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SBAC: Background, Characteristics, and Expectations

Marin County

November 2012

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Do Now

Individually on a Post-It, answer the following:

What do you know about SBAC thus far?

What questions would you like to get an answer to today?

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Outcomes of the Workshop

•  Understand SBAC’s focus on evidence-based design, and how Claims and Assessment Targets fit into the system

•  Learn from Ross Valley’s experience as a pilot site

•  Explore SBAC items and the implications they hold for instruction

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Evidence Based Design

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Standard

Test item

Test Item

Test Item

Standard

Test Item

Test Item

Standard

Test Item

Test Item

Test Item

Test Item

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SBAC Claims

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SBAC Summative Assessment Targets

Claim 1: Reading 14 Targets:

•  7 for RL standards •  7 for RI, RH, and RST

standards

Claim 2: Writing 10 Targets

Each target was written so that adequate evidence to support the Claim could be collected.

The targets are mapped back to the standards.

Overall Claim: College and Career Readiness

Claim 3: Speaking and Listening 4 Targets

Claim 4: Research 4 Targets

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

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SBAC Claims

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# of targets per claim - Math Claim #1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Targets are broken down by grade level content clusters, not standards. The number of targets varies per grade.

Claim #2: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Claim #2 is aligned to mathematical practices 1, 5, 7, and 8. Four targets per grade.

Claim #3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #3 is aligned to mathematical practices 3 and 6. Seven targets per grade.

Claim #4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Claim #4 is aligned to mathematical practices 2, 4, and 5. Seven targets per grade.

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Claim

Target mapped to a cluster of

Standards

Test Item

Test Item

Target mapped to a cluster of Standards

Test Item

Test Item

Test Item

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Standard

Test item

Test Item

Test Item

Standard

Test Item

Test Item

Standard

Test Item

Test Item

Test Item

Test Item

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Evidence Based Design

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Why is this important?

•  Understanding the alignment of the sample tasks

•  Items are no longer written to individual standards, so the knowledge and skills needed to respond to items are different than in the past.

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Standards: CCSS

Assessment: Claims and

Targets

Instruction: Aligned Learning

Goals Activities

Alignment

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•  Turn to your neighbor and summarize:

•  Your understanding of the implications of having CLAIMS and a TARGETS rather than simply individual standards.

•  Have your neighbor “Play it Back For You.”

What just happened?

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Technology Enhanced

Selected Response

Short Constructed

Response

Extended Response

Performance Task

Technology Enabled

Selected Response

Short Constructed

Response

Extended Response

Performance Task

CAT

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Selected Response Single Response – Multiple Choice

Many  experts  will  tell  you  that  television  is  bad  for  you.  Yet  this  is  an    exaggera@on.  Many  television  programs  today  are  specifically  geared    towards  improving  physical  fitness,  making  people  smarter,  or    teaching  them  important  things  about  the  world.  The  days  of  limited    programming  with  liGle  interac@on  are  gone.  Public  television  and    other  sta@ons  have  shows  about  science,  history,  and  technical  topics.  

Which  sentence  should  be  added  to  the  paragraph  to  state  the  author’s  main  claim?  

A.  Watching  television  makes  a  person  healthy.  

B.  Watching  television  can  be  a  sign  of  intelligence.  

C.  Television  can  be  a  posi@ve  influence  on  people.  

D.  Television  has  more  varied  programs  than  ever  before.  

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Selected Response Multiple Correct Options

Which of the following statements is a property of a rectangle? Select all that apply.

☐    Contains  three  sides  

☐    Contains  four  sides  

☐    Contains  eight  sides  

☐    Contains  two  sets  of  parallel  lines  

☐    Contains  at  least  one  interior  angle  that  is  acute  

☐    Contains  at  least  one  interior  angle  that  is  obtuse  

☐    All  interior  angles  are  right  angles  

☐    All  sides  have  the  same  length  

☐    All  sides  are  of  different  length  

From SBAC

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Which word best describes Jonathan? __________________

Solve:

867 + 799 = _____

Short Constructed Response

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Extended Response The  table  below  shows  the  number  of  students  in  each  third-­‐grade  class    at  Lincoln  School.  

There  are  105  fourth-­‐grade  students  at  Lincoln  School.  How  many  more    fourth-­‐grade  students  than  third-­‐grade  students  are  at  Lincoln  School?   Show or explain how you found your answer.  

Students  in  Third-­‐Grade  

Class   Number  of  Students  

Mrs.  Roy   24  

Mr.  Grant   21  

Mr.  Harrison   22  

Ms.  Mack   25  

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Performance Task

Grade 3-5 Performance Task

Given what we’ve seen so far, what do you anticipate is the difference between an extended response and a performance task?

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Online Sample Items

ELA Sample Items

Mathematics Sample Items

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Outcomes of the Workshop

•  Understand SBAC’s focus on evidence-based design, and how Claims and Assessment Targets fit into the system

•  Learn from Ross Valley’s experience as a pilot site

•  Explore SBAC items and the implications they hold for instruction

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Sample Item Exploration Stimulus Text

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Sample Item Exploration Prompt and Response

The phrase “polished in later times” reveals that the history of Italy as it was described in the text was still early and had not yet reached its zenith. She describes the people before the nation of Italy existed as, “a great many tribes and people [who] took up their abode there.” This description of the people, some of whom would eventually become the Italians, was neutral. Earlier in the text, though, she says that she will tell us about “the most famous nation in the world.” That, along with the word “polished” shows that the author views Italians as a people who progressed over time, becoming more refined, as the Latin language did.

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Sample Item Exploration Scoring Notes

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Sample Item Exploration Skills needed to successfully respond to the prompt

•  Read the text more than once •  Understand complex vocabulary (abode;

stock) •  Understand complex sentence structure •  Background knowledge: Italians spoke Latin;

picturing Italy; shared history of Greeks and Romans

•  Close reading and analysis based on word choice, including referencing specific words

•  Explain how a single word impacts meaning

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Sample Item Exploration Jigsaw Activity

JIGSAW: MOVE INTO YOUR ASSIGNED GROUP(3-4 people per group)

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Sample Item Exploration ELA Item Discussion

•  Complete the ELA task only, with one person writing down the answer.

•  Brainstorm: what knowledge and skills did you need to successfully complete the task? (Everyone in the group should write these notes.)

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•  Complete the math task only, with one person writing down the answer.

•  Brainstorm: what knowledge and skills did you need to successfully complete the task? (Everyone in the group should write these notes.)

Sample Item Exploration Math Item Discussion

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Return to your original groups

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Share Out: Original groups

Describe the questions that you answered.

Describe the knowledge and skills you needed to successfully answer the questions.

Add any additional knowledge/skills to your list so that everyone in your group has a comprehensive list.

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Performance Task Examination

•  Understand the PT: Grade level, DOK, Difficulty, Claims and Target Alignment

•  Read through the Performance Task. •  Write down the knowledge and skills

students need to have to successfully complete this task.

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Discuss together: What knowledge and skills would students need to successfully complete the task? (Add these knowledge and skills to your existing list.)

Performance Task Examination

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•  What needs do your sites/teachers have to begin to prepare for CCSS/SBAC success?

•  Based on what you have learned today, what are the implementation implications for curriculum, instruction, and necessary professional development?

•  How will implementation impact your current benchmark system?

•  How will implementation impact the use of your current adopted series?

•  What are you already doing in your schools that will support implementation?

Group Reflection