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Preparing for ELACCSS Assessments

What is the Smarter Balanced Assessment Consortium?

Smarter Balanced is a state-led consortium developing assessments aligned to the Common Core State Standards in English language arts/literacy and mathematics to help prepare all students to graduate from high school college- and career-ready

Oregon districts will have access to the Smarter Balanced summative assessments in English language arts/literacy and mathematics beginning in the 2014-2015 school year.

The three areas in this presentation to help prepare our students for the change from OAKS to the 2014-2015 Smarter Balanced assessments are (1) Balanced Assessments, (2) Assessment Claims and Targets and (3) Assessment Criteria and Stimulus.

(1)Balanced

Assessments

(2)Assessment Claims &

Targets

(3)Assessment Criteria

& Stimulus

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(1)Balanced

Assessments

Part 1: Balanced Assessments

SBAC is committed to using evidence-based design in the development of the common assessments

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http://dpi.wi.gov/oea/pdf/balsystem.pdf

The SBAC vision is a balanced system of assessments—including.. formative, interim and summative assessments—that improve teaching and learning. It is a flexible assessment system that promotes student success and provides meaningful feedback to teachers.

(1)Balanced

Assessments

Interim assessments should include the same types of items and performance tasks as the summative assessment.

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Assessment Models

INTERIM

Purpose: Interim assessments have multiple points of data and evaluate knowledge and skills related to a specific set of criteria. Occur between units of instruction•Medium-scale diagnostics•Benchmark assessments•Progress monitoring

FORMATIVE

Purpose: Formative assessments are used during instruction to gather feedback on student learning that is used to adjust on-going teaching, and to improve each student’s achievement.Occur during instruction and, as a result, are often dynamic, in-the-moment, small-scale evaluations

SUMMATIVE

Purpose: A summative assessment is designed to evaluate cumulative learning, through a process of evaluating the learning of students at a given (end) point in time. Occur after instructionSummative assessments help evaluate the effectiveness of instruction and levels of student learning.

The SBAC is developing formative, interim and summative assessments models. Formative assessments guide instruction toward assessed targets and interim assessments tell us how well those targets were met.

Formative AssessmentsPurpose: to inform instruction within and between lessons, for both studentand teacher. Characteristics: seamless integration of assessment strategies and instructionby providing immediate feedback to help teachers determine what to do next instructionally and also involves students in evaluating their own learning.Student: What do I need to learn before I understand this completely?Teacher: What learning comes next for this student?

Benchmark (Interim) Assessments Purpose: to diagnose student learning and/or monitor progress locally during the year. Characteristics: may be teacher, school, district, state, or commercially developed; can be used multiple times during the year to make instructional adjustments for students or groups of students.Are my students on track? How well are they progressing? How well is the curriculum andinstruction working?

(1) Balanced

Assessments

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The SBAC Content Specifications , General Item Specifications, ELA Literacy Specifications and Item and Task Specifications, inform the Summative Assessment criteria. Summative assessment specifications should have similar components as the formative and interim.

Summative Assessment Purpose: to monitor national, state, district, and school progress over time. Characteristics: standardized administration annually; data is best used at the aggregate level for accountability rather than at the student level, because data is

general not specific. Are there any gaps in our district’s curriculum and instruction? How does the achievement of districts and schools compare to one another? How do achievement levels compare over time?

(1)Balanced

Assessments

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SBAC is committed to having components of summative assessments included in the formative and interim assessments.

SUMMATIVE ASSESSMENT CRITERA + FORMATIVE/INTERIM ASSESSMENTS = COLLEGE AND CAREER READY ASSESSMENTS STRATEGIES AND PRACTICES…..

Assessment Frame Types on SBAC

Balanced Assessmen

ts

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Selected ResponseAssessment items where students select from a given set of response options. Most selected response (SR) items will relate to a stimulus (e.g., a reading passage or audio/visual stimulus).

• Answered quickly• Assess a large range of content on one test• Inexpensive to score• Limited ability to show a student’s reasoning

process• Difficult to assess higher-order thinking skills

SR

Performance Tasks (assesses multiple claims)Assessment items where students perform a skill or create a product. Students will produce either a full written text or present a speech which will be scored according to a rubric

• Measure complex assessment targets• Demonstrate ability to think and reason• Higher-order skills• Produce fully developed writing or speeches• Provide evidence of college and career

readiness

PT

Technology-Enhanced / Technology-EnabledAssessment items that employ technology elicit a response from a student. Items will take advantage of drag and drop, ‐ ‐hot spot, drawing, graphing, gridded-response items, and simulation technologies

• Specialized interaction • May have digital media for stimulus • Same requirements as selected and constructed

response items • Students manipulate information defined

responsesTE

Constructed Response/Extended ResponseAssessment items where students produce the response instead of selecting from a list items may require test-takers to enter a single word, phrase, sentence, more elaborate answers and explanations of reasoning.

• Address assessment targets and claims that are of greater complexity

• Require more analytical thinking and reasoning.CR

Summary questions

1. What are three assessment models from SBAC?

2. How does your school use each model?

3. When does each occur?

4. Name two facts about each model.

5. How should each drive instruction?

6. What four types of assessment frames does SBAC use?

7. How does the SBAC summative assessment influence formative/interim assessments?

(1)Balanced

Assessments

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With 1 being most knowledgeable and 5 being least knowledgeable rate each question to indicate your staff’s knowledge level.

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Part 2: Assessment Claims and Targets

(2)Assessment Claims &

Targets

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What are Claims ?

“Claims” are what students should know and be able to do in the domain of English language arts and literacy to demonstrate readiness for college and career in ELA.

They are the broad statements of the assessment system’s learning outcomes, which require evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims.

What are Assessment Targets ?

For each of the domain-specific claims there is a set of summative assessment targets.Based on the description of sufficient evidence necessary to support each claim, theassessment targets describe the expectations of what will be assessed by the items and tasks within each claim. These summative assessment targets (evidence) at each grade level represent the prioritized content for summative assessment.

Content Specifications

Assessment Claims and Targets

(2)Assessment

Claims & Targets

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How were the Four Claims and Targets developed?

The Common Core State Standards document (CCSS) was created to guide curriculum development, instruction, and assessment development, but not to be a summative assessment blueprint.

Background of Claims and Targets

(2)Assessment

Claims & Targets

For reasons of coherence, efficiency, and the natural (instructional) integration of skills, SBAC sometimes organizes the CCSS strands somewhat differently for the purpose of informing claims and assessment targets.

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SBAC worked closely with the developers of the Common Core standards to determine how to best assess those standards.

In order to develop efficient strategies for assessment and reporting, some standards statements have been reorganized or combined into claims and targets thus changing the way they are presented.

Even though the specific organizational structure of the CCSS (e.g., strands, headings for anchor standards) has evolved to meet the demands of this task, the content of the standards themselves has not changed.

SBAC uses Evidence-Centered Design. ECD is an approach to creating assessments. Part of this design established four specific “claims”

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Assessment Claims

& Targets

The Four Claims (claims are measured by targets)

Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claim #2 – Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate and present information.

The Common Core State Standards are the guide for the four claims. These claims are the basis of the summative assessments targets.

Note: There is a LANGUAGE Claim #5 – “Students can use oral and written language skillfully across a range of literacy tasks,” that is embedded into all other claims, so it is not used as a stand-alone claim for assessing.

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(2)Assessment

Claims & Targets

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TARGET #1:

KEY DETAILS: Use explicit details and implicit Information to support answers or inferences about the text.

What target in Claim #1 best represents key details in literary and informational text?

CLAIM #1: Students can read closely and critically to comprehend a range of increasingly complexliterary and informational texts.

What common core state standards best support Target 1 of Claim #1?

RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

What best summarizes what students should be able to do for CCSS literary and informational text? 1.

2.

3.

SBAC assessment is organized by Claim, supporting target(s) and CCSS.

Assessment Target(s) for Claim #1 Literary Text 50% of assessment

Target Topic Goal

Target One Key Details

Target Two Central Ideas

Target Three Word Meanings

Target Four Reasoning & Evidence

Target Five Analyzing Relationships

Target Six Structures/Features

Target Seven Language Usage

Assessment Target(s) for Claim #1 Informational Text 50% of assessment

Target Topic Goal

Target Eight Key Details

Target Nine Central Ideas

Target Ten Word Meanings

Target Eleven Reasoning & Evidence

Target Twelve Analyzing Within/Across Texts

Target Thirteen Structures/Features

Target Fourteen Language Usage

Targets in Claim #1

Each literary target under Claim #1, has a parallel informational target.

Example:Target One – Key Details: Literary TextTarget Eight – Key Details: Informational Text

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Assessme

nt Claims

& Targets

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Literary Claim # 1

Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Each claim is composed of assessment targets derived from specific CCSS.

(2)Assessment

ClaimsAssessment

Targets

Assessment Target(s) for Claim #1 Literary Text 50% of assessment

Target Topic Goal # Items/Value Type Standards

Target One Key Details 1-2 = 1 pt. each SR/CR RL-1 RL-3

Target Two Central Ideas 1-2 = 1 pt. each SR RL-2 RL-3

Target Three Word Meanings 1-4=2-10 pts. each

SR RL-4 L-4 L-5c

Target Four Reasoning & Evidence

1-2 = 3-4 pts. each

CR RL-2 RL-3 RL-6

Target Five Analyzing Relationships

1-4=2-16 pts. each

CR RL-6 RL-7 RL-9

Target Six Structures/Features 1-4=2-16 pts. each

SR/CR RL-5 RL-7

Target Seven Language Usage 1-4=2-10 pts. Each

SR RL-4 L-5a L-5b

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Informational Claim # 1

Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Each claim is composed of assessment targets derived from specific CCSS.

(2)Assessment

ClaimsAssessment

Targets

Assessment Target(s) for Claim #1 Informational Text 50% of assessment

Target Topic Goal # Items/Value Type Standards

Target Eight Key Details 1-2 = 1 pt. each SR/CR

RI-1 RI-3

Target Nine Central Ideas 1-2 = 1 pt. each SR/CR

RL-2

Target Ten Word Meanings 1-4=2-10 pts. each

SR RL-4 L-4 L-5c L6

Target Eleven Reasoning & Evidence

1-2 = 3-4 pts. each

CR RI-3 RI-6 RI-8 RI-9

Target Twelve Analyzing Within/Across Texts

1-4=2-16 pts. each

CR RI-7 RI-9

Target Thirteen Structures/Features 1-4=2-16 pts. each

SR/CR

RI-5 RI-7

Target Fourteen Language Usage 1-4=2-10 pts. Each

SR/CR

RI-4 L-5 L-5a L-5b

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(2)Assessment

Claims & Targets

Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

General Guidelines for Claim #1What can I do in my classroom to prepare students for assessing Claim #1?Note: The ability to refer to details & examples in support of claims, inferences, & conclusions is so central to reading that Reading Standard 1 is considered a component of each of the summative assessment targets set forth for Claim #1.

1. Students will engage with a variety of literary and informational texts.

2. Questions range from demonstrating the ability to locate key details and summarize central ideas to using textual evidence to analyze and support judgments made about the ideas presented.

3. Responses with details drawn directly from the text (text referential responses) provide a rich, text-based synthesis that clearly reflects deep understanding of the text.

4. Reading one text or compare, analyze, or integrate information from more than one text.

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Claim 1 focus is reading.

(2)Assessment

Claims & Targets

Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Assessment Targets Assessment Targets reflect the intended evidence of knowledge and skills stated in each standard. You can think of the assessment targets as standard objectives.

• The summative assessment targets at each grade level represent the prioritized content for assessment.

• All assessment items and tasks described in SBAC assessment targets are aligned with one or more CC standard to be assessed.

• Each assessment target is accompanied by the related standard(s) in the CCSS from which it is drawn

• Each assessment target is related to the intended cognitive rigor/depth-of-knowledge (DOK) required by the assessment target.

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Claim #1 Assessment Summary Targets Overview

Claims and Targets

Summary Questions:

1. How many ELA claims are there?

2. How are assessment claims measured?

3. What ELA area does Claim One measure?

4. What are assessment targets? How many assessment targets are in Claim One?

5. Why don’t all assessment targets have the same weight?

6. Were the CCSS meant to be an assessment? A curriculum? Explain your answers.

7. How will understanding claims and targets help us prepare our students for assessments?

(2)

Assessme

nt Claims

& Targets

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With 1 being most knowledgeable and 5 being least knowledgeable rate each question to indicate your staff’s knowledge level.

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Stimulus: the text, source (e.g., video clip), and/or graphic about the item. The stimulus provides the context of the item/task to which the student must respond.

Criteria: the text complexity –Lexile level, Cognitive demand (Depth of Knowledge), and the qualitative measure and interest level necessary as evidence to assess the knowledge and skill understanding of the claim.

(3)Assessment Criteria

& Stimulus

Part 3: Assessment Criteria and Stimulus

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(3)Assessment Criteria & Stimulus

What determines the assessment criteria?

1. Cognitive Demand -Depth of Knowledge

2. Complexity Level- Quantitive measures of complexity (SBAC uses Flesch-Kincaid index) and new lexiles.

3. Interest Level -Qualitative measures for literary and informational text provide challenging and complex, but still appropriate, materials.

4. On Grade Level

Assessment Criteria

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(3)Assessment Criteria & Stimulus

Assessment Criteria

Qualitative measures are on a continuum.

Slightly Complex

Moderately Complex

Very Complex

Exceedingly Complex

Each of these components of literacy are measured on a continuum of qualitative complexity.

Literary Informational

Meaning Purpose

Structure Structure

Language Features

Language Features

Knowledge Knowledge

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Cognitive

Depth of Knowledge (Webb’s Design)

1 Recall and Reproduction

2 Skills and Concepts

3 Short-term Strategic Thinking

4 Extended Thinking

Quantitive

Complexity of Text (Lexile Range)

SBAC uses Flesch-Kincaid index

New lexiles

Assessment Stimulus should…

Be about little known information on topics of common interest.

Be related to science, social studies, history and technology.

Be related to ( in grades 3 – 5 ) animals, famous people, events in history, robots and astronomy.

Be excerpts from longer works.

Be traditional passages.

CR will include a combination of literature and informational text types- examples:

2 poems with similar themes or formats1 poem and informational text with similarities or differences2 informational texts to support or oppose.On grade level with a 5-10 minute response.

Be from the list of literature and informational CCSS texts.

Have leverage, readiness and endurance.

(3)Assessment Criteria & Stimulus Assessment Stimulus

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Summary Questions:

1. What are some assessment criteria?

2. Give an example of cognitive demand.

3. Give an example of complexity level.

4. What is interest level?

5. What demands are associated with qualitative text?

6. What level is associated with Depth of Knowledge?

7. Lexile ranges have increased to raise what level?

8. Describe the qualitative levels continuum.

9. What are some specific assessment stimuli to keep in mind when selecting or writing authentic assessments?

(3)Assessment Criteria

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With 1 being most knowledgeable and 5 being least knowledgeable rate each question to indicate your staff’s knowledge level.

Item and Task Specifications for ELA

SBAC Content Specifications for Summative ELAMore info. on how claims were developed with CCSS

Determining Assessment Criteria based on CCSSDavid Coleman working with CCSS to determine assessment claims and targets.

Assessment Stimulus Specifications (materials used)Smarter Balanced assessments are similar to and different from stimuli used in traditional assessments. These guidelines will provide parameters for stimulus use.

Four Types of AssessmentsUnderstanding SR (selected response), CR (constructed response), PT (performance tasks) and TE (technology enhanced) test types.

ECD Evidence Centered DesignUnderstanding the concept of Evidence Centered Design (sometimes known as Evidenced Based Design).

Resources To access these web links, view this power point as a “show.”

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Claims and Targets for Literary and Informational TextA list of grade 4, 8 and 11 claims and targets can be used for any grade in elementary, middle and high schoolby replacing grade level standards.

Smarter Balanced Assessment Consortium Home PageMany links about everything SBAC!

Text ComplexityRubrics to assess text complexity in literary and informational text.

An archived list of children’s books This list is deemed exemplary by the American Library Association.