Transcript Document

Smarter Balanced Assessment
Consortium
What is the SMARTER Balanced Assessment Consortium
(SBAC)?
The SMARTER Balanced Assessment Consortium
(SBAC) is a collection of states that have been
working collaboratively since December 2009 to
develop a student assessment system aligned to
a common core of academic content standards
to apply for a Race-to-the-Top Assessment grant.
As of November 17, 2010, the Consortium
comprises a majority of states.
What does a consortium that is funded by USED
have to do?
• The USED requirement is that a consortium
funded under this grant opportunity will receive
funding for four years (Oct 2010 through Sept
2014) to develop assessments that…
• “…are valid, support and inform instruction,
provide accurate information about what students
know and can do, and measure student
achievement against standards designed to ensure
that all students gain the knowledge and skills
needed to succeed in college and the workplace.”
How is this assessment different than our
current state assessments?
• This is an evolution of State’s existing assessment
systems. The new assessment improves on the best
components of the member States’ existing assessments
to better help students achieve the knowledge and skills
they need to succeed in the 21st century global economy.
• This assessment will be aligned to the Common Core
Content Standards and will be shared by all states in the
consortium. Member States will share many of the
operational costs to provide an assessment system that
comprehensively measures students’ complex thinking
and problem solving. This type of assessment is cost
effective for a group of states, but is cost prohibitive for
many states to do on their own.
What will the SBAC provide?
• Online computer adaptive summative assessments that give a snapshot of
student performance without a “one size fits all approach.” This
assessment can be used to describe student achievement and growth of
student learning as part of program evaluation and school, district and
state accountability systems. This assessment will measure English
language arts and mathematics in grades 3-8 and 11 across the full range
of the Common Core State Standards (CCSS).
• Optional interim and formative assessments that help teachers identify
the specific needs of each student so that they can help the students
progress toward being career and college ready.
• Opportunities for Professional Development. Teachers will be involved at
all stages of item and test development, including item writing, scoring,
and the design of reporting systems. This will ensure the system works
well and that teachers can learn from national experts and from each
other as they evaluate students’ performance.
• An online tailored reporting system that supports educators to access
information about student progress toward college and career readiness
as well as to identify specific strengths and weaknesses along the way.
SBAC’s Technical Advisory Committee
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Jamal Abedi (University of California, Davis)
Randy Bennett (Educational Testing Service)
Derek Briggs (University of Colorado at Boulder)
Greg Cizek (University of North Carolina)
David Conley (University of Oregon)
Linda Darling-Hammond (Stanford University)
Brian Gong (National Center for the Improvement of Educational Assessment)
Ed Haertel (Stanford University)
Joan Herman (University of California, Los Angeles and CRESST)
Jim Pellegrino (University of Illinois at Chicago)
W. James Popham (University of California, Los Angles)
Joseph M. Ryan (Arizona State University)
Martha Thurlow (University of Minnesota and NCEO)
The Technical Advisory Committee is one of many groups of experts advising the
Consortium and will meet on a regular basis beginning in early 2011.
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1. Transition to Common Core State Standards (CCSS): Support states in implementation of
CCSS in ELA/literacy and mathematics for grades K‐12, and with transition to CCSS‐based
instruction and assessment.
2. Technology Approach: Review technology plans, serve as a requirements resource and
deliverable review group for all SBAC technology development/procurement, and provide
technology implementation guidance to member states.
3. Assessment Design: Item Development Address system design and development:
summative and interim.
4. Assessment Design (Performance Tasks): Monitor and review the drafting and
pilot/field testing of performance task specifications and development processes.
5. Assessment Design (Test Design): Monitor and review the development of the
summative and interim assessment test designs and related test design documents.
6. Assessment Design (Test Administration): Support states in the planning and
development of procedures and ancillary materials necessary for test administration.
7. Reporting: Address all areas involved with designing reports and interpreting data
produced from the interim and summative assessments.
8. Formative Processes and Tools/Professional Development: Support states in planning
and implementing professional development initiatives, creating formative tools and
processes, and constructing practice guidelines and assessment frameworks.
9. Accessibility and Accommodations: Address accessibility and accommodations for
Consortium summative, interim, and formative instruments; provide definitions and
background information on target populations; create supporting documents and
guidelines for implementation.
10. Research and Evaluation: Address all areas involved with scoring, field test design,
standard setting, psychometrics, and evaluation.
Where can I find out more about the SBAC?
More information about the Smarter Balanced
Assessment Consortium is available at
http://www.k12.wa.us/SMARTER This site is
hosted by Washington’s K-12 education agency.
The State of Washington is the applicant state,
and has submitted the grant application to the
US Department of Education on behalf of the
SBAC.
The Purpose of the Consortium
To develop a set of comprehensive and innovative assessments for
grades 3-8 and high school in English language arts and
mathematics aligned to the Common Core State Standards
So that all students leave high school prepared for postsecondary
success in college or a career through increased student learning
and improved teaching.
The assessments shall be operational across Consortium states in
the 2014-15 school year.
For more information visit: http://smarter.k12partners.org/
Benefits of a Multi-State Consortium
• Lower cost and higher quality assessment through scope of
work sharing, common development efforts, and
collaboration
• More control through shared interoperable open-source
software platforms: Item authoring system, item banking, and
adaptive testing platform no longer exclusive property of
vendors
• Better service for students with disabilities and EL students
through common, agreed-upon protocols for
accommodations
Creating a Map to Get from Standards
to Assessments
• Organizing the standards
-- Evaluating learning progressions
-- Analyzing and clustering the standards to
reflect a continuum of desired understandings
and performances
• Illustrating assessment design principles
-- Developing item / task prototypes
-- Creating a template that shows how these fit
together to measure learning progress against
the standards
Assessment System Components
Assessment system that balances summative, interim, and formative components for ELA and
mathematics:
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Summative Assessment
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Comprehensive assessment in ELA and math in grades 3–8 and 11 that supports accountability and measures
growth along a learning continuum
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Computer adaptive tests with selected response, short- and extended-constructed response, and technology
enhanced items (within 12 week window at end of year)
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Performance tasks (2 per year in each subject)
Interim Assessment
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Optional comprehensive and content-cluster assessments
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Available throughout the year; non-secure allowing students & teachers to review responses
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Computer adaptive tests with selected response, short- and extended-constructed response, and technology
enhanced items
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Performance tasks
Formative Processes and Tools
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Optional resources for improving instruction and learning
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Support for assessment literacy
The System
English Language Arts and Mathematics, Grades 3 – 8 and High School
BEGINNING OF
YEAR
END
OF YEAR
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE 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.
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
PERFORMANCE
TASKS
• Reading
• Writing
• Math
Scope, sequence, number, and timing of interim assessments locally
determined
Optional Interim
assessment system—
Re-take option
Summative assessment
for accountability
* Time windows may be adjusted based on results from the research agenda and final
implementation decisions.
Source: http://www.ets.org
END OF YEAR
ADAPTIVE ASSESSMENT