Overview of the Smarter Balanced Assessment: Grades 6-12 ~ Making the Classroom Connection~

1. Overview of the Smarter Balanced Assessment: Grades 6-12 ~ Making the Classroom Connection~ Create by Penny Plavala, MultnoamahESD

2. Session Goals • Review how Common Core State Standards will be assessed • Review the Smarter Balanced Assessment Components • Examine a Performance Task • Identify Key Skills for Student Success

4. What Will Be Tested? Place text here

5. Common Core Timeline YOU ARE HERE 2014 -2015 2013 – 2014 Next Generation Assessment Grade 6, 7, 10 this year: First group of 7th, 8th, & 11th graders

6. Developing the Common Core Assessment

7. What is the Smarter Balance Assessment Consortium? • SBAC is a groupof 25 states that have been working collaboratively to develop next-generation assessments that are aligned to the CCSS and that accurately measure student progress toward college and career readiness. www.smarterbalanced.org • The other consortium: PARCC ~ Partnership for the Assessment of Readiness for College and Careers

8. SBAC Member States Six ODE staff members are on SBAC Work Groups SMARTER: Summative Multi-State Assessment Resources for Teachers and Educational Researchers

9. Smarter Balanced Assessment SystemComponents Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

10. Summative vs. Formative Assessments An event after learning Chapter test, state assessment, end-of-year placement test Used to measure achievement A process during learning Descriptive feedback, use of rubrics, student self-assessment Used to support ongoing growth, improvement Summative Formative

11. The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School Optional Interim assessment system — no stakes Summative assessment for accountability 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; an interactive reporting system; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT • PERFORMANCE • TASKS • Reading • Writing • Math COMPUTER ADAPTIVE ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

12. Components of the Summative Assessment + COMPUTER ADAPTIVE ASSESSMENT PERFORMANCE TASKS • A computer adaptive assessment • given during final 12 weeks of the • school year* • Multiple item types, scored by • computer: 45-60 items per test • Measure the ability to integrate • knowledge and skills, as required • in CCSS • Computer-delivered, during final • 12 weeks of the school year* • Scored by teachers. • Scores from the performance assessment and the computer adaptive • assessment will be combined for annual accountability scores. * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

13. What is Computer Adaptive Testing?

14. Computer Adaptive Testing

15. Assessment Item Types • Selected Response (SR) • Variety of multiple choice and true/false • Constructed Response (CR) • Short or long answer using textual evidence • Performance Tasks (PT) • Use higher level thinking skills; integrate reading, writing and speaking • Technology Enhanced (TE) • Technology embedded into items

16. Smarter Item Types • Multiple Choice • Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess higher-order thinking skills. • Selected Response

17. Componentsof Selected Response Items Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions. What is the best way to revise the highlighted sentence to match the language and style of the paragraph? • Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. • Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. • Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. • Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as (Reading Passage) STIMULUS What is the best way to revise the highlighted sentence to match the language and style of the paragraph? STEM • Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. • Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. • Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. • Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet. OPTIONS

18. Selected Response • Read the sentence from the text. Then answer the question. • “Nanodiamonds are stardust, created when ancient stars exploded • long ago, disgorging their remaining elements into space.” • Based on the context of the sentence, what is the most precise • meaning of disgorging? • • scattering randomly • • throwing out quickly • • spreading out widely • • casting out violently • 11th grade

19. Selected ResponseSingle Response – Multiple Choice Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics. Which sentence should be added to the paragraph to state the author’s main claim? A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence. C. Television can be a positive influence on people. D. Television has more varied programs than ever before. 8th grade

20. Selected ResponseMultiple Response • Read the sentence containing a main idea and the directions that follow. • Experiments show elephants understand that cooperation • brings benefits to everyone involved. • Select the two key details from the text that support the main idea. • A) One will wait alone at the rope until another comes to help pull. • B) They give hugs and call each other by using their trunks as trumpets. • C) Experiments like the simple pull-together test give scientists a way to begin to learn. • D) Animals received corn treats only if both pulled the rope ends at the same • time with their trunks. • E) Two elephants can pull on rope ends at the same time to get corn close • enough for both to eat. • 8th grade

21. Turn and Talk • When do you use Selected Response questions in your classroom? • How might you include them in your formative and summative assessments?

22. Smarter Item Types • Multiple Choice • Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess higher-order thinking skills. • Selected Response • Require the student to generate a response as opposed to selecting a response. • Include both short and extended responses. • Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness. • Constructed Response

23. Components of a Constructed Response Item • (Reading Passage) • The Shepherd’s Boy and the Wolf • A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep. • In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. STIMULUS STEM • In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. SPACE FOR ANSWER

24. Scoring a Constructed Response Item

25. Constructed Response Read this sentence from the passage. “Besides being beautiful to contemplate, space diamonds teach us important lessons about natural processes going on in the universe, and suggest new ways that diamonds can be created here on Earth.” Explain how information learned from space diamonds can help scientists make diamonds on Earth. Use evidence from the passage to support your answer. Type your answer in the space provided. 11th grade

26. Constructed Response What are some ways in which the Mexican free-tails are unique among bat species? Use at least two details from the presentation to support your answer. Type your answer in the space provided. 7th grade

27. Turn and Talk • When skills do students need to answer ConstructedResponse questions?

28. Smarter Item Types • Multiple Choice • Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess higher-order thinking skills. • Selected Response • Require the student to generate a response as opposed to selecting a response. • Include both short and extended responses. • Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness. • Constructed Response • Students manipulate information (example: drag and drop) • May have digital media for stimulus: video, animation, sound. • Technology Enhanced

29. Technology-Based Items • Technology-enhanced • Computer delivered items that include specialized interactions for student responses • Technology-enabled • Computer delivered items that use digital media such as sound, video, or interactive widgets Examples: • Moving an object to a set of locations (drag and drop) • Selecting, copying, pasting blocks of text • Listening to a video and answering questions

30. Technology-Enhanced Sample Item 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. 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. *vestige: a mark, trace, or visible evidence of something that is no longer present or evident. In the sonnet “Remember,” click on the two lines that reveal a change in the speaker’s message to her subject. 9th grade

31. Technology Enhanced A student is writing a report for science class. This paragraph from the report contains language that is not appropriate for the audience or the task. Read the paragraph. Then, click on three words or groups of words that are too vague or informal for a science report. There are loads of reasons to eat organic food. The term “organic” indicates that the food has been grown without pesticides or other chemicals. A consumer who chooses to eat organic food does not consume any of this bad stuff. Crops that are grown organically are nice for the land because farmers do not have to add chemicals to the soil. Growing organic food also improves the lives of farm workers because they can avoid working with poisons. In sum, everyone benefits from the farming of organic food. 7th grade

32. Technology Enabled Selected Response that Includes Multimedia Listen to the presentation. Then answer the questions. Trust Your Feet What is the narrator’s main purpose in presenting information about rock climbing? A. To identify the most challenging places for both beginners and experts B. To provide the listener with techniques essential for successful climbing C. To introduce the listener to the basic equipment used in climbing D. To describe the personal characteristics of expert rock climbers 8th grade

33. Technology Enabled Note: Split screen is what students will see throughout the test. 6th grade

34. Group Discussion • What skills do students need to be successful on the three types of items we reviewed?

35. Smarter Item Types • Multiple Choice • Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess higher-order thinking skills. • Selected Response • Require the student to generate a response as opposed to selecting a response. • Include both short and extended responses. • Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness. • Constructed Response • Students manipulate information (example: drag and drop) • May have digital media for stimulus: video, animation, sound. • Technology Enhanced • Measure multiple claims • Require students to demonstrate ability to think and reason, and produce fully developed products. • Provide evidence of college and career readiness. • Performance Tasks

36. Performance Tasks • Extended projects demonstrate real world writing • and analytical skills • Require 1-2 class periods to complete • Included in both interim and summative assessments • Applicable in all grades being assessed • Evaluated by teachers using consistent scoring rubrics

37. Components of a Performance Task Can use up to five different stimuli for middle and high school. Emphasis on stimuli related to science, history, and social studies.

38. Shifting to SBAC Assessments • • Grade 11 students will be assessed in 2014-15 using • the SBAC assessments • • They will not be assessed using the statewide • writing process we use now at 11th grade: • - choose one of three prompts • - assessed with ODE 6-trait, 6-point scoring guide

39. • Not looking to assess surface knowledge or literal comprehension• Performance tasks attempt to tap a deeper understanding on the part of the student • Use reading passages from science, social studies, CTE, Language Arts, health, etc. • Students write about what they read.

40. Let’s explore the components of a performance task. • • Middle School: 7th grade “Napping” • • High School: 11th grade “Public Art” • Source: SBAC Practice Test, May 2013

41. Groups of Four: Indicate A-D High School School One person reads aloud pg. 1 Independent Work: A: Read Source #1 B: Read Source #2 + pg. 8 C: Read Source #3 D: Read Source 4 After 5 min., each member shares a 2 min. summary of what they read As a group, review pg. 7 and writing rubric on last page. Middle School One person reads aloud pg. 1 Independent Work: A:Read pg. 2 B:Read pg. 3 (first 5 paragraphs) C:Read pg. 3 (last 2 paragraphs + 5 paragraphs on page 4) D:Read pg. 4-5 Dear Dr. V + pg. 7 After 5 min., each member shares a 2 min. summary of what they read As a group, review pg. 6 and writing rubric on last page.

42. Group Discussion • What skills are required for students to successfully complete this task? • What “instructional shifts” are required to help students build these skills? Report out!

43. • We must prepare students for a very different type of • performance assessment that may include: • Taking notes while watching a video • Taking notes when reading an article, short story, etc. • Answering Constructed Response questions (use evidence) • Participating in small group discussions • Analyzing, synthesizing, evaluating, and integrating • information read in order to write a complete essay

44. Additional Information • Updated SBAC Writing Rubrics released in August 2013. • Rubrics have not been field tested. • These are not final drafts. Expect revisions. • Anchor papers are expected in fall 2014.

45. Estimated testing times for Smarter Balanced Summative Assessments Times are estimates of test length for most students. Students are allowed more time, if needed.

46. SBAC Timeline Field testing of summative assessment, training school- and district-level staff in formative tools Technology readiness tool available Teams of teachers evaluate formative assessment practices and curriculum resources Full implementation of assessment system Writing and Review of Pilot Items/Tasks (including Cognitive Labs and Small-Scale Trials) Formative tools available to teachers Content and Item Specifications Development Writing and Review Items/Tasks for Field Testing (throughout the school year) Pilot Testing of Summative and Interim Items/Tasks Conducted

47. Common Core Solutions • SBAC Practice Test • Sample Performance Tasks • Frequently Asked Questions • CCSS Documents • Professional Development Tools • And more! http://www.mesd.k12.or.us/si/commoncoresolutions/index.html

48. Please thank your partner and small group members for their good work.

49. ODE Staff on SBAC Work Groups • Kathleen Vanderwall: Item Development • Doug Kosty: Sustainability • Rachel Aazzerah: Test Administration • Holly Carter: Accessibility & Accommodations • Mark Freed: Reporting • Steve Slater: Scoring and Psychometrics

50. Accommodations Guidelines: Pilot Test Spring 2013 Pilot Test Accessibility and Accommodations Guidelines, January 2013 SBAC