beth simpson- ela assessment specialist smarter balanced teacher involvement coordinator digital...
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Beth Simpson- ELA Assessment SpecialistSmarter Balanced Teacher Involvement CoordinatorDigital Library State Lead
Anton Jackson-Mathematics Assessment SpecialistSmarter Balanced Advisory
The Smarter Balanced Assessment SystemELA and Mathematics
Office of Superintendent of Public Instruction
• Understand key components of the Smarter Balanced Assessment System
• Understand the purpose and uses of the Digital Library as a professional development tool
• Understand structure, uses, and scoring of Interim Assessments
Our Learning Goals for This Morning
A Balanced Assessment System
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WA State
K—12 Learning Standards specify
K—12 expectations for college
and career
readiness
All students leave
high school
college and
career ready
Teachers and schools
have information and tools
they need to improve teaching
and learning
Summative: College and career
readiness assessments for
accountability
Interim: Flexible and open
assessments, used for actionable
feedback
Formative resources:
Digital Library with instructional and
professional learning resources for
educators to improve instruction
Office of Superintendent of Public Instruction
Re-take option
Optional Interim assessment system—
Summative assessment for accountability
Last 12 weeks of 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.
Scope, sequence, number, and timing of interim assessments locally determined
PERFORMANCETASKS
• Reading• Writing• Math
END OF YEARADAPTIVE ASSESSMENT
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Smarter Balanced Assessment System: English Language Arts and Mathematics,
Grades 3–8 and High School
Computer AdaptiveAssessment andPerformance Tasks
BEGINNING OF YEAR
END OF YEAR
Source: http://www.ets.org
INTERIM ASSESSMENT
Computer AdaptiveAssessment andPerformance Tasks
INTERIM ASSESSMENT
Office of Superintendent of Public Instruction
Process, tools, and the Digital Library
Formative Assessment
Smarter Balanced Assessment Consortium
Digital Library• An online collection of
instructional and professional learning resources contributed by educators for educators.
• Resources are aligned with the intent of the Common Core State Standards (Washington State k—12 Learning Standards) and will help educators implement the Formative Assessment Process to improve teaching and learning.
Office of Superintendent of Public Instruction
Digital Library Non-Examples• Not an assessment bank
• Not a learning management system where educators can register for training or receive credit by completing specific online courses
• Not a library for the general public (the library requires registration and login)
• Not a site where any resource can automatically be posted: all resources must be vetted through the Quality Criteria.
Office of Superintendent of Public Instruction
Discuss these questions with someone near you:
– What makes an assessment formative?– Is formative assessment something new?– How is formative assessment used in
grading?– How can formative assessment be used as
an instructional strategy?
Discussion
Office of Superintendent of Public Instruction
Definition -
“Formative Assessment is a deliberate process used by teachers and students
during instruction that provides actionable feedback used to adjust
ongoing teaching and learning strategies and improves students’ attainment of
curricular learning targets/goals.”
Office of Superintendent of Public Instruction
• Formative assessment is not a test, assessment, or quiz given at the end of a learning period.
• Identifying areas of need at the end of a unit may influence subsequent instruction, but it is not the heart of formative assessment.
What formative assessment is not..
Office of Superintendent of Public Instruction
An ongoing process of collecting evidence of student learning during instruction.
• Informs next steps in teaching and learning while there is still an opportunity to influence learning
What formative assessment is…
Office of Superintendent of Public Instruction
When formative assessment takes place…
The idea of “during instruction” can mean both:
• during a class period as students and teachers are engaged in a learning experience
• during an instructional sequence that may span several weeks.
A teacher can make adjustments to the instructional plans to account for students’ current understanding and to support them moving closer to the intended learning goals.
Office of Superintendent of Public Instruction
Who is involved in formative assessment…
The process of formative assessment includes both students and teachers in the collection and consideration of evidence of learning.
Formative assessment is something educators do with students.
Office of Superintendent of Public Instruction
• Learning Progressions should clearly articulate the sub-goals of the ultimate learning goal.
• Learning Goals and Criteria for Success should be clearly identified and communicated to students.
• Students should be provided with descriptive evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
• Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
• A classroom culture in which teachers and students are collaborative partners in learning should be established.
Formative Assessment
Office of Superintendent of Public Instruction
Consistent use of these formative strategies can double the speed of
student learning.
Dylan Wiliam
Embedded Formative Assessmenthttp://www.nwea.org/blog/2012/dylan-wiliam-the-5-formative-assessment-strategies-to-improve-student-learning
Office of Superintendent of Public Instruction
Digital Library Resources• Commissioned Professional Learning Modules• Resources for educators, students and families
• Frame Formative Assessment within a Balanced Assessment System• Articulate the Formative Assessment Process• Highlight Formative Assessment Practices and Tools
Assessment Literacy Modules
• Commissioned Professional Learning Modules• Instructional coaching for educators • Instructional materials for students
• Demonstrate/support effective implementation of the formative assessment process• Focus on key content and practice from the Common Core State Standards for Mathematics and
English Language Arts
Exemplar Instructional Modules
• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process• Reflect and support the Common Core State Standards for Mathematics and English Language
Arts• Create Professional Learning Communities
Educational Resources
Assessment Literacy Modules
Office of Superintendent of Public Instruction
In addition: Score Report Modules• Understanding score reports
at district level, classroom level, etc.
• Tools for communicating with parents– Parents don’t have access to
the Digital Library
– Educators select and share resources with parents
Office of Superintendent of Public Instruction
Highlighted Assessment Literacy Modules
ISAAP tool for accommodations
Understanding Interim Assessments
Smarter Balanced Digital Library:Formative Assessment Practices and Professional Learning – educator involvement
National Advisory Panel (NAP)
• 11-20 experts• Begins December 2012• Provides policies and
criteria for resources
State Leadership Team (SLT)• 10-14 WA members• Provides support and
training for State Network of Educators
• Promote statewide communications
State Network of Educators (SNE)• 50 WA Members (900+
nationally)• Representation from
LEAs, AEAs, content leaders, ELL, IHE
• Serve Summer 2013 – Late Fall 2014
• Submit and review resources
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Office of Superintendent of Public Instruction
At first glance this looks great!
Close Reading!Common Core!
Higher Order Thinking!
Refers to old Lexile Ranges
Office of Superintendent of Public Instruction
Digital Library Functionality
• Enable trained educators (SNEs and SLTs) to submit, review, and publish resources
• Allow educators to view, download, and rate resources
• Use state-of-the-art tagging and search to quickly find resources by CCSS and other topics
• Enable educators from across the Consortium to collaborate and share their knowledge
• Facilitate access to resources that are stored in participating libraries
Illustrative
Four Attributes
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The formative assessment process attributes are:
Clarify IntendedLearning
Elicit Evidence
Act onEvidence
Interpret Evidence
To determine where students are in regards to the learning target and success criteria
Can be conducted by the teacher, student, or both
Multiple ways to elicit evidence
Can be planned for or spontaneous
Informs teacher, peers, or self
Timely and actionable
Provide feedback: Where are students in regards to learning targets?
Make adjustments to instruction
Implemented by teachers in collaboration with studentsLearning Targets: Students understand expectations & goalsSuccess Criteria: Observable & measurable evidence of learning
Quality Criteria for Professional Learning Resources
The resource…
1) Reflects research and/or the principles of effective professional learning
2) Incorporates formative assessment practices
3) Supports learner differences and personalized learning
4) Demonstrates utility, engagement, and user-friendliness
5) Integrates technology and media effectively
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Quality Criteria for Instructional Resources
The resource…
1) Aligns with the intent of the Common Core State Standards
2) Incorporates formative assessment practices
3) Contains accurate, complete, high-quality curriculum and instruction
4) Supports learner differences and personalized learning
5) Demonstrates utility, engagement, and user-friendliness
6) Integrates technology and media effectively
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Office of Superintendent of Public Instruction
• Create scenarios that are a focus for your school.
– Practice looking up possible resources.
– Teachers can share/favorite/email links to resources for teachers/teams for future use.
Formative Activity: How Can I Take This Back to My District / School(s)?
Office of Superintendent of Public Instruction
How do educators get access to the Digital Library?
District Assessment Coordinators (DACs) are assigned the role of setting up district users.
Each end-user will have their own log-in.
What if my DAC is encountering difficulties?
DACs can contact [email protected] for support.
FAQ- Digital Library
What are the Interim Assessments?
Interim Assessment
Interim Comprehensive Assessment
Interim Assessment Blocks
• Two Options:– Interim Comprehensive Assessment
– Interim Assessment Blocks
• Available at grades 3, 4, 5, 6, 7, 8, and high school
• Administered at teacher’s discretion, including using off grade-level
• Scoring– Majority is automatically scored
– Short-Text, brief writes, and full writes are hand-scored by teachers; requires Rubric training
What is the difference between the two options?
What are the Interim Assessments?
Office of Superintendent of Public Instruction
• Matches the summative blueprint – assess the same range of standards – provide scores on the same scale
• Provides teachers with information on a student’s– general areas of strength or need (Claim level data)– readiness for the end-of-year summative assessment
Interim Comprehensive Assessment (ICA)
Office of Superintendent of Public Instruction
• Short, focused sets of items that measure similar content– Five to seventeen blocks per subject per grade– Includes a Performance Task block
• Provides teacher with– Information about a student’s strengths or needs– more detailed information for instructional purposes
Interim Assessment Blocks (IAB)
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Grade 3-5Read Literary TextsRead Informational TextsEdit/ReviseBrief WritesListen/InterpretResearchNarrative Performance Task * Gr4-5 only in 2014-15
Informational Performance Task * N/A in 14-15
Opinion Performance Task * Gr3 only in 2014-15
English Language Arts IABs
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Grade 6-8Read Literary TextsRead Informational TextsEdit/ReviseBrief WritesListen/InterpretResearchNarrative Performance Task*Explanatory Performance Task*Argument Performance Task
English Language Arts IABs
* Not available in 2014-15
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High SchoolRead Literary TextsRead Informational TextsEdit/ReviseBrief WritesListen/InterpretResearchExplanatory Performance Task*Argument Performance Task
English Language Arts IABs
* Not available in 2014-15
Performance Tasks Available2014—2015Practice Tests
Grade Level
PT Type
3 Informational
4 Informational
5 Opinion
6 Narrative
7 Expository
8 Argumentative
HS Argumentative
Interim Assessments
Grade Level
PT Type
3 Opinion
4 Narrative
5 Narrative
6 Argumentative
7 Argumentative
8 Argumentative
HS Argumentative
Office of Superintendent of Public Instruction
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IAB NameGrade
3 4 5
Operations and Algebraic Thinking
a a *
Numbers and Operations in Base 10
* a a
Fractions a a a
Geometry * *
Measurement and Data a * a
Mathematics Performance Task
a a a
* Not available in 2014-15
Mathematics IABs
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IAB NameGrade
6 7
Ratio and Proportional Relationships
a a
Number System a a
Expressions and Equations
a a
Geometry a *
Statistics and Probability * *
Mathematics Performance Task
a a* Not available in 2014-15
Mathematics IABs
42
Grade 8Expressions & Equations I (and Proportionality)*Expressions & Equations II*FunctionsGeometryMathematics Performance Task
Mathematics IABs
* Available as a single Expressions & Equations Block in 2014-2015
43
Mathematics High School IABsAlgebra and Functions - Linear FunctionsAlgebra and Functions - Quadratic FunctionsAlgebra and Functions - Exponential Functions*Algebra and Functions - Polynomials Functions*Algebra and Functions - Radicals Functions*Algebra and Functions - Rational Functions*Algebra and Functions - Trigonometric Functions*Geometry - Transformations in Geometry*Geometry - Right Triangle Ratios in GeometryGeometry - Three - Dimensional Geometry*Geometry – Proofs*Geometry – Circles*Geometry – Applications*Interpreting Categorical and Quantitative Data* Probability* Making Inferences and Justifying Conclusions* Mathematics Performance Task
* Not available in 2014-15
Interim Assessment Scoring
• Interim assessments will have the same item types as summative – Many item types are automatically scored
– Hand scoring will be a local (school/classroom) responsibility
– Rubrics and training materials will be provided
• Educators use Teacher Hand-Scoring System (THSS) to assign scores to hand-scored items
• Scores reported in Online Reporting System (ORS)
• The Digital Library has 10 Score Report Modules
Office of Superintendent of Public Instruction
• ELA– 2 Research items and 1 Full Write per Performance Task
– Reading block has 1 item per stimulus
– Writing block has 1 Brief Write
– Listening and Research blocks have no short-text items
• Math– 3 to 4 items per Performance Task are hand-scored
– 1 item in grade 11 interim comprehensive is hand-scored
– Only the Performance Task block requires hand-scoring; all other blocks are automatically scored
• Scoring student work is one of the best professional development opportunities for educators
Hand-Scoring
Office of Superintendent of Public Instruction
• Available January 19
• Comprehensive scoring: Same as summative– To generate a score, both CAT and PT portions must be completed and
all hand-scoring completed
– Students can take the interim earlier and items will be saved until all scoring is complete
• Block scoring:– Scores generated per block
– Do not need to complete all blocks
Teacher Hand-Scoring System (THSS)
Office of Superintendent of Public Instruction
• Blocks– Recommend using interim blocks as they become available
– Interim Blocks are comprised of about 5—7 selected response items and 1 short-text
– Administered in short blocks of time
• Comprehensive– A sample of items, fixed form: Use to guide instruction, not the
summative results
– Longer in length, can be administered in sections
Interim Tips
Office of Superintendent of Public Instruction
• Available January 2015. IACs on January 6, IABs January 27.
• Can be administered any time
• Delivered online but not currently adaptive– Fixed forms with the intent to become adaptive
– Students will see the same item if administered multiple times
– Some overlap of items between the IAC and IBA
• Includes performance tasks
• Adheres to Usability, Accessibility, and Accommodations Guidelines– Items go through the same process as those that appear on the summative
assessment
The Interim Assessments
Office of Superintendent of Public Instruction
• District Assessment Coordinator or designee
• Must be assigned tests through Test Information Distribution Engine (TIDE)
• Can be assigned any interim assessments; locally determined– 3—8 and high school can take any grade tests
– 8th grades in Algebra 1 can be assigned high school Algebra and Function interim blocks
Student Access to Interims
Office of Superintendent of Public Instruction
• Being developed through our testing vendor, AIR
• Training Modules include– Teacher Hand-Scoring System (THSS)
– Online Reporting System (ORS)
• Timeline– Currently in final reviews
Interim Training Opportunities
Office of Superintendent of Public Instruction
• 2014—2015– Interims available in January
– May be using locally determined assessments due to delay in interim availability
– Discuss plans for using interims in the 2015—2016 school year and beyond
• 2015—2016 and beyond– Interims already available
– More blocks added, as available
– Encourage use of interim assessment in place of locally determined assessments
2014—2015 school year vs. Beyond
Office of Superintendent of Public Instruction
Discuss these questions with someone near you:
– How can the Interim Assessments be used in similar or different ways than previously used benchmark assessments?
– How can you use Interim Assessment data to affect classroom instruction?
Discussion
Summative Assessment SummaryComputer Adaptive Test (CAT) and Performance Task (PT)
• CAT: ~25—48 items– ELA: Reading, Brief Writes, Listening, Research
– Mathematics: Claim, Content Category
• PT: Classroom component and online component– ELA: 3 research items and 1 full-write
– Mathematics: 1 scenario with 6 questions
Based on information from the Smarter Balanced Preliminary Blueprints 2012
Office of Superintendent of Public Instruction
The Smarter Balanced Assessment Consortium English Language Arts (ELA)
• Claim 1: Reading
• Claim 2: Writing
• Claim 3: Listening
• Claim 4: Research
Office of Superintendent of Public Instruction
• Close reading of the text– Purposeful
• Using evidence to support your thoughts
What to look for in an ELA classroom
- Claim 1- Reading
Office of Superintendent of Public Instruction
• Students writing in response to:– reading complex text
– research
– narrative, informational/explanatory, opinion/argumentative styles
• Writing is:– organized
– contains elaboration
– can edit and revise
What to look for in an ELA classroom
- Claim 2- Writing
Office of Superintendent of Public Instruction
• Students engage in conversation:– As a class
– In small groups
– In pairs
• Students are actively listening:– To other students
– To a speaker
– Responding to videos/recordings
What to look for in an ELA classroom- Claim 3- Speaking and Listening
Office of Superintendent of Public Instruction
• Students are accessing multiple credible resources:– News
– Editorials
– Articles
– Journals
What to look for in an ELA classroom- Claim 4- Research
Mathematics Claims• 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.”
Office of Superintendent of Public Instruction
Claim 1• Grades 3—8: all clusters
• High School– Selected clusters and standards
– Determined by secondary and post-secondary educators to be those high-leverage skills necessary for success in a credit-bearing course in college
– Includes content taught in a typical 3-year course sequence:
– Algebra, Geometry, Algebra 2
– Integrated Mathematics I, II, III
Target
Cluster/Standard
A N-RN.A, N-RN.A.2
B N-RN.B, N-RN.B.3
C N-Q.A, N-Q.A.1
D A-SSE.A, A-SSE.A.2
E A-SSE.B, A-SSE.B.3a—3c
… …
P S-ID.A, S-ID.A.1—3
Targets for Claim 2 – Problem Solving• Target A: Apply mathematics to solve well-posed problems in
pure mathematics and arising in everyday life, society, and the workplace.
• Target B: Select and use appropriate tools strategically.
• Target C: Interpret results in the context of a situation.
• Target D: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flowcharts, or formulas).
Targets for Claim 3 - Communicating Reasoning• Target A: Test propositions or conjectures with specific
examples.
• Target B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
• Target C: State logical assumptions being used.
• Target D: Use the technique of breaking an argument into cases.
• Target E: Distinguish correct logic or reasoning from that which is flawed and – if there is a flaw in the argument – explain what it is.
• Target F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions.
Targets for Claim 4 – Modeling and Data Analysis• Target A: Apply mathematics to solve problems arising in everyday life, society,
and the workplace.
• Target B: Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.
• Target C: State logical assumptions being used.
• Target D: Interpret results in the context of a situation.
• Target E: Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon.
• Target F: Identify important quantities in a practical situation and map their relationships.
• Target G: Identify, analyze, and synthesize relevant external resources to pose or solve problems.
Estimated Testing Times
Test TypeGrade
s CAT PT Only Total
PT Class
Activity Total
English Language
Arts
3-5 1:30 2:00 3:30 :30 4:00
6-8 1:30 2:00 3:30 :30 4:00
11 2:00 2:00 4:00 :30 4:30
Mathematics
3-5 1:30 1:00 2:30 :30 3:00
6-8 2:00 1:00 3:00 :30 3:30
11 2:00 1:30 3:30 :30 4:00
COMBINED
3-5 3:00 3:00 6:00 1:00 7:00
6-8 3:30 3:00 6:30 1:00 7:30
11 4:00 3:30 7:30 1:00 8:30
Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table.
Office of Superintendent of Public Instruction
• Measure a student’s ability to integrate knowledge and skills across multiple standards
• Used to better measure capacities such as depth of understanding, research skills, and complex analysis
Performance Task
Office of Superintendent of Public Instruction
• Classroom Activity - 30 minutes (Scripted)– introduces students to the context of a performance task– Include:
– an understanding of the setting or situation in which the task is placed,– potentially unfamiliar concepts that are associated with the scenario– key terms or vocabulary students will need to understand in order to
meaningfully engage with and complete the performance task
• Student Directions / Task:
What to Expect on a PT
ELA Mathematics- Sources- Research Questions
Two Constructed ResponseOne Selected Response
- Full Write
- 6 questions- Claims 2, 3, and 4
Practice Resources
http://wa.portal.airast.org/
• Practice Test– Mirrors summative test in length and components
– All item types and Performance Tasks
– Available to all online since May 2014 (previously on Smarter Balanced website)
• Training Test– Shorter than Practice Test
– Trains students on features and tools
Office of Superintendent of Public Instructionhttp://k12.wa.us/SMARTER/Webinars.aspx
Office of Superintendent of Public Instruction
This Concludes our Morning. Thank you!
English Language Arts- Assessment
• Beth Simpson English Language Arts Assessment Specialist [email protected]
• Cindy Knisely English Language Arts Assessment Specialist [email protected]
• Terese Otto ELA Support Staff [email protected]
Mathematics- Assessment
• Anton Jackson Mathematics 6-8 Assessment Specialist [email protected]
• Julie Wagner Mathematics 3-5 Assessment Specialist [email protected]
• Jennifer Judkins Mathematics High School Assessment Specialist [email protected]
• Tracy Godat Support Staff [email protected]