Transcript Smarter Balanced and High Ability Learners
Smarter Balanced and High Ability Learners
Chrystyna V. Mursky Director of Professional Learning Smarter Balanced Assessment Consortium Education Consultant, Gifted/Talented Wisconsin Department of Public Instruction Wisconsin Association for Talented and Gifted October 10, 2013
Four Corners
• • • • • How familiar are you with the Smarter Balanced Assessment Consortium?
How familiar are you with computer adaptive assessment?
How familiar are you with the shifts in the CCSS for Mathematics? For English Language Arts?
How familiar are you with the Smarter Balanced sample summative assessment items? How familiar are you with the Smarter Balanced resources for formative assessment practice?
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• • • • •
Topics
Background on the Smarter Balanced Assessment Consortium Overview of the Smarter Balanced Assessment System The Smarter Balanced Summative Assessment –
Overview
–
Shifts in the CCSS for Mathematics
–
Sample Summative Items for Mathematics
–
Shifts in the CCSS for English Language Arts
–
Sample Summative Items for English Language Arts
The Smarter Balanced Interim Assessment Resources for the Formative Assessment Process
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What is Smarter Balanced?
A consortium of 26 states and territories working together to build next-generation formative, interim, and summative assessments tied to the Common Core State Standards in English Language Arts/Literacy and Mathematics for K-12 schools.
Funding from the federal Race to the Top Assessment grant (~$175M) and foundations (~$3M).
Governed by member states on a consensus model. Slide 4
A National Consortium of States
• • • • 26 member states and territories representing 39% of K-12 students 23 Governing States, 2 Advisory States, 1 Affiliate Member Washington state is fiscal agent WestEd provides project management services
K-12 Teacher Involvement
• • • •
Write and review items/tasks for the pilot test (2012-13) and field test (2013-14) Develop teacher leader teams in each state (2012-14) Evaluate formative assessment practices and curriculum tools for inclusion in Digital Library (2013-14) Score portions of the interim and summative assessments (2014-15 and beyond) Slide 6
Higher Education Collaboration
• • • •
Involved 175 public and 13 private systems/institutions of higher education in application Two higher education representatives on the Executive Committee Higher education lead in each state and higher education faculty participating in work groups Goal: The high school assessment qualifies students for entry-level, credit-bearing coursework in college or university Slide 7
A Balanced Assessment System Summative assessments
Benchmarked to college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness
Teachers and schools have information and
Teacher resources for
formative assessment practices
to improve instruction
tools they need to improve teaching and learning Interim assessments
Flexible, open, used for actionable feedback All students leave high school college and career ready
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A Balanced Assessment System
ELA/Literacy and Mathematics, Grades 3-8 and High School
School Year Last 12 weeks of the year* DIGITAL LIBRARY
of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.
Optional Interim Assessment Computer Adaptive Assessment and Performance Tasks Optional Interim Assessment Computer Adaptive Assessment and Performance Tasks
Scope, sequence, number and timing of interim assessments locally determined • •
Summative Assessment for Accountability Performance Tasks ELA/literacy Mathematics
• •
Computer Adaptive Assessment ELA/literacy Mathematics
Re-take option available *Time windows may be adjusted based on results from the research agenda and final implementation decisions.
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Huddle
Discuss the following with a few people around you:
• •
How do you use a balanced assessment system now?
How will your practices be affected?
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Smarter Balanced Summative Assessment
Summative Assessment: Purpose, Benefits and Limitations Purpose
• •
Accountability for K 12 at the state, district, school and classroom/teacher levels Accurate Information about individual students’ achievement, growth over time, and (in 11 and math.
th grade) readiness for college in English Benefits
• • •
Far more sophisticated and comprehensive measure of student knowledge and skills than most existing K-12 accountability or placement exams.
Linked to known, high-quality content standards (Common Core).
Early warning for students not yet college ready.
Limitations
• •
Summative exams are not diagnostic in nature.
Will not measure readiness for advanced mathematics (Calculus) requiring 12 th grade instruction.
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Summative Assessment: Two-pronged Approach Computer Adaptive Test
• Assesses the full range of Common
Core in English language arts/literacy and mathematics for students in grades 3-8 and 11 (interim assessments can be used in grades 9 and 10)
• Measures current student
achievement and growth across time, showing progress toward college and career readiness
• Includes a variety of question types:
selected response, short constructed response, extended construction response, technology enhanced Performance Tasks
• Extended projects demonstrate real-
world writing and analytical skills
• May include online research, group
projects, presentations
• Require 1 to 2 class periods to
complete
• Included in both English language
arts/literacy and mathematics assessments
• Applicable in all grades being
assessed
• Evaluated by teachers using
consistent scoring rubrics Slide 13
Using Computer Adaptive Technology for Summative and Interim Assessment
s
Increased precision •
Provides accurate measurements of student growth over time
Tailored for Each Student •
Item difficulty based on student responses
Increased Security •
Larger item banks mean that not all students receive the same questions
Shorter Test Length •
Fewer questions compared to fixed form tests
Faster Results •
Turnaround time is significantly reduced Slide 14
Test
English Language Arts/ Literacy Math
Grades
3-5 6-8 11 3-5 6-8 11
Estimated Testing Times for Summative Assessment
CAT
1:30 1:30 2:00 1:30 2:00 2:00
Perf. Task Only
2:00 2:00 2:00 1:00 1:00 1:30
Total
3:30 3:30 4:00 2:30 3:00 3:30
In-Class Activity
:30 :30 :30 :30 :30 :30
Total
4:00 4:00 4:30 3:00 3:30 4:00 The testing window is the final 12 weeks of the academic year.
Huddle
• •
Talk with a few people about the following questions: How would you rate your school district’s readiness for the Smarter Balanced summative assessment?
What questions do you have about the summative assessment?
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Common Core State Standards
• • • Define the knowledge and skills students need for college and career Developed voluntarily and cooperatively by states; more than 40 states have adopted Provide clear, consistent standards in English language arts/literacy and mathematics Source: www.corestandards.org
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Mathematics
What is Changing?
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The CCSS Require Three Shifts in Mathematics •
Focus:
strongly where the standards focus •
Coherence
:
Think
grades and
link
across to major topics within grades •
Rigor
: In major topics, pursue
conceptual understanding
, procedural skill and
fluency
, and
application
with equal intensity
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Shift #1: Focus
Key Areas of Focus in Mathematics
Grade
K 3 –2 –5 6 7
Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
Addition and subtraction - concepts, skills, and problem solving and place value Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving Ratios and proportional reasoning; early expressions and equations Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra and linear functions
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Shift #1: Focus
Content Emphases by Cluster
The Smarter Balanced Content Specifications help support focus by identifying the content emphasis by cluster. The notation [m] indicates content that is major and [a/s] indicates content that is additional or supporting.
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Shift #2: Coherence
Think Across Grades, and Link to Major Topics Within Grades
•
Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years.
•
Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
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Coherence: Some Standards from Early Grades are Critical Through Grade 12
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
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What it Looks Like in Grade 3
True or False: 3 x 8 = 20 + 4 50 ÷ 10 = 5 x 1 9 x 9 = 8 x 10 T T T F F F
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What it Looks Like in Grade 5
True or False: 1 2 1 3 3 6 1 3 2 2 1 3 3 6 1 3
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What it Looks Like in Grade 8
Tell how many solutions: 3x + 17 = 3x + 12
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What it Looks Like in High School
X 4 – 5x 3 + x 2 + 2x + 1 = Drag the correct expression to make a true equation.
x 3 + (x + 1) 2 X 4 – 3x 3 + 2x + X 3 4 + x – 6x 2 3 + 2x + 1 X … 4 – 5x 3 + x + x + 2x + 1
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Shift #3: Rigor
In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application
• The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations • Pursuit of all three requires equal intensity in time, activities, and resources.
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Smarter Balanced Sample Items
• • • http://sampleitems.smarterbalanced.org/itemprevie w/sbac/ Item 43328: Fractions 2a Item 43081: The Contest Item 42933: Calculator As you analyze the sample items, consider the following 2 questions: How do the items reflect the shifts in the Common Core State Standards?
What are the implications for core instruction? For instruction of high ability learners?
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English Language Arts
What is Changing?
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Key Shifts in the CCSS for English Language Arts • • • 1.Complexity: Regular practice with complex text and its academic language 2.Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Knowledge: Building knowledge through content-rich nonfiction
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Implications for Assessment
From Focusing only on reading skills Students moving quickly through a text Assessing literary terminology To Also focusing on complexity of what students can read Students taking time to read and reread, study, and ponder Assessing academic vocabulary Mostly assessing through SR items that do not require specific reference to textual evidence Mainly writing to de-contextualized prompts Measuring ELA only Assessing through a range of items that require students to draw evidence from text; use CR items to require a variety of complex performances Focusing on text-based writing prompts (arguments and informative essays) Measuring literacy across disciplines Slide 32
Smarter Balanced Sample Items
• • • http://sampleitems.smarterbalanced.org/itemprevie w/sbac/ Grandma Ruth 3 Writing: Cell Phones Listening: Exercise in Space 2 As you analyze the sample items, consider the following 2 questions: How do the items reflect the shifts in the Common Core State Standards?
What are the implications for core instruction? For instruction of high ability learners?
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Smarter Balanced Interim Assessment
Interim Assessment
Interim Assessment
• Optional summative clone and content-block assessment to provide benchmark for student performance • Accessible all year • Provides clear examples of expected performance on Common Core standards • Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Aligned to and reported on the same scale as the summative assessments • Fully accessible for instruction and professional development
Formative Assessment Practices
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Digital Library Resources
Assessment Literacy Modules Exemplar Instructional Modules Education Resources • •
Commissioned Professional Development Modules Resources for students and families
• • •
Frame Formative Assessment within a Balanced Assessment System Articulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools
• • •
Commissioned Professional Development Modules Instructional materials for educators Instructional materials for students
• •
Demonstrate/support effective implementation of the formative 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 process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities
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Inside/Outside Circles
• •
Take two minutes to write down your Aha’s from this afternoon’s conversation.
Share your thoughts using Inside/Outside Circles.
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Smarter Balanced
can be found online at:
SmarterBalanced.org
Find Out More Slide 39
Common Core State Standards Public Hearings • • • Wednesday, October 16 – – 2:00 p.m.-8:00 p.m. Fond du Lac City/County Building, Wednesday, October 23 – 2:00 p.m.-8:00 p.m. Eau Claire – Chippewa Valley Technical College, and Wednesday, October 30 – – 2:00 p.m.-8:00 p.m.Wausau
Northcentral Technical College.
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