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Nichole Hall, Assessment Coordinator

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Implications for Instruction

Connecting the

ICS-M (CCSS) & Smarter Balanced Assessment

Nichole Hall, Assessment Coordinator

Nancy Thomas Price, Formative/Interim Assessment Coordinator

I understand….

- specifics of the SBAC balanced assessment system.
- how the Smarter Balanced Content Specifications reflect standards, assessment, and instruction
- ways to use knowledge of the new assessment design, tools and mathematics content to inform classroom instruction.
- how sample “items/tasks” can be used ‘thoughtfully’ to elicit evidence about student understanding and teacher instruction.
- formative assessment strategies that can be used during instruction.

- I will show understanding of the major components of the SBAC balanced assessment system and the vocabulary used in that system specifications.(DOK1) – Knowledge Target
- I can specify the assessment claim, target, standard, and depth of knowledge for an item or task . (DOK 2)- Skill target Explain response (DOK 3)
- I can use the concepts presented to design classroom instruction and assessments that elicit evidence of student learning, (DOK3) Reasoning, Product targets
- I can relate these concepts to other content areas and / or grade levels (DOK 4) Product target

- DOK 1: Recall or identify a fact, definition, term; focus on initial comprehension
- DOK 2: Demonstrate conceptual information through explanation, interpretation (make some decisions)
- DOK 3: Strategic Thinking, reasoning, planning, using evidence, interpreting
- DOK 4: Extended thinking, relate concepts to other content areas, new situations...synthesize, show new perspective

- Balanced Assessment System
- Formative
- Interim
- Summative

- Attributes of Formative Assessment
- Clarify Intended Learning
- Elicit Evidence
- Interpret Evidence
- Act on Evidence
http://www.smarterbalanced.org/smarter-balanced-assessments/

Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ self-assessment, reflection, and attainment of curricular learning targets/goals.

- Multiple ways to elicit evidence
- Can be planned for or spontaneous
- Inform: Teacher, peers, or self

- Practice implemented by teachers in collaboration with students
- Learning Targets: Students understand expectations & goals
- Success Criteria: Observable & measurable evidence of learning

The formative assessment process attributes are:

Clarify

Intended

Learning

Elicit

Evidence

- To determine where students are in regards to the learning target and success criteria
- Can be conducted by the teacher, student, or both

- Timely and Actionable
- Provide feedback : Where are students at in regards to learning targets
- Make adjustments to instruction

Interpret

Evidence

Act on

Evidence

- Idaho Core Standards (CCSS) for Mathematics
http://www.sde.idaho.gov/site/common/math/docs/CCSSI_Math_Standards.pdf

- SBAC Math Content Specifications (Draft) & Item Specifications
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Math-Content-Specifications.pdf

- Cognitive Rigor Matrix Article (Hess, Carlock, Jones, and Walkup) and Matrix
http://schools.nyc.gov/NR/rdonlyres/D106125F-FFF0-420E-86D9-254761638C6F/0/HessArticle.pdf

- Create a bridge between standards, assessment, and instruction
- Organize the standards around major constructs and big ideas
- Further describe what students should learn and be able to do to demonstrate evidence of their learning

Conceptual Framework

Claims

are the broad statements of the assessment system‘s learning outcomes, each of which requires

evidence

that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims.

Interpretations are spelled out in the Achievement Level Descriptors.

- Evidence = Assessment Target
- Assessment Targets align with Standards
The Standard is the Content to be learned while the Assessment Target describes in greater detail, the evidence that will show the content has been mastered.

The Assessment Triangle (NRC, 2001)

Content Categories & Assessment Targets

Proposed Reporting Categories

Claims & Rationale

The Assessment Triangle (NRC, 2001)

Proposed Reporting Categories

Achievement

Level

Descriptors

The Assessment Triangle (NRC, 2001)

Activity DOK 1

- Assessment Claim
- Assessment Target
- Standards
- Evidence-Centered Design
- Depth of Knowledge
- Formative Assessment

Content SpecificationsMathematics

Claims & Assessment Targets

- Standards define what students should understand and be able to do.
- Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.
- Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.
Number and Operations in Base Ten 3.NBT

Use place value understanding and properties of operations to

perform multi-digit arithmetic.

1. Use place value understanding to round whole numbers to the nearest 10 or 100.

2. Fluently add and subtract within 1000 using strategies and algorithms based on

place value, properties of operations, and/or the relationship between addition

and subtraction.

3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 ×

80, 5 × 60) using strategies based on place value and properties of operations

Domain

Cluster Heading

Cluster of Standards

- Mathematical Practices
- The same across all grade levels
- Different levels of expertise that educators should seek to develop in their students
- The Practices are how students are expected to engage in items or tasks

Overarching habitsofmindofaproductivemathematicalthinker.

William McCallum – The University of Arizona

Math Claims

Content Specifications, p. 25

Math Claims

Content Specifications, p. 25

MP 5, 6, 7, & 8

Math Claims

Content Specifications, p. 25

MP 1, 5

& 8

Math Claims

Content Specifications, p. 25

MP

3 & 6

Math Claims

Content Specifications, p. 25

MP 2, 4, & 5

“Mathematics is not a collection of separate strands or standards, though it is often partitioned and presented in this manner. Rather, mathematics is an integrated field of study.

Viewing mathematics as a whole highlights the need for studying and thinking about the connections within the discipline, as reflected both within the curriculum of a particular grade and between grade levels.”

Principles and Standards for School Mathematics; NCTM, 2000

SR

CR

ER

PT

TE

ACTIVITY DOK 2-3

ACTIVITY DOK 2-3

Part A Determine if each of these statements is always true, sometimes true, or never true. Circle your response.

- The sum of the measures of two complementary angles is 90°.
Always True Sometimes True Never True

Part B For each statement you chose as “Sometimes True,” provide one example of when the statement is true and one example of when the statement is not true.

Your examples should be a diagram with the angle measurements labeled. If you did not choose any statement as “Sometimes True,” write “None” in the work space below.

ACTIVITY DOK 2-3

- Claim 3: Communicating Reasoning
Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Secondary Claim?

- Claim 1: Concepts and Procedures
Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

ACTIVITY DOK 2-3

- Claim 1: Concepts and Procedures
Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Secondary Claim?

- No secondary claim

Claim 1: Cluster Headings

Math Domains in the Content Standards

Claims 2, 3, & 4:

Derived from the Mathematical Practices

m = major

a/s = additional/supplemental

Content Category: CCSS-M Domain (p. 23)

Depth of Knowledge

Assessment Target: CCSS-M Cluster Heading

Description of Evidence

CCSS, p. 23

Content Specs, p. 30

Domain = Content Category

Cluster Heading 1 = Target A

Standards = Evidence

Cluster Heading 2 = Target B

CLAIM 1 – Grade 3: Content Categories, Assessment Targets, and Standards

CLAIM 1 – Grade 3: Content Categories, Assessment Targets, and Standards

Aligned to the Mathematical Practices

Relevant Verbs

Depth of Knowledge

Description of Engagement

Claim 2

Claim 4

Claim 3

- Provide a more explicit connection between the content standards and
- Claim 2 (Problem Solving), Claim
- 3 (Communicating Reasoning), and
- Claim 4 (Modeling and Data Analysis)
- by including the standards for each claim by grade level.

Content standards for each grade that support the collection of evidence for Claim 4.

ACTIVITY DOK 2

Part A Determine if each of these statements is always true, sometimes true, or never true. Circle your response.

- The sum of the measures of two complementary angles is 90°.
Always True Sometimes True Never True

Part B For each statement you chose as “Sometimes True,” provide one example of when the statement is true and one example of when the statement is not true.

Your examples should be a diagram with the angle measurements labeled. If you did not choose any statement as “Sometimes True,” write “None” in the work space below.

ACTIVITY DOK 2

- 3 B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
- 3 F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions.
- 1 F: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

ACTIVITY DOK 2

ACTIVITY DOK 2

- 1 I: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Claims & Assessment Targets

Depth of Knowledge

Cognitive Rigor Matrix

- http://vimeo.com/20998609

Activity – DOK 2

Part A Determine if each of these statements is always true, sometimes true, or never true. Circle your response.

- The sum of the measures of two complementary angles is 90°.
Always True Sometimes True Never True

Part B For each statement you chose as “Sometimes True,” provide one example of when the statement is true and one example of when the statement is not true.

Your examples should be a diagram with the angle measurements labeled. If you did not choose any statement as “Sometimes True,” write “None” in the work space below.

- Activity – DOK 2

- DOK 1: Recall and Reproduction
- DOK 2: Basic Skills and Concepts
- DOK 3: Strategic Thinking/Reasoning
- DOK 4: Extending Thinking

WHY?

What type of thinking?

Activity – DOK 2

Activity – DOK 2

- DOK 1: Recall and Reproduction
- DOK 2: Basic Skills and Concepts
- DOK 3: Strategic Thinking/Reasoning
- DOK 4: Extending Thinking

WHY?

What type of thinking?

Implications for Instruction

Item Specification & Tasks

- Content & Grade
- Type of Question
- SR – Selected Response

- Claim
- Domain : RP – Ratios and Proportional Relationships
- Assessment Target for Grade Level – Target A
- Internal Number - 181
- Claim – C1, C2, C3, or C4 & Target

“Claims are the broad statements of the assessment system’s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims.” p. 18 – Content Specifications

Assessment Target

“Cluster level headings of the standards in the CCSS-M are used in order to allow for the creation and use of assessment tasks that require proficiency in a broad range of content and practices. Use of more fine-grained descriptions would risk a tendency to atomize the content, which might lead to assessments that would not meet the intent of the standards.” Content Specs., p. 20

Domain

Domains, as found in the CCSS-M, are larger groups of related standards.

Standard(s)

Defines what students should understand and be able to do

Standards for Mathematical Practice

“Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.” CCSS-M pp. 6-8

Make sense of problems & persevere in solving them.

Reason abstractly and quantitatively.

Depth of Knowledge

The cognitive rigor that a student needs to bring to the item/task, as determined by the Cognitive Rigor Matrix, Math Content Specifications, Appendix C, p. 92

- Selected Response
- Includes computer-enhanced items
- Distractors are chosen to embody common misconceptions
- Designed to make sure that students do not obtain correct answers because of test-taking skills

Range of Difficulty -

Estimation until pilot assessment occurs.

Key – Correct Answer

- Select one or more items with attached blank answer sheet.
- In your teacher team use the content specifications document to determine the item specifications.
- Use the answer key to check your answers when you are finished.

ACTIVITY – DOK 3

Use the standards and content specifications document to determine:

- …...the item type
- ….. the grade level
- ….. the content domain
- ….. the standard cluster heading
- ….. the assessment target(s)
- ….. the claim(s)
- ….. the mathematical practice(s)
- ….. the depth of knowledge

ResourcesFollow-Up Recording

Smarter Balanced

Navigation of Website

Practice and Pilot TestsSample items and performance tasks

Item Writing and Review

Achievement Level Descriptors and College Content-ReadinessComputer Adaptive Testing

Technology

Test Administration

I understand….

- specifics of the SBAC balanced assessment system.
- how the Smarter Balanced Content Specifications reflect standards, assessment, and instruction
- ways to use knowledge of the new assessment design, tools and mathematics content to inform classroom instruction.
- how sample “items/tasks” can be used ‘thoughtfully’ to elicit evidence about student understanding and teacher instruction.
- formative assessment strategies that can be used during instruction.

- I will show understanding of the major components of the SBAC balanced assessment system and the vocabulary used in that system specifications.(DOK1) – Knowledge Target
- I can specify the assessment claim, target, standard, and depth of knowledge for an item or task . (DOK 2)- Skill target Explain response (DOK 3)
- I can use the concepts presented to design classroom instruction and assessments that elicit evidence of student learning, (DOK3) Reasoning, Product targets
- I can relate these concepts to other content areas and / or grade levels (DOK 4) Product target

- Become more familiar with the content in all of the documents discussed today.
- Begin using the documents and the identified implications for instruction when adjusting current activities, lessons, or units to meet the rigor of the ICS and make sure you have balance.
- Visit the websites provided to view sample lesson plans and formative assessment activities.
- Complete the post-webinar recording and activity.

http://www.sde.idaho.gov/site/common/commonCorePD.htm

- Please complete a survey on your experience in participating in Connecting the ICS-M and Smarter Balanced Assessment, Implications for InstructionWorkshop
- Your feedback is greatly appreciated and is used to make adjustments in future trainings!
- To access the survey, please visit, https://www.surveymonkey.com/s/>>>>
- Thank you for taking time out of your busy schedule to participate in today’s workshop!

Nancy Thomas Price, Formative and Interim Assessment Coordinator

nthomasprice@sde.idaho.gov

208-332-6988

Nichole Hall, Assessment Coordinator

nhall@sde.idaho.gov

208-332-6933