Transcript Assessment Overview Norma Sanchez Instruction and Professional Development (IPD) Staff SBAC Consortium of States • • • • 24 States representing 39% of K-12 students 22 Governing 1 Advisory 1 Affiliate Washington State is.

Assessment Overview
Norma Sanchez
Instruction and Professional Development (IPD) Staff
SBAC Consortium of States
•
•
•
•
24 States
representing 39%
of K-12 students
22 Governing
1 Advisory
1 Affiliate
Washington State
is fiscal agent
WestEd provides
project
management
services
*California is a Governing State
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.
Digital Library
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—
END OF YEAR
ADAPTIVE
ASSESSMENT
Re-take option
Summative assessment
for accountability
* Time windows may be adjusted based on results from the research agenda and
final implementation decisions.
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Source: http://www.ets.org
Improving Teaching & Learning
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative:
College and career
readiness
assessments for
accountability
Teachers and
schools have
information and
tools they need to
improve teaching
and learning
Formative
resources:
Supporting
classroom-based
assessments to
improve instruction
All students
leave
high school
college
and career
ready
Interim:
Flexible and open
assessments, used
for actionable
feedback
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Bloom’s Taxonomy Updated
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Bloom’s Taxonomy Updated
Creating
Generating new ideas, products,
or ways of viewing things
Designing, constructing, planning,
producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing,
experimenting, judging
Analyzing
Breaking information into parts to explore
understandings and relationships
Comparing, organizing, deconstructing,
interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
•
CCSS require high-level cognitive demand
– Asking students to demonstrate deeper conceptual
understanding through the application of content knowledge
and skills to new situations and sustained tasks
•
Applies Webb’s Depth of Knowledge (DOK) to Bloom’s
Cognitive Process Dimensions
– Bloom: What type of thinking is needed to complete a task?
– Webb: How deeply do you have to understand the content to
successfully interact with it? How complex or abstract is the
content?
•
DOK 1: Recall & Reproduction
– Recall of a fact, term, principle, concept; perform a routine procedure,
locate details
•
DOK 2: Basic Application of Skills/Concepts
– Use of information, two or more steps with decision points along the
way, explain relationships
•
DOK 3: Strategic Thinking
– Requires reasoning or developing a plan or sequence of steps, requires
decision-making or justification
•
DOK 4: Extended Thinking
– An investigation or application to real world; requires time to
research, problem solve, and process multiple conditions; could
require synthesis of information across multiple sources and/or
disciplines
ELA Claims
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
“Students can read closely and analytically to comprehend a range of
increasingly complex literary and informational texts.”
Claim #2 Writing
“Students can produce effective and well-grounded writing for a range
of purposes and audiences.”
Claim #3 Speaking and Listening
“Students can employ effective speaking and listening skills for a
range of purposes and audiences.”
Claim #4 Research/Inquiry
“Students can engage in research and inquiry to investigate topics,
and to analyze, integrate, and present information.”
Math Claims
Overall Claim for Grades 3–8
“Students can demonstrate progress toward college and career readiness in mathematics.”
Overall Claim for Grade 11
“Students can demonstrate college and career readiness in mathematics.”
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.”
Claims 2, 3, & 4: Relevant Verbs
Problem Solving
Claim 2
Understand
Solve
Apply
Describe
Illustrate
Interpret
Analyze
Communicating
Reasoning
Claim 3
Understand
Explain
Justify
Prove
Derive
Assess
Illustrate
Analyze
Modeling & Data
Analysis
Claim 4
Model
Construct
Compare
Investigate
Build
Interpret
Estimate
Analyze
Summarize
Represent
Solve
Evaluate
Extend
Apply
Accessibility & Accommodations
CDE website with details: www.cde.ca.gov/sp/se/cc/sbacaa.asp
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Accessibility & Accommodations
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Supports for English language learners
Full Translation
Spanish
Full translation
Pop-Up Glossaries Dialect(s)
Spanish
Mexico, Puerto Rico, El Salvador
Vietnamese
North and South
Arabic
Standard dialect is most popular
Filipino
Tagalog, Ilokano
Punjabi
Standard dialect is most popular
Korean
Standardized text
Russian
Standard dialect is most popular
Chinese, Cantonese
Simplified and traditional
Chinese, Mandarin
Simplified and traditional
Ukrainian
Standard dialect is most popular
Assembly Bill 484
•
•
•
Assembly Bill (AB) 484, chaptered into law October 2,
2013, established the Measurement of Academic
Performance and Progress (MAPP). Through
regulation, the name has been changed to the
California Assessment of Student Performance and
Progress (CAASPP).
CAASPP replaces the Standardized Testing and
Reporting (STAR) Program.
Among the requirements set forth in AB 484 is the
requirement that local educational agencies (LEAs)
participate in the Smarter Balanced Field Test.
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2014 Smarter Balanced
Field Test Windows
•
•
•
•
The Smarter Balanced Field Test will be
administered March 18 through June 6, 2014.
Each school has been assigned a six-week window
within this time frame and may test anytime within
that assigned window.
On November 20, 2013, Educational Testing Service
(ETS) released testing window assignments for
schools and notified LEA testing coordinators.
Test window assignments are available at
http://www.startest.org/FT-windows2014.html.
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Field Test Details
•
•
•
Students in grades 3–8, grade 11, and a small sample
of students in grades 9 and 10 will participate in the
field test.
The field test is estimated to take approximately 3.5
hours, although it is untimed.
Students exempt from participation in the field test:
– Students who take the California Alternate
Performance Assessment (CAPA).
– For ELA only, English learners who have attended
school in the United States for less than 12 months
– Those unable to take test on the computer
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Field Test Resources
Preparation:
•
Sample Test Items and Performance Tasks
http://www.smarterbalanced.org/sample-items-andperformance-tasks/
•
Practice Test
http://www.smarterbalanced.org/practice-test/
•
New Training Test:
https://sbacpt.tds.airast.org/student/
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Comparison of Training Test and Practice Test
Purpose
Grade Levels
Number and Types
of Items
Universal Tools,
Designated
Supports, and
Accommodations
Scoring
Training Test
Practice Test
Provide students with an opportunity to
quickly become familiar with the software
and interface features
Provide students with a grade
specific testing experience that is similar in
structure and format to the field test
3 grade bands
• 3–5
• 6–8
• High school
Each grade
• 3–8, 11
Approximately 15 items per grade band
(6 in ELA and 8–9 in math)
Approximately 30 items in ELA and 30 items
in math per grade level
No performance task (PT)
Includes 1 ELA PT and 1 math PT per grade
level
All included on Field Test are included
Most included
Refresh scheduled for late April
Results are not scored
Results are not scored, however answer
keys and scoring rubrics are available
•
•
•
•
•
Selected Response
Constructed Response
Extended Response
Performance Tasks
Technology-Enhanced
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Benefits
– Answered quickly
– Assess a large range of
content on one test
– Inexpensive to score
– Results collected quickly
Limitations
– Limited ability to reveal
a student’s reasoning
process
– Difficult to assess higherorder thinking skills
Stimulus Text:
Birds Make Good Pets
There are many reasons why people keep birds as pets.
Canaries sing beautiful songs. Parakeets will sit on your
shoulder. Parrots can talk to you. Birds fly outdoors. Pet birds
can be fun.
ELA Grade 3
Selected
Response
Item
Item Stem:
A student is revising this paragraph and needs to take out
information that does not support why birds make good pets.
Which of the following sentences does not support why birds
make good pets?
Options:
A. “Canaries sing beautiful songs.”
B. “Parakeets will sit on your shoulder.”
C. “Parrots can talk to you.”
D. “Birds fly outdoors.”
Distractor Analysis:
A. Incorrect: This sentence gives a reason why someone might want a bird as a pet.
B. Incorrect: This sentence gives a reason why someone might want a bird as a pet.
C. Incorrect: This sentence gives a reason why someone might want a bird as a pet.
D. Correct: This sentence states a fact about
Math Grade 3 Selected Response Item
Below are two rectangles
that are joined together.
1a.
Yes
No
Yes
No
Yes
No
Yes
No
1b.
For numbers 1a–1d,
choose Yes or No to
indicate whether joining
each rectangle to the
existing two rectangles
would total exactly 99
square feet.
1c.
1d.
Stimulus Text:
Read the paragraph and complete the task that follows it.
ELA Grade 4
Selected
Response
Item
As my family drove home last evening, the sun was
going down. We were treated to a beautiful sunset! All around
over our heads, the entire sky was pretty. In a few minutes the
amazing show was over. The sun disappeared completely, and
the brightly colored sky faded to dark gray as the night began.
Item Stem:
Revise the paragraph by choosing the phrase with the best
descriptive detail to replace was pretty.
Options:
A. had a whole lot of bright colors mixed together
B. shone because it was almost time for darkness
C. glowed with astonishing shades of pink and gold
D. looked different than it usually does during the day
Distractor Analysis:
A. This option makes grammatical and semantic sense as replacement for the phrase, but it contains only basic
descriptive details.
B. This option makes grammatical and semantic sense as replacement for the phrase, but gives a reason for the bright
colors and not a precise description thereof.
C. KEY: This phrase contains descriptive details about the beauty of the sky with a precise verb, an adjective of degree,
and specific colors.
D. This option makes grammatical and semantic sense as replacement for the phrase, but provides a comparison to
the daytime color and not a precise description.
Math Grade 4 Selected Response Item
Which number is both a factor of 100 and a multiple of 5?
A
B
C
D
4
40
50
500
Key and Distractor Analysis:
A Did not consider criteria of “multiple of 5”
B Did not consider criteria of “factor of 100”
C Correct
D Multiplied 100 and 5
ELA Grade 5 Selected Response Item
Stimulus Text:
Read this text and then answer the question.
Animals on the Move
A flock of geese flies gracefully overhead. You wish you could see
the world as they see it. You wish you could fly and be as free as
they are. You wonder where they are going in such a hurry! Well,
don't envy them too much, because they may be on a very
long, tiring journey. Many geese and other birds migrate
thousands of miles every year. Some travel over 7,000 miles one
way! Some may travel up to 1000 miles without even a rest stop,
crossing the Gulf of Mexico or the Sahara Desert. These birds
must follow their food supply and they must return to certain
locations to breed.
They migrate to survive!
Besides birds, some other long-distance travelers are fish, sea
turtles, bears, caribou, whales, and porpoises. Some of these
kinds of animals are shrinking in population. Some are in danger
of disappearing forever. Scientists want to know what is
happening to them and why. As part of the answer, they want to
know where the animals go, how they get there, and how long
they stay.
A good way to learn about animals is to track them from space.
Scientists pick individual animals and fit them with lightweight,
comfortable radio transmitters. Signals from the transmitters are
received by special instruments on certain satellites as they pass
overhead. These satellites are operated by the National Oceanic
and Atmospheric Administration (NOAA). The polar orbits of the
satellites let them see nearly every part of Earth as it rotates
below and receive signals from thousands of migrating animals.
After the satellite gets the signal from the animal's transmitter, it
relays the information to a ground station. The ground station
then sends the information to NASA's Goddard Space Flight
Center in Maryland. Goddard then sends the information about
the animal to the scientists, wherever they may be.
Tracking migrating animals using satellites may help us figure out
how to make their journeys as safe as possible and help them
survive.
Item Stem:
Read this sentence in Paragraph 3.
Scientists pick individual animals and fit them with lightweight,
comfortable radio transmitters.
Which set of words has the same meanings as the underlined words?
Options:
A. select, equip
B. claim , connect
C. examine, link
D. determine , tame
Math Grade 5 Selected Response Item
Key:
1a. No
1b. Yes
1c. Yes
1d. No
ELA Grade 6 Selected Response Item
Stimulus Text:
Read the following passage and then answer the question.
Have you seen pictures of Uncle Sam? He is a skinny man with a long white beard and a top hat. He
usually wears the colors of the American flag: red, white, and blue. He has been a symbol of the
United States for about two hundred years. Some people think that there was actually a real Uncle
Sam, named Samuel Wilson. He lived in Troy, New York, in the early 1800s, he ran a business that
delivered meat to the United States Army. The meat was delivered in barrels stamped “U.S.” The “U.S.”
stamp was to show that it belonged to the United States government. The people delivering the meat
knew that it came from Sam Wilson. They joked to the soldiers that the “U.S.” on the meat barrels
stood for “Uncle Sam.” The joke spread. Soon, all over the country, “Uncle Sam” became another way
of saying “United States.”
Item Stem:
Select the correct way to revise the highlighted sentence.
Options:
A. He lived in Troy, New York, in the early 1800s. There he had ran a business that delivered meat
to the United States Army.
B. He lived in Troy, New York, in the early 1800s he ran a business that delivers meat to the United
States Army.
C. He lived in Troy, New York in the early 1800s, and he ran a business that delivered meat to the
United States Army.
D. In the early 1800s, Sam Wilson lived in Troy, New York, and ran a business that delivered meat to
the United States Army.
Math Grade 6 Selected Response Item
Stimulus Text:
Read the passage and complete the task that follows it.
Orangutans
ELA Grade 7
Selected
Response
Item
When they are hungry, they can use sticks to open their favorite
fruit. These great apes can make at least 13 different kinds of noises
to send messages to other orangutans; they can also “talk” to each
other by making signs with their hands. Orangutans can easily learn
to use zippers and to open latches. From watching humans, some
have even learned to wash clothes and paddle canoes!
Item Stem:
This paragraph about orangutans is missing a thesis statement.
Select the most appropriate thesis statement to begin the paragraph.
Options:
A. I am going to tell you about orangutans and their skills.
B. Orangutans are very intelligent animals.
C. Orangutans are the monkeys most like humans.
D. Orangutans like to do many interesting things.
Math Grade 7 Selected Response Item
Stimulus Text:
Below is a text about Native Americans. Read the text and answer the
question that follows.
Native Americans
ELA Grade 8
Selected
Response
Item
Archaeologists suggest that people arrived in several groups or
tribes to America, from at least 15,000 years ago. The first Americans
came from Asia and followed herds of grazing animals across a land
bridge formed during the Ice Age. When the Earth began to warm,
this land bridge disappeared and became the Bering Strait. The
people journeyed on foot slowly southward into North America
through a harsh landscape. They were excellent hunters and speared
huge animals such as woolly mammoths and long-horned bison.
Item Stem:
Which statement from the text shows how Native Americans
survived in North America?
Options:
A. “people arrived in several groups”
B. “the Earth began to warm”
C. “The people journeyed on foot slowly”
D. “They were excellent hunters”
Math Grade 8 Selected Response Item
Purpose of Constructed Response Items
•
Constructed Response Items
– Address assessment targets and claims that
are of greater complexity
– Require more analytical thinking and reasoning
Administration of
Constructed Response Items
•
•
•
•
Administered during the computer-adaptive
component
Scored using artificial intelligence
Most constructed response items take between
1 and 5 minutes to complete
Some more complex items may take up to
10 minutes to complete
Stimulus Text:
Read the paragraph and complete the task that follows it.
ELA Grade 3
Constructed
Response
Item
Children should choose their own bedtime. There are things
to do, and most have homework. Some people need more sleep, but
children like talking to friends. The time to go to bed should be
children’s decision when they are tired they go to bed earlier. There
are activities to go to, so children learn to be responsible.
Item Prompt:
Rewrite the paragraph by organizing it correctly and adding ideas that
support the opinion that is given.
Sample Responses:
3
I think children should be allowed to choose their own bedtime. Children need a way to learn how to be
responsible. Picking a bedtime is a good way to become more responsible. Children should think about the
activities they have to do and how much homework they have when deciding what time to go to bed. Thinking
about these things when deciding on a bedtime shows responsibility. Also, some people need more sleep than
others, so this is something children can think about when they choose a bedtime. Making good choices helps
children to be more responsible.
2
Children should be allowed to pick a bedtime depending on how much homework and how many activities they
have to do. Kids have a lot to do, but they have to learn how to be responsible for themselves. When kids choose
their own bedtime, they can decide based on how much sleep they need.
1
I think children should pick a bedtime depending on how much homework they have. When the kids have no
homework, they should be able to stay up as late as they want. That way they can talk to their friends and enjoy
activities.
0
I usually go to bed at 9:00, after I watch my favorite shows.
Math Grade 3 Constructed Response Item
Ms. Clancy uses a backpack on a hiking trip. She took about 2 kg of food out
of her backpack to make it lighter. The scale below shows how much the
backpack weighed after she took out the food.
How much did the backpack weigh, in kg,
before she took the food out?
kg
ELA Grade 4
Constructed
Response
Item
Stimulus Text:
Below is part of a poem about leaves and a story about a robin. Read the two texts
and think about how they are similar and then answer the question that follows.
Item Prompt:
Compare how the actions of the leaves are similar to the actions of the little robin.
Use details from both texts to explain similarities.
How the Leaves Came Down
I'll tell you how the leaves came down.
The great Tree to his children said,
"You're getting sleepy, Yellow and Brown,
Yes, very sleepy, little Red;
It is quite time you went to bed."
"Ah!" begged each silly, pouting leaf,
"Let us a little longer stay;
Dear Father Tree, behold our grief,
'Tis such a very pleasant day
We do not want to go away."
So, just for one more merry day
To the great Tree the leaflets clung,
Frolicked and danced and had their way,
Upon the autumn breezes swung,
Whispering all their sports among,
"Perhaps the great Tree will forget
And let us stay until the spring
If we all beg and coax and fret."
But the great Tree did no such thing;
He smiled to hear their whispering.
The Little Captive
One day Bessie’s mother said to her that she must open
the cage, and let the bird fly away. “No, no mother!” said
Bessie, “don’t say so. I take such comfort in him, I can’t let him
go.” But the next moment she remembered how unhappy it
made her to disobey her mother; and, taking down the cage,
she opened the door.
To her great surprise, her little captive did not care to
take the freedom offered him. After a while he seemed to
understand that he was expected to come out of the cage; and
what do you think was the first thing that the little bird did?
Why, he lighted right on Bessie’s shoulder, as if he hated to
leave her.
Bessie was pleased enough to see him so tame. She
took him in her hand, and, carrying him to the window, held
him out until he soared away into the air. But he did not forget
his adopted home; for the next day, while Bessie was at dinner,
she heard a flutter of wings, and again the bird perched upon
her shoulder. After pecking some crumbs from the table-cloth,
away he flew again out of the window.
But, my dear little friends, you will be surprised when I
tell you that day after day, for two or three weeks, that little
robin made a visit to Bessie’s house.
Math Grade 4 Constructed Response Item
Spencer uses his hand to
measure different lengths.
He knows that the length
of his hand is 6 inches, as
shown below.
The table below shows the total number of hand
lengths that Spencer used to measure each object.
Measuring Objects
Object
Number of
Hand Lengths
Computer
Monitor
4
Picture Frame
6
Classroom
Door
16
Number of
Inches
Number of
Feet
Complete the table above. Click in a box and then type
the correct number of inches or feet for each number of
Spencer’s hand lengths.
Use Spencer’s measurement to identify each object
below that has a length that is greater than 1 yard.
Computer Monitor
Picture Frame
Classroom Door
Stimulus Text:
The Peaches
ELA Grade 5
Constructed
Response
Item
A farmer bought five peaches. He gave one to his wife and one
to each of his four sons. The next day, he asked his sons what
they had done with their peaches. The oldest son told him that
he planted the seed of the peach in the ground to grow a peach
tree. The second son told his father that he sold his peach so he
could buy more. The youngest son told his father that he ate his
peach and half of his mother’s, too. The third son told his father
that he gave his peach to a sick neighbor. The father told his
sons that one of them used his peach in the best way.
Item Prompt:
Rewrite the story by adding dialogue, descriptive details, and a
conclusion without changing the events or characters.
Math Grade 5 Constructed Response Item
Classify each shape according to its sides and angles. All shapes must be placed in at least one box.
• If a shape isn’t a square, rectangle, rhombus, or parallelogram, then place it in the box labeled “Other.”
• If a shape meets the properties of more than one category, it must be placed into the boxes of all the
types of shapes it can be classified as.
Stimulus Text:
The following excerpt comes from Gary Soto’s novel Summer on Wheels.
ELA Grade 6
Constructed
Response
Item
Bentley sat at the kitchen table running an ice cube back and forth
across the knot on his forehead. The knot was like a speed bump. The
ice cube glided across smooth skin before it jumped up and over the
knot. Bentley whimpered like the puppy he was. He had flown over the
handlebars and not only hurt his head, but also scraped his elbows and
chin. And the air left his lungs when he belly flopped. It took a full
minute before he could get enough air back into his system to complain,
“Golly, that smarted.”
Item Prompt:
The highlighted sentence from Summer on Wheels includes a literary device.
• What does the literary device used mean?
• Why did the author most likely select the literary device for this description?
Write a 2–3 sentence answer responding to these questions.
Interpret figurative language use (e.g., personification, metaphor), literary devices, or
connotative meanings of words and phrases used in context and their impact on reader
interpretation.
Math Grade 6 Constructed Response Item
ELA Grade 7 Constructed Response Item
Stimulus Text:
In the following passage from Jamaica Kincaid’s novel Annie John, the narrator describes
her first morning at a new school, as she watches the other students.
from Annie John
by Jamaica Kincaid
When I looked at them, they made up a sea. They were walking in and out among the
beds of flowers, all across the fields, all across the courtyard, in and out of classrooms.
Except for me, no one seemed a stranger to anything or anyone. Hearing the way they
greeted each other, I couldn’t be sure that they hadn’t all come out of the same woman’s
belly, and at the same time, too. Looking at them, I was suddenly glad that because I had
wanted to avoid an argument with my mother I had eaten all my breakfast, for now I
surely would have fainted if I had been in any more weakened a condition.
Item Prompt:
Summarize in your own words the way Annie John feels during her first morning at school.
Support your answer with details from the passage.
Math Grade 7
Constructed
Response
Item
ELA Grade 8 Constructed Response Item
Stimulus Text:
Italy
By Charlotte Mary Yonge
I am going to tell you next about the most famous nation in the world. Going westward
from Greece another peninsula stretches down into the Mediterranean. The Apennine
Mountains run like a limb stretching out of the Alps to the south eastward, and on them
seems formed that land, shaped somewhat like a leg, which is called Italy.
Round the streams that flowed down from these hills, valleys of fertile soil formed
themselves, and a great many different tribes and people took up their abode there,
before there was any history to explain their coming. Putting together what can be
proved about them, it is plain, however, that most of them came of that old stock from
which the Greeks descended, and they spoke a language which had the same root as
modern English and as the Greek. From one of these nations the best known form of this,
as it was polished in later times, was called Latin, from the tribe who spoke it.
Item Prompt:
The author uses the phrase “polished in later time” to describe the Latin language. Use
information from the text to explain what this phrase reveals about the history of Italy
presented in] the text.
Math Grade 8
Constructed
Response
Item
Technology-Enhanced Items
•
•
•
•
•
Specialized interaction
May have digital media for stimulus
Same requirements as selected and
constructed response items
Students manipulate information
Defined responses
Technology-Enhanced Items
•
Digital Media
– Video
– Animation
– Sound
•
Response Types
– Selected Response
– Constructed Response
Example:
Listen to President Kennedy’s 1961 inaugural address and then
write an essay analyzing metaphors used regarding foreign policy.
Example:
View video and write a summary explaining steps in a process.
Key Components of a Technology-Enhanced Item
Remember
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve.
For if the darkness and corruption leave
A vestige* of the thoughts that once I had
Better by far you should forget and smile
Than that you should remember and be sad.
The notes for a summary need to be arranged
correctly in the order in which the events occurred in
the passage. Click on each sentence and move it to
arrange the sentence into correct chronological order.
Summary of Events:
Maria laughs with the old women.
The guest and family eat dinner.
Maria’s mother asks the guests for a story.
Maria’s guests arrive.
Maria becomes sad.
The guests take turn telling stories.
INTERACTION
SPACE
Technology-Enhanced Item Types
Common English Language Arts TechnologyEnhanced item types
– Dropdowns
– Classification
– Reorder text
– Select and order
– Select text
Below is a poem, a sonnet, in which the speaker discusses her feelings
about a relationship.
Read the poem and answer the question that follows.
The notes for a summary need to be arranged
correctly in the order in which the events occurred in
Remember
Classify
each word
below
based
on and move it to
the passage.
Click
on
sentence
When you can
no more
holdeach
me by the
hand,
Nor I half turn toitgois
whether
aturning
verbstay.or ainto
noun.
arrange
theyetnosentence
correct chronological order.
Remember
me when
more day by day
You
tell
me
of
our
future
that
you
plann’d:
VerbsOnly remember me; you understand
Nouns
ItSummary
will be late to counsel
then
or
pray.
of Events:
Yet if you should forget me for a while
MariaAnd
laughs
with
thedoold
women.
afterwards
remember,
not grieve.
For if the darkness and corruption leave
The guest
and
eatonce
dinner.
A vestige*
of thefamily
thoughts that
I had
Better by far you should forget and smile
Maria’s
mother asks the guests for a story.
Than that you should remember and be sad.
Doll
Run
Dog
Swim Eat
Maria’s
guests
arrive.
*vestige: a mark, trace, or visible evidence of something that is no longer
Maria
becomes sad.
present
or evident.
The guests take turn telling stories.
In the sonnet “Remember,” which two lines reveals a change in the
speaker’s message to her subject?
Math Grade 3 Technology Enhanced Item
4
Shade 6 of the rectangle below. Use the line tool to divide the rectangle by
creating horizontal and vertical lines.
Sample Top Score Response:
Math Grade 4 Technology Enhanced Item
Draw a line of symmetry through the figure below. Click on an intersection of grid
lines to make the first point on the line. To make the second point, move the
pointer and click on a different intersection of gridlines. The line will automatically
be drawn between the two points. If you make a mistake, click on the Clear button.
Sample Top Score Response:
Math Grade 5
Technology
Enhanced
Item
ELA Grade 6 Technology Enhanced Item
Stimulus Text:
Sojourner Truth
The following passage is about the African-American activist Sojourner Truth, who lived in the 1800s.
Perhaps it was her dignity, or her sincerity, or that mighty voice, but when Sojourner Truth spoke
people listened. Across her chest she wore a banner that said, PROCLAIM LIBERTY THROUGHOUT ALL
THE LAND UNTO ALL THE INHABITANTS THEREOF. Those words from the Bible are written on the
Liberty Bell in Philadelphia.
Sojourner Truth soon became famous. Harriet Beecher Stowe, a well-known writer, was her friend,
and Abraham Lincoln invited her to the White House. She spoke out against injustice, wherever she
found it. She worked for women’s rights, black rights, prison reform, and temperance. Once, a man
tried to make fun of her, saying, “I don’t care any more for your talk than I do for the bite of a flea.”
Sojourner Truth chuckled as she replied, “Maybe not, but the Lord willing, just like the flea, I’ll keep
you scratching.” Nineteenth-century women did keep people scratching. They were working in
factories, speaking in public, writing for newspapers, and fighting for causes they believed in.
Item Stem:
Read the statement below, and then answer the question that follows it.
“Joy Hakim, the author of this passage, admires Sojourner Truth for her ability to change peoples’ ideas.”
How can you tell that the above statement is true? Click on a sentence in the passage that could be used
as evidence to support this statement.
ELA Grade 6
Technology
Enhanced
Item
Math Grade 6 Technology Enhanced Item
Math Grade 7
Technology
Enhanced
Item
Stimulus Text:
Below is a poem, a sonnet, in which the speaker discusses
her feelings about a relationship. Read the poem and
answer the question that follows.
ELA Grade 8
Technology
Enhanced Item
Item Stem:
In the sonnet “Remember,”
which two lines reveals a
change in the speaker’s
message to the one she
loves?
Remember
by Christina Rossetti
Remember me when I am gone away,
Gone far away into the silent land;
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann'd:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve:
For if the darkness and corruption leave
A vestige* of the thoughts that once I had,
Better by far you should forget and smile
Than that you should remember and be sad.
*vestige: a mark, trace, or visible evidence of something
that is no longer present or evident.
Math Grade 8
Technology
Enhanced
Item
ELA Performance Tasks
ELA Grade 3 Performance Task
Task Overview (105 total minutes):
Title: Visiting the Dentist
Part 1 (35 minutes): Ultimately tasked with writing an informational essay telling how to
maintain good dental health, students will be introduced to the topic through watching a
short video and reading two articles, taking notes on these sources. They will then
respond to three constructed-response questions addressing the research skills of
analyzing and evaluating information.
Part 2 (70 minutes): Finally, students will work individually to compose a full-length
informational essay telling how to maintain good dental health, referring to details from
the video or the texts. Students may also refer to their notes or back to the video or
passages as needed. Pre-writing, drafting and revising will be involved.
Scorable Products
Student responses to the constructed-response questions at the end of part 1 and the
essay completed in part 2 will be scored.
ELA Grade 4 Performance Task
Task Overview (105 total minutes):
Title: Civil War Quilts
Part 1 (35 minutes)
Ultimately tasked with writing an informative essay on Civil War
quilts, students will read articles and view a video and several photographs, taking notes
on these sources. They will then respond to three constructed-response questions
addressing the research skills of analyzing and evaluating information.
Part 2 (70 minutes)
Students will work individually on drafting, composing, and revising
an informative essay about Civil War quilts. Students may use their notes to help plan
their essay. Pre-writing, drafting, and revising will be involved.
Scorable Products
Student responses
ELA Grade 5 Performance Task
Task Overview:
Title: Pollution on Land and in Space
Part 1 (35 minutes)
Before writing an essay comparing the problem of pollution on Earth to the problem of
pollution in space, students will be introduced to the topic through watching a short
video, reading two informative texts, and answering research questions on the topic.
Students may take notes on what they view and read. Students should also have access to
the video and texts throughout the performance task. After watching and reading,
students will then respond individually to selected-response items and constructedresponse items.
Part 2 (70 minutes)
Finally, students will work individually to compose a full-length informational essay
comparing the problem of pollution on Earth to the problem of pollution in space,
referring to details from the video or the texts. Students may also refer to their notes or
back to the video or passages as needed. Drafting and revising will be involved.
Scorable Products
Student responses to the selected-response and constructed-response questions in part 1
and the essay in part 2 will be scored.
ELA Grade 6 Performance Task
Task Overview (105 total minutes)
Title: Young Wonders
Part 1 (35 minutes)
Students plan and research for their speeches. They research a word meaning and apply
the definition to a concept. They watch and analyze a video clip and read an interview
about the altruistic acts of two young people. They analyze three websites to identify
which would be most useful for researching another young wonder. They research a third
young person that helps others and take notes on the information about that person.
Part 2 (70 minutes)
Students write an outline about the young wonder they researched to plan their
speeches. They create or select a visual or audio representation of the young wonder they
researched. They give a speech about the young wonder using the visual or audio
representation to support the speech and explaining how the representation is relevant to
the young wonder.
Scorable Products
Student responses to the constructed-response questions and the essay will be scored.
ELA Grade 7 Performance Task
Task Overview (105 total minutes)
Title: Narrating History
Part 1 (35 minutes)
Ultimately tasked with writing an historical narrative, students will
read an article and two stories and view a video, taking notes on these sources. They will
then respond to three constructed-response questions addressing the research skills of
analyzing and evaluating information.
Part 2 (70 minutes)
Students will work individually to compose full-length historical
narratives, referring to their notes as needed. Pre-writing, drafting, and revising will be
involved.
Scorable Products
Student responses to the constructed-response questions and the narrative will be scored.
ELA Grade 8 Performance Task
Task Overview (105 total minutes)
Title: Positive Digital Footprint
Part 1 (35 minutes)
Students will watch a video introducing the idea of positive digital footprints and
explaining why they are important in today’s world. They will also read an article about
using social networking tools, such as Facebook, to build a positive digital footprint and
excerpts from a blog as an example of how one student has created a positive footprint.
They will then respond to three constructed-response questions addressing the research
skills of analyzing and evaluating information.
Part 2 (70 minutes)
Students will work individually to compose full-length informational essays on the benefits
of creating a positive digital footprint and the different ways to accomplish this. Prewriting, drafting, and revising will be involved.
Scorable Products:
Student responses to the constructed-response questions and the essay will be scored.
Math Performance Tasks
Math Grade 3 Performance Task
Task Overview: Modeling & Data Analysis
Students collect and analyze data in order to determine total cost of school-wide tool kits
in comparison to budgets.
Students are asked to gather and organize data, graph the data, and use the data to solve
real-world scenarios. Students will use this information from graphs to justify a conclusion.
Teacher Survey
Directions: For each tool kit, circle the top five tools, based on usefulness for the class, that you
believe should be in each teacher’s tool kit.
Please return your survey to ______________ by __________.
Math Tool Kit
Science Tool
Clock
Place Value Blocks
Calculator
Pattern Blocks
Fraction Set
Coins
Tangrams
Thermometers
Beakers
Safety Goggles
Tape Measure
Magnets
Magnifying Lens
Compass
Math Grade 4 Performance Task
Example 1
Task Overview: Measurement and Data
The student assumes the role of a grocery store manager opening a new store. In a group
and individually, the student completes tasks that lead up to the opening of the store. The
student uses content from the domains of measurement and data, numbers and
operations in base ten, and operations and algebraic thinking to accomplish these tasks.
Example 2
Task Overview: Modeling & Data Analysis
Students are asked to develop various features of a robot given specific guidelines that
must be followed.
Math Grade 5 Performance Task
Example 1
Task Overview: Numbers and Operations in Base Ten
The student uses concepts of number and operations in base ten and fractions to
accomplish tasks required of a committee member as part of planning an end of the year
festival. The work is supported by calculations and explanations of reasoning.
Example 2
Task Overview: Measurement and Data
Students must perform various calculations in order to find the lowest cost for a specified
amount of volume using fixed storage space dimensions.
The student uses problem-solving strategies to organize the area of rectangles within a
given amount of space. The student uses numeric operations to find the volume of
rectangular prisms, the monthly cost, and the average cost per unit. The student justifies
why the original mathematical model is insufficient and makes improvements given the
original data. Finally, the student uses problem-solving strategies based upon the new
data he/she created to answer various mathematical concepts.
Math Grade 6 Performance Task
Example 1
Task Overview: Rations and Proportional Relationships
Students must calculate various ratios and proportions when constructing a beaded
bracelet and necklace. Additionally, students must perform calculations to determine the
cost of the items and the possible amount of profit, given certain criteria.
Example 2
Task Overview: Expressions and Equations
Students must work through various calculations in order to find the best deal, area,
perimeter, and volume of each garden.
Math Grade 7 Performance Task
Example 1
Task Overview: Geometry
The student will use the content for the domains of geometry, ratios and proportional
relationships, and measurement and data to explore methods for remodeling a bedroom.
The student will use the content for the domains of geometry, ratios and
proportional relationships, and measurement and data to make a scale drawing.
Example 2
Task Overview: Expressions and Equations
A school must choose among three plans for a fundraiser to buy new books for the library.
The student will evaluate a variety of information, claims, and projections to help choose
a plan for the fundraiser.
Example 3
Task Overview: Statistics and Probability
The student is introduced to 2010 census data regarding the amount of time workers take
to get to their jobs. The student or a group of students gather(s) data from the
community regarding this topic. The student will create data displays (histogram and box
plot) and use these displays to answer questions. The student converts the data to
percentages in order to compare community times versus national times. The student will
use this information to answer a series of questions. The student will use content
knowledge of statistics and probability, as well as ratios and proportional relationships to
complete these tasks.
Math Grade 8 Performance Task
Task Overview
The student must use information derived from research to estimate the costs to adopt
and maintain a pet. This work will be supported by the use of calculations, graphical
representation of data, and generalizations using algebra.
Prework: In groups or as a whole class, students brainstorm what items are needed to
maintain a pet over time.
Day 1: With partners, students decide which type of pet they want to adopt. Students use
a set of provided “Web sites” to look up the costs of necessary items for the chosen pet.
Day 2: Students individually estimate the cost of adopting and maintaining their chosen
pet for 1 year. Students explain why their estimate is reasonable. As part of the
explanation, the student must make and refer to a line graph showing the monthly
increase in money spent over the year.
Math Grade 8 Performance Task
Task Overview
During the task, the student assumes the role of a member of the finance committee of a
town council who is given the responsibility of determining the best plan for constructing
a water tank or tower for the town. The student completes tasks in which he or she
investigates the costs associated with building the water tank or tower in different
locations, as well as the costs associated with the different designs, and then combines
this information with some survey data to make a recommendation to the council. This
investigation is done in class using spreadsheets and a calculator.
For Further Information
California Assessment of Student Performance and Progress
CAASPP Office
[email protected]
916-445-8765
CDE Smarter Balanced Field Test Web Page
http://www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp
Smarter Balanced Technology Readiness Tool (TRT)
http://www.cde.ca.gov/ta/tg/sa/sbac-itr-index.asp
California Technical Assistance Center
http://californiatac.org/
1-800-955-2954
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