Transcript Smarter Balanced Digital Library

The Smarter Balanced Assessment Consortium
Next Generation Resources:
Transforming Instruction with the Smarter Balanced Digital Library
Colleen Anderson, Iowa Department of Education
Judy Snow, Montana Office of Public Instruction
Chrystyna Mursky, SBAC Director of Professional Learning
Learning Goal
•
I understand that the Digital Library was
developed based on the Smarter Balanced
Theory of Action
Slide 2
Key Ideas from the Smarter Balanced Theory
of Action
State-led effort
K-16 educators are integrally involved
Balanced assessment system provides fair and accurate
evidence of student achievement to continuously improve
teaching and learning
Adheres to professional standards
Slide 3
A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
learning
Educator resources
for
formative
assessment
practices
to improve instruction
All students
leave
high school
college
and career
ready
Interim assessments
Flexible, open, used
for actionable
feedback
Slide 4
Huddle
Discuss the following with
a few people around you:
• What supports would you want all
educators to have as they implement
the CCSS?
Definition of Formative
Assessment Process
•
Formative Assessment is a deliberate process
used by teachers and students during instruction
that provides actionable feedback that is used to
adjust ongoing teaching and learning strategies to
improve students’ attainment of curricular
learning targets/goals.
Slide 6
Four Attributes of the
Formative Assessment Process
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
Slide 7
Building State Capacity in
Formative Assessment Initiatives
Slide 8
Smarter Balanced Formative Assessment and
Professional Learning Work Team
Composition
Expectations
• Colleen Anderson, IA
• Laura Watson, CA
• Monica Mann HI
• Melia Franklin, MO
• Julie Joslin, NC
• Kristen Maxwell, WA
• Jessica Vavrus, WA
• Ruth McKenna, WestEd
Judy Snow, MT
Deb Sigman, CA
Kim Young, MI
Sharon Helwig, MO
Cindy Sharp, NV
Beth Simpson, WA
Chrys Mursky, SBAC
• Develop, monitor and support Contract 23
• Identify, and train the State Leadership
Teams (SLT)
• Monitor development of Quality Criteria and
usability software
• Monitor development of commissioned
modules
• Monitor development of educator submitted
resources
Slide 9
State Leadership Teams (SLT)
Composition
• 8 – 12 members per state
• Comprised of K-12 educators and
higher educational faculty in positions
of leadership in the state
Expectations
• Recruit, identify, and train the State Network
of Educators (SNE)
• Participate in 5 regional trainings
• Train SNE members to contribute, review,
and post resources
• Monitor and support SNE review of
resources and make final posting decisions
• Provide feedback on posting process,
Quality Criteria, and usability of software
Slide 10
State Network of Educators (SNE)
Composition
• Over 1200 K-12 educators and higher educational
faculty from member states
• Each SNE has diverse expertise in:
• CCSS Mathematics, CCSS ELA, Science, and
Social Studies
• General Education, Gifted and Talented, English
Language Learners, and Students with
Disabilities
Expectations
• Participate in 5 trainings
• Help populate the Digital Library in advance of the
2014 launch
• Submit and review resources using the Quality
Criteria
• Use resources and collaboration tools for own
professional learning and instruction
• Provide feedback on the resources in the Library,
review and posting process, Quality Criteria, and
usability of software
Slide 11
Partnership with NEA and AFT
Funded by the Helmsley Charitable Trust
Composition
• NEA and AFT Teacher Ambassadors
• NEA State Network of Educator Members
Expectations
• Participate in face-to-face and web-based trainings
• Turnkey information on the Smarter Balanced
Assessment System, including how the summative,
interim, and formative components contribute to
evidence-based decisions about teaching and
learning
• Contribute Professional Learning and Instructional
resources that meet the Quality Criteria to the
Digital Library
Slide 12
Literature Summary Project
Composition
• Higher Education Faculty Volunteers
• Advanced Degree Candidate Volunteers
Expectations
• Identify seminal literature related the formative
assessment process, the Common Core State
Standards, diverse learners, online learning,
principles of adult learning, etc.
• Provide brief summaries of the literature for
State Network of Educator members to use to
support resources they submit to the Digital
Library
Slide 13
Members of the Formative Assessment
Advisory Panel
Twelve experts in the CCSS for ELA, the CCSS for Mathematics, the
formative assessment process, adult learning, online professional learning,
diverse learners, and urban and rural education comprised the Formative
Assessment Advisory Panel.
1) Dr. Lynne Anderson-Inman (University of Oregon)
2) Dr. Robert Calfee (Stanford University, UC Riverside)
3) Dr. Bridget Dalton (University of Colorado)
4) Dr. Diane Heacox (St. Catherine University)
5) Dr. Joan Herman (UCLA – CRESST)
6) Dr. John Hill (Purdue University)
7) Dr. Yvette Jackson (National Urban Alliance for Effective Education)
8) Dr. Henry Kepner (University of Wisconsin - Milwaukee)
9) Dr. Katherine McKnight (National Louis University)
10) Valerie L. Mills (National Council of Supervisors of Mathematics)
11) Dr. James Popham (UCLA)
12) Dr. Lucinda Soltero-Gonzalez (University of Colorado-Boulder)
Slide 14
Huddle
•
Discuss the following with a few people
around you:
– Who has been involved in the Digital Library
development in your state?
The Digital Library Development
Slide 16
Key Ideas from the Smarter Balanced Theory
of Action
State-led effort
K-16 educators are integrally involved
Balanced assessment system provides fair and accurate
evidence of student achievement to continuously improve
teaching and learning
Adheres to professional standards
Slide 17
Digital Library Functionality
• Design supports Smarter
Balanced Theory of Action
• Enables State Networks of
Educators and State
Leadership Teams to submit,
review, and publish
resources
• Uses state-of-the-art tagging
and search to quickly find
resources by CCSS and other
topics
• Allows educators to view,
download, and rate
resources
• Enables educators from
across the Consortium to
collaborate and share their
knowledge
Slide 18
What the Digital Library Is Not
Not a bank of
assessment items
Not a learning management
system where educators can
register for training or
receive credit by completing
specific online courses
Not a library for
general public (will
require registration
and login)
Not a site to freely
post resources
Slide 19
Digital Library Resources
Assessment
Literacy Modules
Exemplar
Instructional
Modules
Education
Resources
• Commissioned Professional Learning Modules
• Resources for educators, students, and families
• Frame Formative Assessment within a Balanced Assessment System
• Articulate the Formative Assessment Process
• Highlight Formative Assessment Practices and Tools
• Commissioned Professional Learning Modules
• Instructional coaching for educators
• Instructional materials for students
• Demonstrate/support effective implementation of the formative
assessment process
• Focus on key content and practice from the Common Core State
Standards for Mathematics and English Language Arts
• High-quality vetted instructional resources and tools for educators
• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process
• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts
• Create Professional Learning Communities
Slide 20
Formative Assessment Advisory Panel
•
Convened the Formative Assessment Advisory Panel to
develop the Quality Criteria during three two-day meetings
Meeting 1
April 17 – 18
• Brainstormed initial
Quality Criteria
Synthesized
feedback
Meeting 2
Developed
first draft of
Quality
Criteria
May 8 – 9
• Determined structure of
Quality Criteria
• Developed comprehensive
list of potential criteria
• Discussed merits of
checklist vs. rubric-based
approach
Meeting 3
Developed 2nd draft;
received feedback
from panelists;
developed present
draft
May 22 – 23
• Tested criteria using
sample resources
• Refined criteria
Slide 21
Structure of the Quality Criteria
Cover Profile
Gatekeeping Criteria
Quality Criteria for Professional Learning Resources and
Quality Criteria for Instructional Resources
Governance Criteria
Slide 22
Purposes of the Quality Criteria
Ensure that the
resources in the Digital
Library reflect the
intent of the CCSS
Ensure that all resources
reflect the Smarter
Balanced vision of
effective formative
assessment practices
Ensure that all
resources in the Digital
Library are of the
highest quality,
regardless of source
Provide consistency in
the review process for
all resources
Slide 23
Digital Library Resources
Assessment
Literacy Modules
Exemplar
Instructional
Modules
Education
Resources
• Commissioned Professional Learning Modules
• Resources for educators, students and families
• Frame Formative Assessment within a Balanced Assessment System
• Articulate the Formative Assessment Process
• Highlight Formative Assessment Practices and Tools
• Commissioned Professional Learning Modules
• Instructional coaching for educators
• Instructional materials for students
• Demonstrate/support effective implementation of the formative
assessment process
• Focus on key content and practice from the Common Core State
Standards for Mathematics and English Language Arts
• High-quality vetted instructional resources and tools for educators
• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process
• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts
• Create Professional Learning Communities
Slide 24
Resource Posting Process
Step 1:
Resource
Submitted
Step 2:
Gatekeeping
Criteria
Applied
SNE
1
Step 3:
Quality
Criteria
Applied
SNE
1
Step 4:
Decision
Posted
Cover
Profile
SNE
2
SNE
3
Returned to Submitter
Sent to SLT
Slide 25
Digital Library Resources
Assessment
Literacy Modules
Exemplar
Instructional
Modules
Education
Resources
• Commissioned Professional Learning Modules
• Resources for educators, students and families
• Frame Formative Assessment within a Balanced Assessment System
• Articulate the Formative Assessment Process
• Highlight Formative Assessment Practices and Tools
• Commissioned Professional Learning Modules
• Instructional coaching for educators
• Instructional materials for students
• Demonstrate/support effective implementation of the formative
assessment process
• Focus on key content and practice from the Common Core State
Standards for Mathematics and English Language Arts
• High-quality vetted instructional resources and tools for educators
• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process
• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts
• Create Professional Learning Communities
Slide 26
Commissioned Module
Design Principles
Transform
educational
practice
Coach
educators to
use the
formative
assessment
process to
implement the
CCSS, while
embodying
the process in
the module
structure
Reflect UDL
principles and
support for
diverse groups
of learners.
Review using
Smarter
Balanced Bias
and Sensitivity
Guidelines.
Design
modules so
they are long
enough to
communicate
essential
ideas, but
short enough
to engage
educators
Incorporate
elements of
effective
online
design
Slide 27
Bias and Sensitivity Guidelines
http://www.smarterbalanced.org/wordpress
/wpcontent/uploads/2012/05/TaskItemSpecific
ations/Guidelines/BiasandSensitivity/Biasa
ndSensitivityGuidelines.pdf
28
General Accessibility Guidelines
http://www.smarterbalanced.org/wordpress
/wpcontent/uploads/2012/05/TaskItemSpecific
ations/Guidelines/AccessibilityandAccomm
odations/GeneralAccessibilityGuidelines.pd
f
29
Intended Student Populations
https://www.smarterbalancedlibrary.org/digital-library-resources
Tour of the Digital Library
Slide 31
Huddle
Talk with your colleagues about the following
questions:
• How does the Digital Library differ from
other formative assessment initiatives?
• How does the Digital Library differ from
other CCSS resources being developed for
educators?
Using the Digital Library Resources
Educator from California: I had been anxiously
waiting to explore the Digital Library, and am
very pleased with what I have seen so far. Once
I learned how to use the filters, it made my
search much easier. The lessons from the
Digital Library are helping me "look deeper" at
what is needed in creating effective lessons for
my students. It is also great to know that I have
access to vetted lessons at my fingertips.
Slide 33
Using the Digital Library Resources
Educator from Oregon: It excites me that I will be able to
use this Digital Library to assist in my instructional
planning; the idea that I can quickly pull a high-quality
lesson targeted for a specific purpose, learning target,
and/or student population will make it easier for me
to engage students, assess their learning, and teach
to the Common Core Standards. Further, for
administrators, coaches, and others who deliver
professional development, there is a wealth of
learning around formative assessment and the
Common Core through the Assessment Literacy and
Professional Learning Resources.
Slide 34
Using the Digital Library Resources
Educator from Maine: I have enjoyed reviewing the
material created by other teachers around the nation.
It is like getting a peek into different classrooms to
see what other teachers are doing to improve teaching
and learning.
Slide 35
Learning Goal
•
I understand that the Digital Library was
developed based on the Smarter Balanced
Theory of Action
Slide 36
Find Out More
Smarter Balanced
can be found
online at:
SmarterBalanced.org
Slide 37