Assessments

Digital Library

Summative Assessment Year-end tests measuring:

– Grade-level learning– Progress toward college & career readiness– Aligned with CCSS

Content areas:– ELA – Mathematics

Two components per content area: – Computer adaptive test (CAT)– Performance task (PT)

Computer Adaptive Testing (CAT)

As students progress throughout a CAT, the computer program adjusts the difficulty of questions throughout the assessment based on their responses.

For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question.

The computer adaptive portion of the online test includes a wide variety of item types. (See slide __ for details)

Computer Adaptive Testing

Test Blueprint• Covers the full range of Common Core

English and math standards

• Specifies number of items, score points, and depth of knowledge

Adaptive Software • Set of rules that determine which questions

will be administered to the student

• Ensures that each student’s test fulfills the test blueprint

• adjusts the level of difficulty of questions based on student responses

Paper-and-Pencil Option

• Following this administration, there will be a 3 year window where a paper-and-pencil test will be an option thus allowing LEAs additional time to build their technology infrastructure

Performance Task (PT)with Classroom Activity

The Performance Task is an individually administered, computer-generated task. It challenges students to answer a set of questions centered on a common theme or problem.

The PT is designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher-order thinking skills to explore and analyze a complex, real-world scenario.

Performance Task (PT)

Prior to the PT, teachers or instructional staff conduct a Classroom Activity for all students to ensure that a lack of understanding of the context of the task does not interfere with a student’s ability to address the content of the task.

Classroom Activity (CA)

• Precedes the administration of the computer-based performance task (see next slide).

• The main purpose of the Classroom Activity is to ensure that all students have a common understanding, at a minimal level, of the contextual elements of a PT topic so they are not disadvantaged in demonstrating the skills the task intends to assess.

Optional Interim Assessments

• Designed to support teaching and learning throughout the year.

– Feedback to inform instruction including:• Global measures of early and midyear progress• Identify specific areas of strength and weakness• Assess skills of incoming students

• Local use

Similarities to summative itemsEvidence based, assess Common Core State Standards offers same accessibility resources

Differences from summative itemsSeparate, non-secure question pool

Types of Interim Assessments

• Interim Comprehensive Assessments (ICAs)– Assess the same claims and standards

• Interim Assessment Blocks (IABs)– Assess smaller sets of assessment targets– Address specific content areas– More flexible

Formative Assessment

• 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.

Digital Library FeaturesResearch-based instructional tools will be available on-demand to help teachers address learning challenges and differentiate instruction. The digital library will include professional development materials related to all components of the assessment system, such as scoring rubrics for performance tasks.

Section III: Support Options

Conceptual Model of Support OptionsCategories of Support Options

Conceptual Model of Support Options

Embedded supports definedNon-Embedded supports defined

Embedded vs Non-Embedded

Embedded Supportuniversal tools, designated supports, and accommodations are provided digitally through the test delivery system

Non-Embedded Supportuniversal tools, designated supports, and accommodations ware provided at the local level through means other than the test delivery system.

Decisions based on: • Individual student’s needs• Reflect the student’s prior use of, and experience with support

It is important to note that although Print on Demand is a non-embedded accommodation, permission for students to request printing must first be set in Test Information Distribution Engine (TIDE) or the state’s comparable platform.

Categories of Support Options

Universal SupportDesignated Support

Accommodations

Universal Tools

• Universal tools are available to all students based on student preference and selection.

• Universal tools are access features of the assessment that are either provided as digitally-delivered components of the test administration system or separate from it.

Designated Supports

• Designated supports for the Smarter Balanced assessments are those features that are available for use by any student for whom the need has been indicated by an educator (or team of educators with parent/guardian and student).

• Designated supports need to be identified prior to assessment administration. Embedded and non-embedded supports must be entered into the Test Operations Management System (TOMS). Any non-embedded designated supports must be acquired prior to testing.

Accommodations

• Accommodations are changes in procedures or materials that increase equitable access during the assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do.

• Accommodations need to be identified prior to assessment administration with documentation of need written into an Individualized Education Program (IEP) or 504 accommodation plan.

Support Option Graphic 1

Support Options Graphic 2

*Must be activated in the test delivery system.**Print on demand for stimuli only can be activated in TOMS. If a student(s) need print on demand for items and/or items and stimuli, contact CalTAC at least 24 hours prior to testing.

Section IV: Test Settings

Systems and ProcessSupporting the Team

Suggested Supports Checklist

Embedded Accommodations  

Language: Default is English. Options include Braille.

American Sign Language (ASL): allowed for ELA listening items only; allowed for math items in their entirety; test content is translated into ASL video; ASL human signer and the signed test content are viewed on the same screen.

Closed Captioning: allowed for listening items; printed text appears on the computer screen as audio materials are presented

Embedded Designated Supports  

Translations Glossaries (Math): Translation glossaries are provided for selected construct-irrelevant terms for mathematics.

Translated Test Directions (math): Students may see test directions in another language.

Translations (stacked) Math: Stacked translations provide the full translation of each test item above the original item in English.

Non-Embedded Designated Supports  

Translation Glossaries for Math: Students who have limited English language skills can use a translation glossary for specific items.

Bilingual Dictionary: for ELA Full Writes: a bilingual/dual language word-to- word dictionary can be provided 

Translated Test Directions   

Breaking NewsMarch 9, 2015

Update to the Read Aloud accommodation:

For the 2014–2015 school year, any student with an individualized educational program (IEP) or Section 504 plan that documents a read aloud accommodation will be allowed to:

•have a test reader for English language arts/literacy (ELA) reading passages,

•for all grades, including students in grades three through five.

District must complete an Individualized Aid Request

More Breaking NewsTOMS is not up-to-date with

Read Aloud changes!

An Individualized Aid Request must be completed for students in grades 3 – 5 who need the Read Aloud accommodation.

Unexpected Breaking NewsKnow one knows about this form!

Individualized Aid Request (IAR)

When to use:

If an IEP or 504 team identifies and designates

an unlisted accommodation/support

How to use:

Form is completed online by a coordinator at

http://caaspp.org/administration/forms/

The Smarter Balanced Assessment Consortium, in concert with the CDE, shall make a determination of whether the requested individualized aid changes the construct being measured.

This determination will be done after all testing has been completed.

Even more breaking NewsAnother step added for Print-on-Demand!

Steps you know:

1. Must be included on IEP

2. Must have proper educational diagnosis input into CALPADS

3. Must be input correctly into TOMS

Fun new step:

Test setting must be approved and activated by the California Technical Assistance Center (CalTAC)

This means the CAASP coordinator needs to call CalTAC before testing begins (24hrs? 2 weeks? I have read both!)

Head Scratching NewsJAWS probably won’t work well this year…

JAWS will let your student:

JAWS will NOT let your student:

* Read Language Arts material using an electronic braille display.

* Listen to any auditory output during the Language Arts sections of the test.

* Input answers and navigate via an electronic braille display.

* Provide acceptable navigation to select the right answer in math and science tests.

* Allow Grade 2 or Grade 1 input. Must use computer braille.

* Display correct Nemeth braille or correct speech for math and science.

Section V: Preparing Your Students

Types of Responseshttp

://www.smarterbalanced.org/smarter-balanced-assessments/#item

http://www.cde.ca.gov/re/cc/literacyresources.asp

Selected-Response (SR) Items

•Require students to select an answer to an item prompt

•Designed to be answered within 1 or 2 minutes and allow the opportunity to assess a broad range of content in one test

•Selected response items are objectively scored and student results are collected quickly

•Selected-response items include true/false, matching, and multiple-choice items.

• Multiple-choice items have a:– correct answer (i.e., from a list of alternatives) and – several wrong answers (or distractors).

Constructed-Response Items

•Require students to write a response to a prompt.

•Constructed-response items range from supplying a missing word in a sentence to writing an extensive essay.

•Students are directed to demonstrate what they know in their own words.

Extended-Response (ER) Items

•Seen in performance-task components for ELA and Mathematics

•An ER item/task is designed to cover content at a greater depth than a regular CR item.

•The time allotted to administer ER items/tasks should vary from 5 to 20 minutes.

Technology-Enhanced Items• Technology-enhanced items take advantage of

computer-based administration to assess a deeper understanding of content and skills than would otherwise be possible with traditional item types.

• Technology-enhanced items capitalize on technology to collect evidence through a non-traditional response type, such as editing text or drawing an object.

• Selected-response and technology-enhanced items can be scored automatically.

ELA and Math Response OptionsContent

AreaType of Item

How to Respond

How Student Responds

ELA and

MATH

Multiple Choice, single correct response; radio

button

Four-option multiple choice

1. Select an option by clicking on its lettered radio button, 2. To deselect an option, select a different radio button, 3. Only one option can be selected.

Multiple Choice, multiple correct

responses; checkboxes

Multiple-option multiple choice

1. Select among multiple lettered options by clicking anywhere within the text, 2. One or more options can be selected, 3. To deselect an option, click on the checkbox that is already marked.

Multiple correct responses; highlighted

text

 1. Select among multiple lettered options by clicking anywhere within the text, 2. One or more options can be select, 3. To deselect an option, click on the previously highlighted option

Matching Tables (with a variation True/False or

Yes/No)

Table format, click entry 1. Select checkbox corresponding to an option in

a table cell, 2. To deselect an option, select a checkbox that is already marked

Short text Keyboard alphanumeric entry

1. Use keyboard to enter text into a multi-line text box, (Text formatting not provided)

Math Only Response Options

Math Only

Drag-and-Drop Drag-and-Drop single or multiple elements

1. Select an object by clicking on it, 2. then drag- and-drop it to appropriate location in the response area.

Hot Spot Select text 1. Select targeted areas in the response area.

Table Fill in Table format, click entry Use keyboard to enter text into table cells, or Select an object by clicking on it, then drag- and-drop it to a table cell

Graphing Plot points and or draw lines

1. Using the Add Point icon, 2. Click in the Question response area to create a new point. · To remove the point, select the Delete icon; click on the point to be deleted Using the Connect Line icon · Click in the Question response area where the line is to start · Click and drag to the area where the line is to end · To remove the line, select the Delete icon; click on the line to be deleted

Equation/numeric

Enter equation or numeric response

Select buttons representing numbers and mathematic symbols to create a numeric response or equation

ELA Only Response Items

ELA Only

Two-part multiple-choice, with

evidence-based response

(evidence-based multiple choice)

Two part, multiple choice

Part 1 Response: Select an option by clicking on its lettered radio button; Part 2 Response (to provide evidence in support of the response to Part 1): Click on an option (highlights it)· Responses to both Part 1 and Part 2 can be changed

Hot Text (Select and move text)

Select and order text Select text by clicking on it, then drag-and- drop it to new area

Listening Tasks

Start an audio clip, Pause/re-start; fast-forward/rewind; and move-to options are provided

Start an audio clip · Pause/re-start; fast-forward/rewind; and move-to options are provided

Essay Keyboard alphanumeric entry

Use keyboard to enter text into a multi-line text box · Text formatting tools are provided

Navigating Within the TestA test page has up to three primary landmark elements:

• Banner (test and student information) region,• Navigation and test tools region

• Test content region (Stimulus and Items)

To navigate between these landmarks using JAWS, press the [R] key.

Banner Region• Test Information Row:

– This row displays the current question number(s), test name, student name, test settings button, and help button.

Navigation Region• Navigation and Test Tools Row:

– This row displays the navigation and tool buttons.

Test Content RegionStimulus/Passage:• Stimulus/passage title• Stimulus/passage context menu• Stimulus/passage content

Item: Each item contains the following elements:• Item number

• Item context menu• Item stem• Response area/answer options

Keyboard Commands

For JAWS see:Braille Requirements for Online Testing ManualSee Handout for other commands

AcronymsAIR American institutes for ResearchAPAC Alternate Performance Assessment for CaAT Assistive Technology

CST California Standards TestsCDE California Department of Education CSB California school for the blindCMA California modified assessmentCAPA Ca Alternate Performance AssessmentCAHSEE California high school exit examCALTAC Ca Technical Assistance CenterCALPADS Ca Longitudinal Pupil Achievement Data SystemCBT Computer-Based TestingCAT Computer Adaptive TestingCCSS Common Core State StandardsCAASPP Ca Assessment of Student Performance

DC District Test Coordinator

ETS Educational Testing ServicesELA English Language ArtsELL English Language Learner

FT Field Test

IEP Individualized Educational ProgramIT Instructional Technology

JAWS Job Access With Speech

LP Large Print

NON PT Non Performance Task POD Print-on-Demand (POD) PM Permissive ModePT Performance task RA Read Aloud

SBAC Smarter Balanced Assessment ConsortiumSC School Test CoordinatorSSID Statewide Student IdentifierSTAR State Testing and Reporting TA Test Administrator TOMS Test Operations Management SystemTTS Text-to-Speech