Anton Jackson, OSPI Sandy Christie, Puget Sound ESD Ken Marks, Tacoma Schools

1. Connecting to the Common Core State Standards for Mathematics-Assessment Tools for Student Success Anton Jackson, OSPI Sandy Christie, Puget Sound ESD Ken Marks, Tacoma Schools February 27-28, March 27-28, 2013

2. Welcome to the SBAC Item Writing Workshop Please… • Get some refreshments • Rate yourself on your knowledge of the Common Core State Standards for Mathematics and the SMARTER/BALANCED assessment writing process using the sticky dots • Find a seat • Make a name tent • Introduce yourself to your table mates

3. Workshop Goals • Gain an understanding of the variety of SBAC task types. • Apply a process similar to one used by Smarter-Balanced Consortium to produce classroom-based formative assessments aligned to the Common Core State Standards. • Develop knowledge and skills necessary to use formative assessment data to influence instructional change. • How would we use these? • What is the nature of student conversations around these items? • Participate in an online community sharing assessment items.

4. Today’s Goals • Identify similarities and differences between familiar item types and test structures and the SBAC assessment structure. • Understand and use the item development process and relevant guiding documents. • Understand CCSSM and Practices shifts • Write items for content coming soon in your classes • Analyze items for Depth of Knowledge

5. A pre-assessment • This assessment is designed to get you thinking about similarities and differences between assessments you are familiar with and the structure of the SMARTER/BALANCED Assessment Consortium (SBAC) assessments being developed

6. Analyzing the pre-assessment • Which item structures would you classify as ‘traditional’? What are the characteristics of these items? • Which items would you classify as ‘new’ or ‘non-traditional’? What characteristics make these items different from the others?

7. Evidence Centered Design-Assessment Claims in SBAC Assessment • Primary Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. • Primary Claim 2: Problem Solving Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies • Primary Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. • Primary 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.

8. Item Types in SBAC Assessment • Selected response-SR • Multiple choice • Extended multiple choice • Constructed response-CR • Extended response-ER (A CR item as part of a performance task) • Technology enhanced-TE • Performance task-PT

9. Item Codes in Intro Assessment Item 1: MAT.HS.SR.1.00FIF.K.082 Subject.GradeLevel.ItemType.Claim.ContentDomain.Target.ItemNumber

10. Item Codes in Intro Assessment Item 1: MAT.HS.SR.1.00FIF.K.082 Item 2: Traditional Item 3: MAT.08.CR.1.0000F.E.135 Item 4: MAT.08.TE.1.000EE.C.200_V1 Item 5: MAT.08.CR.1.0000F.F.090 Item 6: Traditional Item 7: MAT.08.TE.2.000EE.A.145 Item 8: MAT.HS.ER.2.00SID.C.264 Item 9: MAT.08.ER.3.000EE.A.139_V1

11. Anton JacksonAn overview of the SBAC Assessment System • The nature of the MSP/EOC & Smarter-Balanced Assessments • The life of an item • Key features of item writing to which classroom teachers should be attending