wsu new standards mean new baseline
TRANSCRIPT
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The Results Are In…
Now What?2015 WASA/AWSP Summer ConferenceAnnette Burnett & Dr. Glenn E. Malone
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Essential Questions1) How might we frame the SBA Results unveiling?
2) How do the SBA Claims and Targets relate to instruction?
3) How might Item Specification, Blueprints, Digital Library & Interims be used to promote the Instructional Shifts required to Succeed?
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2014 Preliminary SBA Results in Context
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SBAC Field Test National AverageThis 2014 Data point is based on the SBAC Field Test in 21 States & USVI 41%
Smarter Balanced
Assessments Establish a
New Baseline
PSD56%
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SBAC Field Test National AverageThis 2014 Data point is based on the SBAC Field Test in 21 States & USVI 37%
Smarter Balanced
Assessments Establish a
New Baseline
PSD57%
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SBAC Field Test National AverageThis 2014 Data point is based on the SBAC Field Test in 21 States & USVI
Smarter Balanced
Assessments Establish a
New Baseline
33%
PSD47%
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SBAC Field Test National Average
This 2014 Data point is based on the SBAC Field Test in 21 States & USVI
Smarter Balanced
Assessments Establish a
New Baseline
38%
PSD60%
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I P T UInstructional Performance Through Understanding
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Using SBA Results to Get Better Results
CCSS
Claims & TargetsContent & Item Specs
Interims & Digital Library
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Building Valid and Useful Interim Assessments, Marianne Perie, Univ. of Kansas, September 30, 2014
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Use of Data for Teaching and LearningUsing student data to look back
Summative Assessment
Using student data to plan forward and make changes to instruction & impact learning while there is still time to change the outcome
Formative Assessments (Digital Library) Interim Assessments
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Hand Scoring
Reports
Interim Tests
Manuals ELA hand scoring training documents are
also located here.
Classroom Activities for
Interim
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Score Reporting: Aggregate & Subgroups
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Score Reporting: Claims
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Score Reporting – TARGETS3rd Grade Math Claim 1 Target B
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Score Reporting: Individual Score Report
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FamilyReporting:SBA Math
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FamilyReporting:SBA ELA
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Score Reporting: Scale Score Cut Scores
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Family Reporting:
MSP
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FamilyReporting:EOC
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What are CLAIMS &ASSESSMENT TARGETS?
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Claims – broad evidence based statements about what students know and can do
Targets – evidence to support the claims – linked to CCSS
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Math ClaimsClaim #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.”
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ELA/Literacy Claims
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.”
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SBAC Claims & Targets
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The Trail From Standards to Scores
Common Core State Standards
Claims
Assessment Targets Items
Score, measure,
certification
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The Test Reflects the Standards
•Content Specifications create a bridge between standards, assessment, and instruction.
• Item Specifications translate the Content Specs into actual items that provide evidence of learning.
http://www.smarterbalanced.org/smarter-balanced-assessments
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DISCLAIMER
• Data from SBA is limited and confusing – this is a starting point
• This is a shortcut to navigating the system which will lead to instructional conversations
• This is not a shortcut in making changes to instruction
• The system will change
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LINKING TARGETS/BLUEPRINT TO CCSSUsing Item Specs
Claim
CCSS – Specific Standards
CCSS Domain
TB
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RESOURCES
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Content Specs Document
CCSS Document
Grade 5C1 TKClaim 1Target K
Grade 55 G BGeometry
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Digital Library
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Digital Library 5th Grade Math 5.G.B Instructional Resource
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We can do this!
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Administering SBA Interim Assessments
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Why Use SBA Interim Assessments?
• Create familiarity with online student and teacher interface• Item Type Quick Sheet
• Create accessibility to tools and accommodations embedded within the testing portal
• Assess student progress (strengths and limitations) and help teachers plan and shift instruction towards Common Core
• Use ELA/Math blueprints to gain insight on how to effectively incorporate the assessment within the current instructional practice
• Better understand reported results
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Types of Interims
Interim Assessment Blocks• Short, focused sets of items
which measure one or more assessment targets
• See the blueprint for more details regarding claims, assessment targets, depth of Knowledge levels, number of items and timing.
Interim Comprehensive Assessment• Mirrors the year-end assessment• Performance task has students
apply their knowledge and skills to respond to complex real-world problems
• Both PT and CAT must be completed to generate a score
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Interim Teacher Hand Scoring System (THSS)Student responses which require hand scoring are sent to THSS.
Scores are not generated until items are scored and marked as complete.
Two roles: Scoring Managers will be able to see all scores assigned, Testing Administrators will only be able to score the items assigned to them
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Home Page – Filter and Sort
Sort the columns using the gray arrows at the top of each column.
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Reassigning Responses
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Preparing for Scoring Responses
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Training Guides (TG) and Prep Set (Exemplars & Check Set)ELA Math• Cover page• Instructions by claim• Stimulus or Sources• Item Stem• Rubric(s)• Condition code document• Claim and target chart
• Cover page• Stimulus for Performance Task• Metadata table• Item stem• Dependent item stem (if applicable)• Rubric and exemplar responses
• Approximately 10 student response papers• Ordered by score received 2-1-0
• Approximately 5-10 student response papers• Ordered by full, partial and no credit
Prep Set includes: metadata, item stems, student responses and scoring comments when available.
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Metadata Tables
¬ ELA Math
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Sample Task – Teen Driving Restrictions
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Item Stem
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Information Provided
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Stimuli
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Student Response
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Rubric
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Score (1) and Comments
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Completing Item Responses