What Administrators Need to Know:

Smarter Balanced AssessmentGrades K-5

Penny Plavala, School Improvement SpecialistMultnomah ESD

• Review the Smarter Balanced Assessment Components

• Identify Key Points to Share with Teachers

• Review the SBA Practice Test

Session Goals

Instructional design: direct instruction; work independently; with a partner; and in small groups

Please choose a partner.

What Will Be Tested?

Place text here

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

Claim 1Reading

•Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim 2 Writing

•Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim 3Speaking & Listening

•Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Claim 4Research

Common Core Timeline

2010-2011

2011-2012

2012-20132013 – 2014

2014 -2015

YOU ARE HERE

Next Generation Assessments

Students in grades 2-7 and 10 this year will test next year

Annual test for grades 3-8and 11

Developing the Common Core Assessment

What is the Smarter Balance Assessment Consortium?

• SBAC is a group of 25 states that have been working collaboratively to develop next-generation assessments that are aligned to the CCSS and that accurately measure student progress toward college and career readiness.

www.smarterbalanced.org

• The other consortium: PARCC ~ Partnership for the Assessment of Readiness for College and Careers

SBAC Member States

SMARTER: Summative Multi-State Assessment Resources for Teachers and Educational Researchers

Six ODE staff members are on SBAC Work Groups

Smarter Balanced Assessment SystemComponents

Common Core State Standards specify

K-12 expectatio

ns 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 Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

COMPUTERADAPTIVE

ASSESSMENT

The SBAC Assessment System

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3 – 8 and High School

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Grade 11 will test the last 6 weeks of the year

Components of the Summative Assessment

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

•A computer adaptive assessmentgiven during final 12 weeks of theschool year*

•Multiple item types, scored byteachers: 45-60 items per test

• Measure the ability to integrate knowledge and skills, as required in CCSS

• Computer-delivered, during final 12 weeks of the school year*• Scored by teachers. Results within 2 weeks

+

• Scores from the performance assessment and the computer adaptive assessment will be combined for annual accountability scores.

PERFORMANCE TASKS

COMPUTERADAPTIVE

ASSESSMENT

What is Computer Adaptive Testing?

Computer Adaptive Testing

•Turnaround in weeks compared to months

Faster Results

•Fewer questions compared to fixed form tests

Shorter Test Length

•Provides accurate measurements of student growth over time

Increased Precision

•Item difficulty based on student performance

Tailored to Student Ability

•Larger item banks mean that not all students receive the same questions

Greater Security

SBAC Assessment

• headphones • external keyboard• some way to move the curser

Constructed Response (CR)Short or long answer using textual evidence

Performance Tasks (PT)Use higher level thinking skills; integrate reading, writing and speaking

Technology Enhanced (TE)Technology embedded into items

Selected Response (SR)Variety of multiple choice and true/false

Assessment Item Types

Smarter Item Types • Multiple Choice• Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess

higher-order thinking skills.

Selected Response

Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions.

What is the best way to revise the highlighted sentence to match the language and style of the paragraph?

A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface.

B. Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman.

C. Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces.

D. Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as

Components of Selected Response Items

STIMULUS

(Reading Passage)

STEMWhat is the best way to revise the highlighted sentence to match the language and style of the paragraph?

OPTIONS

A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface.

B. Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman.

C. Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces.

D. Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet.

Read the sentence from the text. Then answer the question.

“Only three strokes?” Little Liang’s face got as red as a cherry.

What does the phrase face got as red as a cherry suggest about Liang?

Selected Response

A. He is upset by his writing mistake.

B. He worries about returning to school.

C. He is happy about what he has learned.

D. He hopes that his teacher will show him another trick.

3rd grade

Select three details from the presentation that tell what all three polar bears have in common.

A) They are orphaned.

B) They were born in the wild.

C) They play in dirt.

D) They live at the San Diego Zoo.

E) They have a book written about them.

F) They sleep with a toy.

G) They enjoy morning naps.

Selected ResponseMultiple Response

4th grade

Smarter Item Types • Multiple Choice• Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess

higher-order thinking skills.

Selected Response

• Require the student to generate a response as opposed to selecting a response.

• Include both short and extended responses.• Allow students to demonstrate their use of complex thinking skills

consistent with the expectations for college and career readiness.

Constructed Response

Components of a Constructed Response Item

The Shepherd’s Boy and the Wolf

A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.

In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. STEMIn a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.

STIMULUS

(Reading Passage)

SPACE FOR ANSWER

Read the sentence and the directions that follow.

The hermit crabs in the ocean have learned to adapt to the changing housing situation.

Using details from the text, define the word adapt and explain how the crabs have adapted.

Type your answer in the space provided.

Constructed Response

5th grade

Explain why the author is interested in dragonflies. Use details from the passage to support your explanation.

Type your answer in the space provided.

Constructed Response

3rd grade

Coyote’s plan to get the honey fails. Support this statement withtwo details from the passage.

Type your answer in the space provided.

Constructed Response

4th grade

Scoring a Constructed Response Item

2-point Use Evidence Rubric

2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.

1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.

0The response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.

Smarter Item Types • Multiple Choice• Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess

higher-order thinking skills.

Selected Response

• Require the student to generate a response as opposed to selecting a response.

• Include both short and extended responses.• Allow students to demonstrate their use of complex thinking skills

consistent with the expectations for college and career readiness.

Constructed Response

• Students manipulate information (example: drag and drop)• May have digital media for stimulus: video, animation, sound.

Technology Enhanced

Technology Enabled

Video Animation Sound

Technology Enhanced

Specialized interaction May have digital media for

stimulus Same requirements as selected

and constructed response items Students manipulate

information Drag & Drop, click to highlight

Technology Enhanced

A student is writing a story for class. She needs to correct the punctuation mistakes in her paragraph. Read this paragraph from her story and the directions that follow.

We were eating supper last night when we heard a huge crash from outside. What had happened. For about ten seconds, we all sat there wondering, and looking at each other. My dad stood up, and we followed him into the yard to see what had caused the loud noise. A giant branch had fallen off the oak tree next to the house. If it had dropped just three feet to the left, it would have crashed right through the roof!

Click to highlight two sentences that do not have correct punctuation.

4th grade

Technology-Enhanced Sample Item

The narrator states, “The bears are easy to tell apart once you get to know them.” Then, she describes their actions.

Complete the chart below by placing the words that describe the bears’ personalities under Description. Then, place the actions that show their personalities under Action.

4th grade

Descriptions Actionscalm rolls in the dirtfriendly takes a nap in the leaveslively finds toys to share with othershelpful likes it when visitors wear hats

Description Action

Kaluk

Takik

Shanuk

Technology Enabled

SBAC Practice Test• First launched in May 2013• All grades that are assessed• Answers and rubrics released August 2013

• Mock computer adaptive portion: - Reading passages- SR, CR, and TE questions

Let’s look closely at sample items from the Practice Test.

Smarter Item Types • Multiple Choice• Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess

higher-order thinking skills.

Selected Response

• Require the student to generate a response as opposed to selecting a response.

• Include both short and extended responses.• Allow students to demonstrate their use of complex thinking skills

consistent with the expectations for college and career readiness.

Constructed Response

• Students manipulate information (example: drag and drop)• May have digital media for stimulus: video, animation, sound.

Technology Enhanced

• Measure multiple claims• Require students to demonstrate ability to think and reason, and

produce fully developed products.• Provide evidence of college and career readiness.

Performance Tasks

Performance Tasks•Extended projects demonstrate real world writing and analytical skills

•May include online research, group discussions, and presentations

•Require 1-2 class periods to complete

•Included in both interim and summative assessments

•Applicable in all grades being assessed

•Evaluated by teachers using consistent scoring rubrics

• Not looking to assess surface knowledge or literal comprehension

• Performance tasks attempt to tap a deeper understanding on the part of the student • Students write about what they have just read and viewed

Stimulus: Reading Passage

Readings Video clips Audio clips Graphs, charts,

other visuals Research topic/issue/

problem etc.

Information Processing

Research questions Comprehension

questions Simulated Internet

search etc.

Product/Performance

Essay, report, story Responses to embedded

constructed response questions.

etc.

Emphasis on stimuli related to science, history, and social studies.

Components of a Performance Task

Can use up to four different stimuli for grades 3-5.

Let’s explore the components of a 3rd grade performance task

on Dental Health.

3rd Grade Performance Task

• Session 1

Ultimately tasked with writing an informative essay telling how to maintain good dental health, students will be introduced to the topic through watching a short video and reading two articles, taking notes on these sources. They will then respond to three constructed-response questions addressing the research skills of analyzing and evaluating information.

3rd Grade Performance Task

• Session 2

Finally, students will work individually to compose a full-length informative essay telling how to maintain good dental health, referring to details from the video or the texts. Students may also refer to their notes or back to the video or passages as needed. Pre-writing, drafting and revising will be involved.

3rd Grade Performance Task

• Student Directions

Write an informative essay explaining what a person should do to have good dental health. Include detailsfrom the video and articles to support your ideas.

Sample Performance Task

Read: - Article- Article

Watch: - Video clip

Answer: - Constructed Response questions

Write: - Informative essay

• We must prepare students for a very different type of performance assessment that may include:

- Taking notes while watching a video

- Taking notes when reading an article, short story, etc.

- Answering Constructed Response questions (use evidence)

- Participating in small group discussions

- Students writing about what they read

- Analyzing, synthesizing, evaluating, and integrating information read in order to write a complete essay

Teaching Key Literacy Skills• Teachers must create a plan for integrating these Common Core skills into instruction.

• Teachers should collaborate with other teachers to create lessons around key skills across the content areas.

• Teachers might visit other classrooms to see skill instruction.

What are your first ideas on how to assure that these key literacy skills are being taught

in classrooms?

Smarter Balanced Assessment

• Pilot Test

• Field Test

• Practice Test

• Training Test

• Spring 2013

• Spring 2014

• 37 questions per grade level

• 7 questions per grade level

www.smarterbalanced.org

Additional Information

• Revised SBAC Writing Rubrics (3 traits) released in August 2013.

• The rubrics have not been field tested.

• These are not final drafts. Expect revisions.

• Anchor papers are expected in fall 2014.

Test Type GradesComputer Adaptive

Performance Task Only Total

In-Class Activity Total

English Language

Arts/Literacy

3-5 1:30 2:00 3:30 :30 4:00

6-8 1:30 2:00 3:30 :30 4:00

11 2:00 2:00 4:00 :30 4:30

Estimated testing times for Smarter Balanced Summative Assessments

Times are estimates of test length for 75% of students. Accommodations and modifications will be finalized after the Field Test in the spring of 2014.

SBAC Timeline

Field testing of summative

assessment, training school-

and district-level staff in formative

tools

Teams of teachers evaluate formative

assessment practices and

curriculum resources

Full implementatio

n of assessment

system

Pilot Testing of Summative and Interim Items/Tasks Conducted

Writing and Review

Items/Tasks for Field Testing

(throughout the school year)

Technology readiness

tool available

Formative tools available

to teachers

Content and Item

Specifications Development

Writing and Review of Pilot Items/Tasks (including Cognitive

Labs and Small-Scale Trials)

ODE Staff on SBAC Work Groups

• Kathleen Vanderwall: Item Development• Doug Kosty: Sustainability• Rachel Aazzerah: Test Administration• Holly Carter: Accessibility &

Accommodations• Mark Freed: Reporting• Steve Slater: Scoring and

Psychometrics

Common Core Solutions

• SBAC Practice Test• Sample Performance Tasks• Frequently Asked Questions• CCSS Documents• Professional Development Tools• And more!

www.bit.ly/CommonCoreSolutions