Smarter Balanced Math Performance Tasks

Superintendent’s Summer Institute

Eugene, Oregon – August 1 - 3, 2012

Welcome

 Presenters:  Smarter Balanced: Shelbi Cole, Director of Mathematics  OCTM PD Cadre: Winnie Miller and Jane Osborne  ODE: o Rachel Aazzerah, Science Specialist o Derek Brown, Mgr., Assessment of Essential Skills o Holly Carter, Assessment Policy Analyst o Ken Hermens, English Language Arts Assessment Specialist o Jim Leigh, Mathematics Assessment Specialist o Kathleen Vanderwall, Mgr., Assessment Test Design and Operations  Objective: Overview of Smarter Balanced mathematics performance tasks with emphasis on the increased rigor, depth, and breadth relative to Oregon’s existing work sample tasks. 2 www.ode.state.or.us/go/assessment Oregon Department of Education

Audience Survey

Raise your hand if:

 You work in elementary grades K-5    You work in middle school 6-8 You work in high school You are a TOSA    You work in the district office You are a curriculum specialist You are just interested

Using one hand (0-5), show your knowledge of:

 Common Core Standards   Smarter Balanced Assessment in General Smarter Balanced Assessment Performance Tasks Oregon Department of Education 3 www.ode.state.or.us/go/commoncore

Overview

1. Informing Policy Changes 2. Implementation Timelines 3. Item Development 4. Item Types 5. Performance & Work Sample Tasks 6. Work Sample Task Enhancement 7. Wrap Up

Oregon Department of Education 4 www.ode.state.or.us/go/commoncore

Policy Changes - National Level

Elementary and Secondary Education Act (ESEA)

ESEA authorizes federally funded Ed programs administered by the states. o In 2011-12 ~ 12% of el and sec funding is from Federal sources.

o Policy Change reaching five decades: “War on Poverty” (1965), Improving America’s Schools Act (Goals 2000: Educate America Act (1994)), No Child Left Behind (2001),

ESEA Flexibility (2011).

Common Core State Standards (CCSS)

Following inclusive development by CCSSO and NGA, adopted by 45 states, 3 territories and the Dept of Defense Ed Activity. o Career and College Ready o Increased Rigor

Race to the Top (RTTT) Fund

Funding for States and consortia of States to advance reforms, early learning, top districts, and

Assessment Programs

.

Oregon Department of Education 5 www.ode.state.or.us/go/commoncore

Smarter Balanced Assessment Timeline

Oregon Department of Education 6 www.ode.state.or.us/go/commoncore

Policy Changes - State Level

OAKS to SMARTER Balanced Assessment

• Field test and alignment work (2013-2014)

Scoring Guide Alignment

• Determine the degree to which the current scoring guides measure student proficiency in the Common Core State Standards

Other Policy Questions

• Will evidence collected prior to the transition (2014-2015) be allowable for graduation purposes?

Yes

• Will work samples and the other approved options be allowable through the transition period?

Yes

• When will students be eligible to use the Smarter Balanced assessment for Essential Skills?

Not yet determined

Oregon Department of Education 7 www.ode.state.or.us/go/commoncore

OAKS-Smarter Balanced Assessment Transition Timeline

2011-2012

OAKS

2012-2013

OAKS

2013-2014

OAKS

2014-2015

Smarter

OAKS



Reading based on 2002 ELA Content Standards

 

Writing based on current scoring guide Mathematics based on 2007/2009 Math Content Standards Smarter Balanced Assessment



Based on Common Core State Standards adopted by Oregon in 2010

Oregon Department of Education 8 www.ode.state.or.us/go/assessment

Smarter Item Development

Oregon Department of Education 9 www.ode.state.or.us/go/assessment

Smarter Item Types Overview

TEXT Oregon Department of Education • Assess a broad range of content. TEXT • Difficult to understand a student’s reasoning process and to assess higher-order thinking skills.

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

EXT thinking skills consistent with the expectations for college and career readiness.

TXT • Require students to demonstrate ability to think and reason, and produce fully developed products.

• Measure complex “assessment targets.” • Provide evidence of college and career readiness.

10 www.ode.state.or.us/go/commoncore

Claims for Mathematics Summative Assessment Claim #1 Concepts & Procedures:

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Claim #2 Problem Solving:

“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 #3 Communicating Reasoning:

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim #4 Modeling and Data Analysis:

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Oregon Work Samples

A work sample is a representative sample of individual student work (e.g., research paper, statistical experiment, speaking presentation) that is scored using an official state scoring guide. Work Sample Tasks must:   align with the state content standards for the skill area being assessed. clearly provide students with opportunities to demonstrate proficiency in the content standards being assessed in the work sample. (For those work samples being used to satisfy Essential Skills graduation requirements, prompts must provide students with the opportunity to demonstrate high school level knowledge and skills.)  reflect independent, individual student work only, although individual work samples may grow out of common learning experiences or group work.

Whether used as a local performance assessment or to meet an Essential Skills requirement, work samples are not meant to be timed.

(

Test Administration Manual , 2011-2012 , Office of Assessment and Information Services, Oregon Department of Education, Appendix M – Work Samples and State Scoring Guides) Oregon Department of Education 12 www.ode.state.or.us/go/assessment

Oregon PS Scoring Guide

Five Process Dimensions:



Making Sense of the Task



Representing and Solving the Task



Communicating Reasoning



Accuracy



Reflecting and Evaluating



Must score at least 4 on all five dimensions

Oregon Department of Education www.ode.state.or.us/go/assessment 13

Math Performance Task Preview

Sample Oregon Work Sample Task Grade 5: Olga’s Strawberries

*Three samples of scored student work with commentaries are in the session packet.

Oregon Department of Education 14 www.ode.state.or.us/go/commoncore

Student Work Olga’s Strawberries Oregon Department of Education 15 www.ode.state.or.us/go/assessment

Performance Tasks

Performance Tasks

• Extended projects demonstrate real world writing and analytical skills • May include online research, group projects, 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

The use of performance measures has been found to increase the intellectual challenge in classrooms and to support higher quality teaching.

- Linda Darling-Hammond and Frank Adamson, Stanford University

Sample Task Stimulus

Stimulus/Information Source for Task

Massachusetts ( http://www.sudbury.ma.us/services/individual_faq.asp?id=69 )

The initial 10MPH over the speed limit is assessed a $50 fine. In other words, there is a flat fee for the first 10MPH. Each MPH above the initial 10MPH is then calculated at $10 per MPH thereafter. In addition to the fines established relative to the speed traveled, there is a $50 assessment applied to the fine schedule which goes to a Head Injury Fund established by the state. Example: 46MPH in a 30MPH zone = 16MPH over the speed limit Fine = $50 Head Injury Fund assessment + $50 (first 10MPH over the speed limit) + $60 (next 6MPH) = $160

Sample Task Stimulus (cont.)

Sample Task Components to Elicit Evidence of Student Understanding

Scorable products that could result from task stimuli:      Students create a table to show how different speeds result in different ticket values for MA.

Students create a graph to show the speed vs. total ticket cost for MA Students explain why the NY speeding penalties cannot be represented by a function Students write one or more functions for the cost of a speeding ticket in a 60 mph zone in MA, based on the driver’s actual speed. Students respond to a task in writing, such as: Some people have complained that New York’s calculations are unfair. Create a more fair system for New York that (1) represents a one-to-one function and (2) would allow New York to collect about the same amount of money as it currently does. Explain all assumptions you make and mathematics used to support your work.

Sample Item

The function f(x) = 5(x – 65) + 120 is used to calculate a speeding ticket for a driver going

x

mph in a 65 mph speed zone. If the “5” in the function is changed to “4” and the “120” is changed to “180,” for what values of

x

would ticket costs be greater than before the change?

Sample Item

The function f(x) = 5(x – 65) + 120 is used to calculate a speeding ticket for a driver going

x

mph in a 65 mph speed zone. Is the set of all positive integers a reasonable domain for this function in the context of the problem? Explain why or why not and provide specific examples to support your reasoning.

Sample Item

Ticket Cost

800 700 600 500 400 300 200 100 0 MPH Over Limit The graph shows the relationship between the number of miles over the speed limit a person is traveling and the cost of a speeding ticket.

Explain how the graph supports or refutes the statement below: “As driving speeds become more reckless, the penalties are more severe.”

Math Performance Task Preview

Sample Smarter Math Performance Task Grade 5: School Festival You serve on a committee that is in charge of planning a school festival. The following tasks need to be completed by committee members as part of the planning for the school festival.

• Determine the budget for the festival. • Choose the food and drinks for the festival. • Determine amounts of supplies for making a dessert. • Make a schedule of the different activities. • Make some decisions on the games and prizes used during the festival. * Details and rubrics are in the session packet. Up to two class sessions (90 minutes) are suggested for this task, with no pre-teaching necessary.

Oregon Department of Education 23 www.ode.state.or.us/go/commoncore

Math Performance Task Preview

Compare and Contrast Oregon Work Samples with Smarter Balanced Performance Tasks?

Similarities Differences

Oregon Department of Education 24 www.ode.state.or.us/go/commoncore

Table Talk -- Strategies

 How could we use our development of Oregon Work Sample (or Local Performance) Tasks to prepare students for success on Smarter Balanced Performance Tasks  What could be done with current tasks to bring them up to the level of rigor in the Smarter Balanced Assessment?

 Possible extension of Olga’s Strawberries – Summer Strawberry Picking  Multiple approaches  Multiple solutions  Justify solution based on interpretation Oregon Department of Education 25 www.ode.state.or.us/go/assessment

Sample Olga Enhancement

S ummer Strawberry Picking You have been hired to pick strawberries at the farm with Olga and Fritz this summer. You will pick berries with them 5 days a week, for a total of 8 weeks. The farm offers two different pay options and you must choose only one of them:

Option A Option B

$8.00 per day $1.50 per flat picked Olga has decided to pick Option A, based on her experience from last summer. Fritz has decided to pick Option B, because he thinks that he can pick more flats of berries each day than Olga can.

• How many flats on average a day must Fritz pick, in order to earn more money than Olga each day?

•Based on Fritz’s average from Question #1, who will make more money over the summer, Olga or Fritz? Justify mathematically your answer. • Which option do you decide to pick? ______________ •Justify mathematically your choice, show why your option will earn you the most money over the summer.

Oregon Department of Education www.ode.state.or.us/go/assessment 26

Sample of 5

th

Grade Student Work

Oregon Department of Education 27 www.ode.state.or.us/go/assessment

Table Talk -- Strategies

In your session packet, you have a variety of current Oregon Work Sample Tasks with student work, or you may have brought one of your own – use them as examples to help your discussion.

 Olga’s Strawberries – Grade 5  Enchanted Forest – Grade 8  Pony Rides – High School

At a high level, what actions must you take to prepare students for success on Smarter Balanced Assessments?

Oregon Department of Education www.ode.state.or.us/go/assessment 28

Table Groups Report

 One big idea from each table  What is your take-home message from this session?

 Elephant in the room:  If you’re not doing work samples with conviction, you need to begin NOW.

 Try to design work samples aligned to both Oregon standards and CCSS Oregon Department of Education www.ode.state.or.us/go/assessment 29

Resources



Smarter Balanced Website

http://www.smarterbalanced.org/ 

Smarter Sample Items and Performance Tasks

http:// www.smarterbalanced.org/smarterbalanced-assessments /#item 

Common Core State Standards Toolkit

http://www.ode.state.or.us/search/page/?id=3430 

Common Core State Standards Assessment Resources

http://www.ode.state.or.us/search/page/?id=3298 Oregon Department of Education 30 www.ode.state.or.us/go/assessment

Wrap Up

For more about Smarter ELA Performance Tasks…

 Hands-on session focused on Smarter English Language Arts Performance Tasks  Thursday, 10:45 a.m. – 12:15 p.m., Bloch Room  How to update existing Reading work sample prompts to match the rigor of the Smarter ELA Performance Tasks

Workshop on Transition from OAKS to Smarter Balanced

Analyze the recently developed documents from ODE and discuss possible applications for districts or schools as they plan the transition for their mathematics courses from 2012-2014.

Friday, 9:20 a.m.- 10:30 a.m. Vistas II Room Friday, 10:45 a.m.-12:15 p.m. Vistas II Room Oregon Department of Education www.ode.state.or.us/go/assessment 31

THANK YOU!

Please send additional input, questions, or anecdotes to: Rachel Aazzerah [email protected]

Derek Brown [email protected]

Jim Leigh [email protected]

Oregon Department of Education 32 www.ode.state.or.us/go/assessment