S MARTER B ALANCED C ONSORTIUM (SBAC) A SSESSMENT

Sally Dastoli, Director of Curriculum and Instruction Pauline Greer, Curriculum Specialist March 10, 2014 1

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C OMMON C ORE S TATE S TANDARDS

CSBE adopted July 2010

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4 Edweek July 17, 2013

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N

EXT

G

ENERATION

A

SSESSMENTS

 Rigorous assessment of progress toward “college and career readiness”  Consistent scoring across all Consortium states  Valid, reliable, and fair for all students  Administer online  Use multiple measures

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A

SSESSMENT

S

YSTEM

C

OMPONENTS

Assessment system that balances summative, interim, and formative components for ELA and mathematics: •

Summative Assessment (Computer Adaptive)

• • Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks •

Interim Assessment (Computer Adaptive)

• • Optional comprehensive and content-cluster assessment Learning progressions • • Available for administration throughout the year Item types: Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks •

Formative Processes and Tools

• • Optional resources for improving instructional learning Assessment literacy

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HAT IS

CAT?

Administered by computer, a

Computerized Adaptive Test (CAT)

dynamically adjusts to the trait level of each examinee as the test is being administered.

Starting the spring 2015, the SBAC assessment will be adaptive

within

a grade level window.

A 8 DVANTAGES OF CAT VERSUS C ONVENTIONAL T ESTS 

Reporting:

Results can be made available more quickly (NOT for the Pilot spring 2014)  Results available to CSDE in November 2014 

Test Security/Item Exposure:

presented with the same items All students are not 

More Flexibility for Computer Capacity:

Students do not need to be assessed on the same schedule

Score Reports for the Mathematics Summative Assessment

Overall Claim for Grades 3-8

“Students can demonstrate

progress toward

college and career readiness in mathema tics.”

Overall Claim for Grade 11

“Students can demonstrate college and career readiness in mathematics .”

Claim #1 - Concepts & Procedures Claim #2 - Problem Solving Claim #3 - Communicating Reasoning Claim #4 - Modeling and Data Analysis

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency .” “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

” “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of oth ers.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” 9

Score Reports for the ELA/Literacy Summative Assessment

Overall Claim for Grades 3-8

“Students can demonstrate

progress toward

college and career readiness in English language arts and literacy .”

Overall Claim for Grade 11

“Students can demonstrate college and career readiness in English language arts and literacy .”

Claim #1 - Reading Claim #2 - Writing

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

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

”

Claim #3 - Listening Claim #4 - Research/Inquiry

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

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

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Summative Assessments APPROXIMATE Testing Times

Content Area Grades

English language arts/Literacy 3-5 6-8

CAT

1:30 1:30

Computer Required PT Only

2:00 2:00

Total

3:30 3:30

In-Class Activity

0:30 0:30 Mathematics Combined 11 3-5 6-8 11 3-5 6-8 11 2:00 1:30 2:00 2:00 3:00 3:30 4:00 2:00 1:00 1:00 1:30 3:00 3:00 3:30 4:00 2:30 3:00 3:30 6:00 6:30 7:30 0:30 0:30 0:30 0:30 1:00 1:00 1:00 The test duration estimates described above are applicable to most students. However, Smarter Balanced assessments are not timed tests. Some students may need more time while others may need less time to complete the assessment.

Total

4:00 4:00 4:30 3:00 3:30 4:00 7:00 7:30 8:30 11

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SBAC F

IELD

T

EST SPRING

2014

 On-line Practice Tests in Grades 3-8 and 11 in English language arts/literacy and mathematics:    Provide an opportunity for teachers, students, parents, and other stakeholders to experience the features of on-line testing Gain insight into how Smarter Balanced will assess students’ application of CCSS skills and concepts. Provide a preview of the SBAC assessments, but they do NOT encompass the full range of content and should not be used to guide instructional decisions (unlike the operational assessments in 2015)

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SBAC F

IELD

T

EST SPRINT

2014

 Not Computer Adaptive (different forms piloted)  Some schools may also pilot grades 9 & 10  We have a 3 week test window: 

Window 1: March 18 - April 4 – Silas Deane and WHS



Window 3: April 28 - May 16 – all 5 elementary schools

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U

NIVERSAL

A

CCESSIBILITY

T

OOLS

 New Universal Accessibility tools available to all students, IEP, 504 and/or ELL students.

 NCSC – National Center and State Collaborative is developing new Alternate Assessment (to replace Skills Checklist)

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Understanding the Range of Item Complexity

Mike is using cubes that measure ½ inch on each side to fill a box that has a height of 5 ½ inches, width of 3 inches, and length of 2 ½ inches.

How many ½ inch cubes will Mike need to fill the box?

Mike is using cubes that measure ¼ inch on each side to fill a box that has a height of 5 ¼ inches, width of 3 inches, and length of 2 ½ inches.

How many ¼ inch cubes will Mike need to fill the box?

Mike is using cubes that measure ½ inch on each side to fill a box that has a height of 5 ¼ inches, width of 3 inches, and length of 2 ½ inches.

How many ½ inch cubes will Mike need to fill the box?

Content Standard: Grade 6.G.2

Practice Standards: MP.1; MP.5; MP.7

Selected Response Constructed Response

Response Types

Smarter Balanced Response Types MC with one correct response MC with multiple correct responses Two Part multiple-choice Matching Tables Yes/No or True/False Tables Fill-in Tables Select or order text or graphics Complex drag and drop Graphing Equation or numeric response Short Text Long Essay 16

Drag & Drop / Line Tool

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Multiple Correct Response

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Matching Table

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Equation Writer

Grade 3

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Equation Writer

Grade 8

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Hot Spot

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Hot Spot

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Constructed Response

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Multiple Parts

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Two-Part Multiple Choice

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Drag & Drop

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Matching Tables

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Constructed Response

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Multiple Correct Response

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Hot Text

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Claim 3: Listening

< Our World: S le e ping On-Board the Int e rnat io nal Space Station ...

21 Se l ect two que s tion s t h at the li ste ne r can an swe r after li s tening t o th e pr ese n tation.

Li s t e n to th e pr e s e ntation.

Th e n an s w e r th e qu e stions.

A) How was the I nternational Space S t a t io n bui lt ?

B) H ow far i s th e Internationa l Space Sta t ion from Earth ?

C) H ow long d o as tr on a u t s s ta y in th e In t ernationa l Space Station ?

D) What jobs do astronau t s do o n bo ar d the International S p ace Stat i on ?

E) Wh at tim e do astro n auts go to s l eep on th e I n t e rn ation a l Space S t ation?

F) H ow do 22 a s tronaut s talk t o B a se d on the p r esenta t i o n , se lect family two and thing s friend s back on Earth while on the I n t e rnation a l Space Station ?

Space • the Int e rnation a l that can interrup t an a s tronau t ' s s leep on S t a t io n .

> · • - - - - - - - - - - A) heat B) hunger C) light s D) noi s e s E) work 32

Sample Grade 3 Performance Task

Research Questions – Claim 4

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Sample Grade 3 Performance Task

Full Write – Claim 2

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P

REPARING FOR

SBAC

“Test prep” is embedded in instruction

 Create instructional activities that encourage high levels of student engagement.

   Expose students to multiple resources- both print and digital.

Enable students to extract information from text and make inferences based on this information.

Provide opportunities for ongoing, short research projects.

  Provide students with rich experiences that require them to persevere and apply skills and concepts in order to solve high level problems. Provide students with opportunities to justify or defend their answers.

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S

AMPLE

SBAC I

TEMS

http://www.smarterbalanced.org/sample-items-and performance-tasks/