Cue smarter-balanced-3-2013
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Apple Valley Introduction to
C. I. A. Curriculum
Instruction Assessment
What is the best...�
California State Standards
What is the Goal of our Standards?
Curriculum
Instruction
Assessment
California State Standards
3/13/13 5
College and Career Ready
Digital Citizenship
These Standards are not intended to be new names for old ways of
doing business. They
are a call to take the next step.
More about How than What
College and Career Ready
Digital Citizenship
Claims�Language Arts�
Claims�Mathematics�
Assessment Claims for English Language Arts/Literacy
“Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.”
Reading
“Students can produce effective writing for a range of purposes and audiences.” Writing
“Students can employ effective speaking and listening skills for a range of purposes and audiences.” Speaking/Listening
“Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.”
Research/Inquiry
College and Career Ready
Digital Citizenship
Claims�Language Arts�
Claims�Mathematics�
H a b i t s o f M i n d /C l u s t e r s
A n c h o r s
Anchor Standards
Depth of Knowledge
1 Depth of Knowledge
2
Depth of Knowledge
3
Depth of Knowledge
4
Standards
College and Career Ready
Digital Citizenship
Beliefs�Language Arts�
Beliefs�Mathematics�
H a b i t s o f M i n d /C l u s t e r s
A n c h o r s
Curriculum
Instruction
21st
Assessment
An Overview
3/13/13 25
What Do You Know?
Look Through a New Lens
Testing Accountability
AYP/API
33 Waivers -- 10 Pending -- 2 Denied -- 5 not applying
promote high-quality teaching and learning,
assessment items need to elicit behaviors that students exhibit when
they engage in high-quality instruction.
Will:
linkyy.com/assessplan�
Standard One
Standard Two
Standard Three
Standard Four
Standard Five
STAR Question
STAR Question
STAR Question
STAR Question
STAR Question
The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed
3/13/13 41
College and Career Ready
Digital Citizenship
Claims�Language Arts�
Claims�Mathematics�
Assessment Claims for English Language Arts/Literacy
“Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.”
Reading
“Students can produce effective writing for a range of purposes and audiences.” Writing
“Students can employ effective speaking and listening skills for a range of purposes and audiences.” Speaking/Listening
“Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.”
Research/Inquiry
Assessment Designers Believe
Students can produce effective writing for a range of purposes and audiences
Therefore they ask 3rd Graders: Informative/explanatory writing task Students may use a computer and associated technology Students view a video: Throw Your Tooth on the Roof: Tooth Traditions From Around the World. Students write down information about each world cultural tradition. Each student will create a Venn diagram comparing his or her tradition to one world cultural tradition he or she has chosen. Students use notes to write an informative/explanatory two-to-four-paragraph paper to describe and compare how traditions are the same and how they are different.
Assessment Claims for Mathematics
“Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.”
Concepts and Procedures
“Students can frame and solve a range of complex problems in pure and applied mathematics.” Problem Solving
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
Communicating Reasoning
“Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.”
Data Analysis and Modeling
3/13/13 46
Assessment Designers Believe Students can explain and apply mathemaBcal concepts and carry out mathemaBcal procedures with precision and fluency
Therefore they ask 8th Graders:
3/13/13 47
How Does it Work?
A NaBonal ConsorBum of States • 29 states
representing 48% of K-12 students
• 21 governing, 8 advisory states
• Aligned to CCS
• Grades 3-8 and 11
• 11th grade high stakes
Interconnected system of summative, interim, and formative components Advanced computer adaptive testing (CAT) and extended, thematically related performance tasks.
BALANCE
3/13/13 50
Computer Adaptive
Performance Tasks
Connected to a single scenario
2 Hours (varies) Each content
area 45-60 minutes
3/13/13 51
Takes less Bme
More than one standard tested
Computer scored—GRE
AdapBve
3/13/13 52 Party Analogy !
Computer Adaptive?
Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question. By adapting to each student’s abilities, these assessments quickly identify which skills students have mastered."
3/13/13 54
Basic Characteristics in Design
• Part of an integrated system • Assessments provide evidence of student
performance • Teachers are involved in the development
and scoring of assessments • Assessments are structured to continuously
improve teaching and learning • Assessment, reporting, and accountability
provide USEFUL information on multiple measures
3/13/13 56
A Balanced Assessment System
Common Core State Standards
specify K-12
expectations 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 linked to Summative:
Flexible, open, used for actionable feedback
Summative Accountability Assessments
Benchmarked to college and career
readiness
Formative Assessment Resources
for teachers to improve instruction
3/13/13 57
A Balanced Assessment System
SMARTER Approach
• 3 Assessments Each Year – Reading – Writing, Listening and Speaking, Language
– Math • Optional Interim Assessments in ELA
and Math
SMARTER End of Year
• Computer-adaptive • 2 ELA and 2 Math “performance
events” for Grades 3-8 • Up to six math and ELA “events” for
Grade 11 • Grades 9 & 10 Optional • Combination of computer and human
scoring
New Assessment Will Impact Instructional Delivery
• Will be approximately 40% selected response, computer adaptive
• 60% constructed response • Performance based component,
scored at the site - may be a collaborative activity
Look Through a New Lens
What ten words best describe the Smarter Balanced test?
linkyy.com/5words
63
Scoring Depth of Knowledge
3/13/13 64
Achievement Level Descriptors
Achievement level descriptors (ALDs) are text statements that articulate the knowledge, skills, and abilities represented at different categories
of performance on the Smarter Balanced assessments, including the college- and career-ready category for the high school assessment.
They describe how students are progressing toward mastery of the Common Core State Standards and provide clear explanations of
student performance for policymakers, educators, and parents
Achievement Level Descriptors
3/13/13 66
Academic Learning Descriptors
Achievement Level Descriptors Minimal
Partial
Sufficient
Deep
Link to the Draft ALDs�
linkyy.com/ALD�
College and Career Ready
Digital Citizenship
Claims�Language Arts�
Claims�Mathematics�
Test Organization Different than
organization of standards
Claim 1
Claim 2
Map of SBAC
Similar to Anchors and Clusters NOT identical
3/13/13 71
linkyy.com/samples
Let’s Look at Some Items!
Let’s look at some test questions
Conventional Multiple Response
In [a reading passage], which phrase best supports [the author’s perspective]?
A. XXX B. YYY C. WWW D. ZZZ
Conventional Multiple Response
Multiple Selected Response
Click which actions from the passage are examples of foreshadowing.
A. SSS B. TTT C. MMM D. ZZZZ E. None of the above
Short Constructed Response
• Below is information from the passage. Organize it by central idea, supporting details, and a comparison
• Place the events in the order they occurred
Conventional Response
Constructed Response
• Explain how the author used symbolism. Use evidence from the passage to support your response.
• Show how [a specific idea] is developed in the passage.
• Analyze the meaning of bravery and the author’s purpose for using it.
Short Constructed Response
Writing/Listening Task
• Phase 1 (1 hour) – Work alone to write a draft – Exchange with writing partner – Provide feedback with a form – Revise and submit final draft for scoring
• Phase 2 (30 minutes) – View video – Write guided notes – Create Venn diagram – Write 2 to 4 paragraph paper
Writing Listening Task
Math Items
• Short Items
• Constructed Response Tasks
• Extended Performance Task
Short Items
• Which one shows the same value as 3X?
• Click on graph that shows the correct rate of improvement.
Short Items
Constructed Response Task
• Provide information (text and diagrams) – How much roofing material will be needed?
– Which company offers best deal (and why)?
Constructed Response Task
Constructed Response Tasks
• Based on the diagram what will be the charge for a complete auto service?
Constructed Response Task
Extended Performance Task
• Here is a typical story about saving energy: – Assess the cost effectiveness. – Decide whether adding solar windows was cost effective.
3/13/13 92
SMARTER Timeline
10-11 Content Analysis, Develop protocol and materials, Develop Items and Performance Events
11-12 Pilot Testing, Include English language learners and students with disabilities
12-13 Field Testing in all states; Alignment of all items to CCSS
13-14 Field Testing continues, Set cut scores in summer of 14
14-15 Implementation in all states
Where can I learn more?
• CDE • http://www.cde.ca.gov/ci/cc/
• ACSA – http://www.acsa.org/commoncore – http://www.acsa.org/smarter
• County Offices of Education – http://www.scoe.net/castandards/index.html
(Sacramento County) – http://www.ocde.us/commoncore/Pages/
default.aspx (Orange County) – http://www.tcoe.org/CCSS (Tulare County)
Blueprint !
Claims
CAT= Computer Adaptive Test PT= Performance Task
Blueprint !
Claims Targets
SR=Selected Response
CR= Constructed Response
Blueprint !
Blueprint !
Blueprint !
linkyy.com/blueprint�
Link to the entire blueprint�
Curriculum
Instruction
21st
Assessment