Cue smarter-balanced-3-2013

Apple Valley Introduction to

C. I. A. Curriculum

Instruction Assessment

What is the best...�

California State Standards

What is the Goal of our Standards?

Curriculum

Instruction

Assessment

California State Standards

3/13/13 5

College and Career Ready

Digital Citizenship

These Standards are not intended to be new names for old ways of

doing business. They

are a call to take the next step.

More about How than What


Digital Citizenship

Claims�Language Arts�

Claims�Mathematics�

Assessment Claims for English Language Arts/Literacy

“Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.”

Reading

“Students can produce effective writing for a range of purposes and audiences.” Writing

“Students can employ effective speaking and listening skills for a range of purposes and audiences.” Speaking/Listening

“Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.”

Research/Inquiry


Digital Citizenship



H a b i t s o f M i n d /C l u s t e r s

A n c h o r s

Anchor Standards

Depth of Knowledge

1 Depth of Knowledge

2

Depth of Knowledge

3

Depth of Knowledge

4

Standards


Digital Citizenship

Beliefs�Language Arts�

Beliefs�Mathematics�

H a b i t s o f M i n d /C l u s t e r s

A n c h o r s

Curriculum

Instruction

21st

Assessment

An Overview

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What Do You Know?

Look Through a New Lens

Testing Accountability

AYP/API

33 Waivers -- 10 Pending -- 2 Denied -- 5 not applying

promote high-quality teaching and learning,

assessment items need to elicit behaviors that students exhibit when

they engage in high-quality instruction.

Will:

linkyy.com/assessplan�

Standard One

Standard Two

Standard Three

Standard Four

Standard Five

STAR Question

STAR Question

STAR Question

STAR Question

STAR Question

The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed

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Digital Citizenship



Assessment Claims for English Language Arts/Literacy

“Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.”

Reading

“Students can produce effective writing for a range of purposes and audiences.” Writing

“Students can employ effective speaking and listening skills for a range of purposes and audiences.” Speaking/Listening

“Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.”

Research/Inquiry

Assessment Designers Believe

Students can produce effective writing for a range of purposes and audiences

Therefore they ask 3rd Graders: Informative/explanatory writing task Students may use a computer and associated technology Students view a video: Throw Your Tooth on the Roof: Tooth Traditions From Around the World. Students write down information about each world cultural tradition. Each student will create a Venn diagram comparing his or her tradition to one world cultural tradition he or she has chosen. Students use notes to write an informative/explanatory two-to-four-paragraph paper to describe and compare how traditions are the same and how they are different.

Assessment Claims for Mathematics

“Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.”

Concepts and Procedures

“Students can frame and solve a range of complex problems in pure and applied mathematics.” Problem Solving

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Communicating Reasoning

“Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.”

Data Analysis and Modeling

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Assessment Designers Believe Students can explain and apply mathemaBcal concepts and carry out mathemaBcal procedures with precision and fluency

Therefore they ask 8th Graders:

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How Does it Work?

A NaBonal ConsorBum of States •  29 states

representing 48% of K-12 students

•  21 governing, 8 advisory states

•  Aligned to CCS

•  Grades 3-8 and 11

•  11th grade high stakes

Interconnected system of summative, interim, and formative components Advanced computer adaptive testing (CAT) and extended, thematically related performance tasks.

BALANCE

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Computer Adaptive

Performance Tasks

Connected to a single scenario

2 Hours (varies) Each content

area 45-60 minutes

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Takes less Bme

More than one standard tested

Computer scored—GRE

AdapBve

3/13/13 52 Party Analogy !

Computer Adaptive?

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 each student’s abilities, these assessments quickly identify which skills students have mastered."

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Basic Characteristics in Design

•  Part of an integrated system •  Assessments provide evidence of student

performance •  Teachers are involved in the development

and scoring of assessments •  Assessments are structured to continuously

improve teaching and learning •  Assessment, reporting, and accountability

provide USEFUL information on multiple measures

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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

learning

Interim Assessments linked to Summative:

Flexible, open, used for actionable feedback

Summative Accountability Assessments

Benchmarked to college and career

readiness

Formative Assessment Resources

for teachers to improve instruction

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A Balanced Assessment System

SMARTER Approach

•  3 Assessments Each Year – Reading – Writing, Listening and Speaking, Language

– Math •  Optional Interim Assessments in ELA

and Math

SMARTER End of Year

•  Computer-adaptive •  2 ELA and 2 Math “performance

events” for Grades 3-8 •  Up to six math and ELA “events” for

Grade 11 •  Grades 9 & 10 Optional •  Combination of computer and human

scoring

New Assessment Will Impact Instructional Delivery

•  Will be approximately 40% selected response, computer adaptive

•  60% constructed response •  Performance based component,

scored at the site - may be a collaborative activity

Look Through a New Lens

What ten words best describe the Smarter Balanced test?

linkyy.com/5words

63

Scoring Depth of Knowledge

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Achievement Level Descriptors

Achievement level descriptors (ALDs) are text statements that articulate the knowledge, skills, and abilities represented at different categories

of performance on the Smarter Balanced assessments, including the college- and career-ready category for the high school assessment.

They describe how students are progressing toward mastery of the Common Core State Standards and provide clear explanations of

student performance for policymakers, educators, and parents

Achievement Level Descriptors

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Academic Learning Descriptors

Achievement Level Descriptors Minimal

Partial

Sufficient

Deep

Link to the Draft ALDs�

linkyy.com/ALD�


Digital Citizenship



Test Organization Different than

organization of standards

Claim 1

Claim 2

Map of SBAC

Similar to Anchors and Clusters NOT identical

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linkyy.com/samples

Let’s Look at Some Items!

Let’s look at some test questions

Conventional Multiple Response

In [a reading passage], which phrase best supports [the author’s perspective]?

A.  XXX B.  YYY C. WWW D. ZZZ

Conventional Multiple Response

Multiple Selected Response

Click which actions from the passage are examples of foreshadowing.

A.  SSS B.  TTT C. MMM D. ZZZZ E.  None of the above

Short Constructed Response

•  Below is information from the passage. Organize it by central idea, supporting details, and a comparison

•  Place the events in the order they occurred

Conventional Response

Constructed Response

•  Explain how the author used symbolism. Use evidence from the passage to support your response.

•  Show how [a specific idea] is developed in the passage.

•  Analyze the meaning of bravery and the author’s purpose for using it.

Short Constructed Response

Writing/Listening Task

•  Phase 1 (1 hour) – Work alone to write a draft –  Exchange with writing partner –  Provide feedback with a form –  Revise and submit final draft for scoring

•  Phase 2 (30 minutes) –  View video – Write guided notes –  Create Venn diagram – Write 2 to 4 paragraph paper

Writing Listening Task

Math Items

• Short Items

• Constructed Response Tasks

• Extended Performance Task

Short Items

• Which one shows the same value as 3X?

• Click on graph that shows the correct rate of improvement.

Short Items

Constructed Response Task

•  Provide information (text and diagrams) – How much roofing material will be needed?

– Which company offers best deal (and why)?


Constructed Response Tasks

• Based on the diagram what will be the charge for a complete auto service?


Extended Performance Task

• Here is a typical story about saving energy: – Assess the cost effectiveness. – Decide whether adding solar windows was cost effective.

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SMARTER Timeline

10-11 Content Analysis, Develop protocol and materials, Develop Items and Performance Events

11-12 Pilot Testing, Include English language learners and students with disabilities

12-13 Field Testing in all states; Alignment of all items to CCSS

13-14 Field Testing continues, Set cut scores in summer of 14

14-15 Implementation in all states

Where can I learn more?

•  CDE •  http://www.cde.ca.gov/ci/cc/

•  ACSA –  http://www.acsa.org/commoncore –  http://www.acsa.org/smarter

•  County Offices of Education –  http://www.scoe.net/castandards/index.html

(Sacramento County) –  http://www.ocde.us/commoncore/Pages/

default.aspx (Orange County) –  http://www.tcoe.org/CCSS (Tulare County)

Blueprint !

Claims

CAT= Computer Adaptive Test PT= Performance Task

Blueprint !

Claims Targets

SR=Selected Response

CR= Constructed Response

Blueprint !

Blueprint !

Blueprint !

linkyy.com/blueprint�

Link to the entire blueprint�

Curriculum

Instruction

21st

Assessment