ian may 18, 2012. understand the possible implications of sbac assessments for assessing ela &...
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Smarter Balanced Assessment Consortium (SBAC)
IANMay 18, 2012
Goals
Understand the POSSIBLE implications of SBAC assessments for assessing ELA & Math in Iowa.
Q & A
Smarter Balanced Update
Colleen AndersonIowa Department of Education
Iowa Core Alignment Learning & CollaborationMay 18, 2012
IAN
A National Consortium of States
27 states representing 43% of K-12 students
21 governing, 6 advisory states
Washington state is fiscal agent; WestEd is Project Management Partner
Seven Key Principles
1. An integrated system2. Evidence-based approach3. Teacher involvement4. State-led with transparent
governance5. Focus: improving teaching and
learning6. Actionable information – multiple
measures7. Established professional standards
Work group engagement of 90 state-level staff:
Each work group: • Led by co-chairs from governing
states• 6 or more members from advisory
or governing states• 1 liaison from the Executive
Committee • 1 WestEd partner
Work group responsibilities:
• Define scope and time line for work in its area
• Develop a work plan and resource requirements
• Determine and monitor the allocated budget
• Oversee Consortium work in its area, including identification and direction of vendors
Accessibility and Accommodations 1
Formative Assessment Practices and Professional Learning2
Item Development3
Performance Tasks4
Reporting 5
Technology Approach 6
Test Administration 7
Test Design 8
Transition to Common Core State Standards 9
Validation and Psychometrics10
Consortium Work Groups
Balanced Assessment System
Summative
InterimFormative
Balanced Assessment System
Selected Response
Performance Tasks
Constructed Response
State Implementation Timeline 2011-2012 School Year—Technology
readiness tool available Winter/Spring 2013—Pilot testing of
summative and interim assessments Spring 2014—Field testing of summative
and interim assessments 2014-15 School Year—Implementation of
assessment system and launch of digital library
Key Dates for Teachers/Content Leaders Spring/Summer 2012—help write Pilot items and tasks, review for
alignment with CCSS, and check for bias/sensitivity
Summer/Fall 2012—begin writing Field test items and tasks, review for alignment with CCSS, and check for bias/sensitivity
Summer/Fall 2013—Teams of math educators valuate formative assessment practices and instructional resources; professional development cadres meet
Winter/Spring 2013—Pilot Testing of items/tasks in a sample of schools
Fall 2012–Fall 2013—teams write Field Test items and tasks review for alignment with CCSS, and check for bias/sensitivity
Spring 2014—Broad participation in Field Testing of summative and interim assessments
2014-15 School Year—Implementation of assessment system and launch of digital library
Summative AssessmentsFor reporting and program evaluation
Summative Computer adaptive Spring administration
◦ 12 week window Online (paper & pencil available for 3 years) All 4 levels DOK will be assessed All levels of Bloom’s will be assessed Standards-based
Summative Multiple Formats
◦ Selected response◦ Short constructed response◦ Extended response◦ Performance tasks
Multiple Types◦ Traditional ◦ Technology enhanced (e.g. drag and drop,
building models, etc.)◦ Performance task w/collaboration +
independent◦ Independent performance task
ELA Standar
d Item Type Eligible Depth of Knowledge
Y or N Y or N Y or N Y or N Y or N Y or N Y or N Y or N Y or N Y or N
Selected Response
Extended Construct
ed response
Technology
Enhanced
Performance Task
Writing Prompt
(ELA ONLY)
Oral Response Required
Eligible DOK 1 DOK 2 DOK 3 DOK 4
RL.3.1Y Y Y Y N N Y Y Y Y N
RF.3.3Y N Y Y N N Y Y N N N
RF.3.4N N N N N N N Y Y N N
W.3.4N N Y Y Y N Y N N Y Y
Example from SBAC Test Specifications
RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
Depth of Thinking (Webb)
+ Type ofThinking
(Revised Bloom)
DOK Level 1Recall &
Reproduction
DOK Level 2Basic Skills &
Concepts
DOK Level 3Strategic Thinking
& Reasoning
DOK Level 4Extended Thinking
Remember -Recall conversions, terms,facts
Understand -Evaluate an expression-Locate points on a grid ornumber on number line-Solve a one-step problem-Represent math relationships in words, pictures, or symbols
- Specify, explain relationships-Make basic inferences or logical predictions from data/observations-Use models /diagrams to explain concepts-Make and explain estimates
-Use concepts to solve non-routine problems-Use supporting evidence to justify conjectures, generalize, or connect ideas-Explain reasoning when more than one response is possible-Explain phenomena in terms of concepts
-Relate mathematical concepts to other content areas, other domains-Develop generalizations of the results obtained and the strategies used and apply them to new problem situations
Apply -Follow simple procedures-Calculate, measure, apply a rule (e.g., rounding)-Apply algorithm or formula-Solve linear equations-Make conversions
-Select a procedure and perform it-Solve routine problem applying multiple concepts or decision points-Retrieve information to solve a problem-Translate between representations
-Design investigation for a specific purpose or research question- Use reasoning, planning, and supporting evidence-Translate between problem & symbolic notation when not a direct translation
-Initiate, design, and conduct a project that specifies a problem,identifies solution paths, solves the problem, and reports results
Analyze -Retrieve information from a table or graph to answer a question-Identify a pattern/trend
-Categorize data, figures-Organize, order data-Select appropriate graph and organize & display data-Interpret data from asimple graph-Extend a pattern
-Compare information within or across data sets or texts-Analyze and draw conclusions from data, citing evidence-Generalize a pattern-Interpret data from complex graph
-Analyze multiple sources of evidence or data sets
Evaluate -Cite evidence and developa logical argument-Compare/contrast solutionmethods-Verify reasonableness
-Apply understanding in a novel way, provide argument or justification for the new application
Create - Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept
-Generate conjectures or hypotheses based on observations or prior knowledge and experience
-Develop an alternative solution-Synthesize information within one data set
-Synthesize information across multiple sources or data sets-Design a model to inform and solve a practical or abstract situation
Smarter Balanced Cognitive Rigor Matrix
2 Overall ELA Claims Overall Claim (Gr 3-8) - Students can
demonstrate progress toward college and career readiness in English language arts and literacy.
Overall Claim (High School) - Students can demonstrate college and career readiness in English language arts and literacy
ELA Reporting Based on 4 Claims 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
Example: Assessing ELA Claim 1 50% of text-related assessment evidence
will come from reading literary texts, and may include stories, poems, plays, myths, or legends
To the degree possible, all literary passages will include at least one item assessing each of the assessment targets◦ Supporting evidence◦ Key details◦ Central ideas◦ Word meaning◦ Reasoning and evaluation
In Test Specifications: Assessing ELA Claim #1 CCSS Standards assessed:
◦ Read Literature: 1-7, 9, &10◦ Read Informational Texts: 1-10◦ Read/ Literacy: 1-7, 9 & 10 (gr 6-11)◦ Language Use: 3, 4, 5
Types of Assessments:◦ Variety of Selected Response CAT Items◦ Short and long constructed response◦ Performance tasks (Reading required for
performance tasks primarily assessed as Writing - 9: draw evidence from texts.)
Mathematics Reporting Based on 4 Claims
1. Concepts and Procedures
2. Problem Solving
3. Communicating Reasoning
4. Modeling and Data Analysis
Math Claim 1: Concepts and Procedures
Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Math #1 Assessing: Using appropriate tools strategically
How well students use technological tools to explore and deepen their understanding of concepts.
Students will use manipulatives/tools to solve problems – hands-on and virtual
Claim #2: Problem Solving
Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
Assessing Claim 2
Assessment items and tasks focused on Claim 2 include well-posed problems in pure mathematics and problems set in context
Claim 2 will be assessed using a combination of SR items, CR items/tasks, and ER items/tasks that focus on making sense of problems and using perserverance in solving them.
Claim #3: Communicating ReasoningStudents can clearly and precisely
construct viable arguments to support their own reasoning and to critique the reasoning of others.
Assessing Claim 3 Claim 3 refers to a recurring theme in the CCSSM
content and practice standards—the ability to construct and present a clear, logical, convincing argument. ◦ For older students, this may take the form of a rigorous,
deductive proof based on clearly stated axioms. ◦ For younger students, this will involve more informal
justifications. Assessment tasks that address this claim
will typically present a claim and ask students to provide, for example, a justification or counterexample
Claim #4: Modeling and Data Analysis
Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
Assessing Claim 4 Tasks designed primarily to assess Claim 4
will involve formulating a problem that is tractable using mathematics; that is, formulating a model.
Tasks designed primarily to assess Claim 4 will involve formulating a problem that is tractable using mathematics; that is, formulating a model.
Assessing Claim 4 Claim 4 tasks will often involve more than one
content domain and will draw upon knowledge and skills articulated in the progression of standards up to that grade, with strong emphasis on the major work of previous grades.
Claim 4 will be assessed both by performance tasks (each lasting up to 120 minutes) and by a collection of 3 to 5 extended-response items/tasks which focus on modeling and data analysis. ER tasks should be designed so that a successful student will complete them in 10-20 minutes.
Interim AssessmentsOnline assessments to monitor progress
Interim Assessments Computer adaptive Administration 2 times/year Online (paper & pencil available for 3 years) All 4 levels DOK will be assessed Items will include all levels of Bloom’s Schools can choose which standards to
assess Highly predictive of success on summative
assessment Optional for LEAs (?)
Formative Assessment
Digital Library
Five Key Strategies: Clarifying, sharing, and understanding the learning
intentions and criteria for success
Engineering effective classroom discussions, activities, and learning tasks that elicit evidence
Providing feedback that moves learning forward
Activating learners as instructional resources for themselves and others
Activating learners as the owners of their own learning (Wiliam, Dylan. Embedded Formative Assessment, 2011, p. 46)
Formative Practices Digital Library of resources for PD and
instructional materials searchable by:◦ Formative assessment: Five Key Strategies ◦ Grade level◦ Smarter Balanced claims◦ Smarter Balanced assessment targets◦ Common Core State Standards ◦ Content area◦ Mathematical practices◦ Format (video, document, PowerPoint)
Digital Library: Professional DevelopmentAssessment Literacy Understanding of Evidence-Centered Design and the
importance of evidence collection in support of the Smarter Balanced claims and assessment targets
Understanding of Smarter Balanced Content Specifications aligned with college and career readiness, their roles, and purposes in a balanced assessment system
Understanding of CCSS Learning Progressions (e.g., using Vygotsky’s Zone of Proximal Development to target instruction)
Understanding of how the results from the reporting system for Smarter Balanced will help teachers plan for instruction that helps students identify and attain learning goals
Digital Library: Professional Development Facilitation and training tools for school-level
professional learning teams to build LEA capacity for teachers and instructional leaders to implement formative assessment practices in daily instruction
Training on the use of the Digital Library
Training for Teachers, Administrators, Students, and Parents on How to Use Interim and Summative Assessment Reports and Search Resources on the Digital Library To Improve Teaching and Learning
Digital Library: Professional Learning
Interim—Importance of interim assessment in monitoring student learning◦ Purposes of the interim assessment◦ Role of interim assessment item banks (description of quality interim
assessment and how to use the interim results in the classroom to target instruction)
◦ Effectively using the Smarter Balanced item bank for interim assessments◦ Expanded definitions of terms related to interim assessment
Summative—Description and purposes of Smarter Balanced Summative Assessment◦ Purposes of the summative assessment◦ Selected response (definition and examples)◦ Short and long constructed response (definition and examples)◦ Performance tasks (definition and examples)◦ Technology-enhanced items (definition and examples)◦ Expanded definitions of terms related to summative assessment (e.g.,
artificial intelligence, CAT, technology-enhanced, content specifications, Evidence-Centered Design.)
Digital Library: Resources 52 Smarter Balanced Exemplar
Instructional Modules with video clips, lesson plans, curriculum resources, tasks, scoring rubrics, and student products with student feedback and teacher reflection to demonstrate how to use the Formative Assessment Five Key Strategies to teach specific grade level claims and assessment targets in Grades K-12◦ 2 each per content and grade level
Additional Resources Instructional tools and resources for teachers
(e.g., video demonstrations, templates, strategies and techniques, specific links to Common Core State Standards and examples)
Teacher template to allow teachers to track their own and student learning through Formative Assessment Practices and Strategies.
Assessment Glossary for Classroom Teachers
Questions & Answers
SmarterBalanced.org
Web Alignment Tool Using Webb’s DOK
wat.wceruw.org/index.aspx
