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The SMARTER Balanced Assessment Consortium. August 29, 2011. What we know:. Connecticut has joined this consortium as a governing partner in 2010 This gives CSDE staff input on the development of the final product This assessment will replace the CMT and CAPT in 2015 . Technology.

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Presentation Transcript
what we know
What we know:

Connecticut has joined this consortium as a governing partner in 2010

This gives CSDE staff input on the development of the final product

This assessment will replace the CMT and CAPT in 2015

technology
Technology

It is expected to utilize Computer Adaptive Technology

No two tests will be the same since the question difficulty and items change depending on whether the student submits a correct or incorrect answer

Assessment must be delivered with technology-Districts will be surveyed to determine level of technology capacity

the assessment process
The assessment process

The assessment will have formative, benchmark, and summative capabilities

Districts will operate in a 12 week window at the end of the year to administer the summative assessment component

Districts will be encouraged to implement the formative assessment component of the program to establish an assessment-instruction feedback loop

assessment content
Assessment content

The assessment will be aligned to the CCS

Diversified assessment items including constructed, selected, extended response items, and performance assessments

Items will be piloted as early as next year

use of data generated
Use of data generated

Data is expected to produce precise measurements of student mastery to inform practice in the classroom

Scores will yield information about both student achievement and growth

May be used by higher education for placement in college courses

what we don t know issues
What we don’t know/issues

Logistical details for test administration

How tests will be modified for special populations

Whether there will be any financial support or waivers for districts that lack the capacity and infrastructure to administer the assessments as planned

Whether there will be CALI-like support for helping teachers to utilize the assessment data

Since proficiency levels are set by the consortium and not by individual states, how will accountability such as AYP be determined