SBAC Assessment: A New Paradigm of

AssessmentOverview

CriteriaItem Examples

Create a sense of “measured urgency”◦ Timeline is not immediate, but close◦ Urgency in you and your teachers◦ Difference in classroom, instructional culture◦ Difference in expectation (student, teacher)

This year’s 8th graders Technology concerns Item design paradigm shifts Caution: Don’t panic, transition plan,

assistance

Purpose

Previous◦ PD’s on curriculum

New◦ Instruction

Goal: To create “measured urgency” in educators◦ Culture shifts, technology shifts, evaluation shifts

AAESA’s Shift in Focus

Assessment

Instruction is driven by . . .

4 Claims◦ “Students can . . .”

Depth of Knowledge (DOK) (Webb, 2002)◦ 4 levels for each content area

Item design◦ New focus in non-traditional items◦ Selected response, constructed response,

technology enhanced, performance

New Assessment Criteria

Claim Number

Statement

Claim #1 Concepts & Procedures

Claim #2 Problem Solving

Claim #3 Communicating Reasoning

Claim #4 Modeling and Data Analysis

Each item provides evidence on multiple claims

Claim #3 represents a large shift

Claims

Level 1 – Recall

Level 2 – Skill/Concept

Level 3 – Strategic Thinking

Level 4 – Extended Thinking

Key indicators (1): identify, recall, recognize, use, measure

Key indicators (2): classify, organize, estimate, compare, observe

Key indicators(3): explain, draw conclusions, justify, argue, make a case, support, defend, conclude

Key indicators (4): Complex, long term planning, analysis, and synthesis is required.

Depth of Knowledge (DOK)

Total Mathematics Composite Score

Claim #1: Concepts and Procedures Score

Claim #2: ProblemSolving Score

Claim #3:CommunicatingReasoning Score

Claim #4: Modelingand Data Analysis

Score

Grade 3 C&P Sub-scoresOperations & Algebraic ThinkingNumber/Ops – FractionsMeasurement & Data

Grade 4 C&P Sub-scoresOperations & Algebraic ThinkingNumber/Ops – Base 10Number/Ops – FractionsMeasurement & Data

Grade 5 C&P Sub-scoresNumber/Ops – Base 10Number/Ops – FractionsMeasurement & Data

Grade 6 C&P Sub-scoresNumber SystemRatio & ProportionExpressions & Equations

Grade 7 C&P Sub-scoresNumber SystemRatio & ProportionExpressions & Equations

Grade 8 C&P Sub-scoresExpressions & EquationsFunctionsGeometry

High School C&P Sub-scoresNumber & QuantityAlgebraFunctions

Note the vocabulary needed.

What is different about the reasoning needed?

What makes this challenging?

Sample Task 1: Mathematical Investigation

Sums of Consecutive Numbers Many whole numbers can be expressed as the sum of two or more positive consecutive whole numbers, some of them in more than one way. For example, the number 5 can be written as

5 = 2 + 3 and that’s the only way it can be written as a sum of consecutive whole numbers. In contrast, the number 15 can be written as the sum of consecutive whole numbers in three different ways:

15 = 7 + 8 15 = 4 + 5 + 6 15 = 1 + 2 + 3 + 4 + 5

Now look at other numbers and find out all you can about writing them as sums of consecutive whole numbers. Write an account of your investigation. If you find any patterns in your results, be sure to point them out, and try to explain them fully.

Sample Task 1

What are the differences in reasoning between this and the traditional example?

What kind of calculations might be needed?

What makes this challenging?

Assesses: 8.G.7, P1, P2, P4, P6, Claim 4

Sample Task 2: Grade 8

Design a Tent (Grade 8) (includes an illustration of tent, no measurements) Your task is to design a 2-person tent like the one in the picture. Your design must satisfy these conditions:

• It must be big enough for someone to move around in while kneeling down, and big enough for all their stuff.

• The bottom of the tent will be made from a thick rectangle of plastic. • The sloping sides and the two ends will be made from a single, large sheet of material. • Two vertical tent poles will hold the whole tent up.

Make drawings to show how you will cut the plastic and the material. Make sure you show the measures of all relevant lengths and angles clearly on your drawings, and explain why you have made the choices you have made.

Sample Task 2

What makes this different (reasoning)?

What makes this challenging?

Assesses: 7.SP.8, P1, P2, P3, P7, P8, All Claims

Sample Task 3

Sample Task 3

What makes this different (reasoning)?

What makes this challenging?

Assesses: 7.RP, P1, P5, P6, Claims 1, 2, 4

Sample Task 4

Sample Task 4