A fading STAR begins to reveal Smarter Balanced Assessments

1. A fading STAR begins to reveal Smarter Balanced Assessments

2. Objective: • Discuss some updates from Smarter Balanced Assessment (SBAC) • Do Some Math – What will the new assessments look like?

3. Try It!

7. A Schematic Representation ofCCSSM Content

9. The Challenge How do we get from here... ...to here? Common Core State Standards specify K-12 expectations for college and career readiness All studentsleave high school college and career ready ...and what can an assessment system do to help? Susan Gendron

10. A Balanced Assessment System 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 Susan Gendron

11. A Balanced Assessment System Susan Gendron

12. Faster results • Turnaround in weeks compared to months today Using Computer Adaptive Technology for Summative and Interim Assessments Shorter test length • Fewer questions compared to fixed form tests Increased precision • Provides accurate measurements of student growth over time Tailored to student ability • Item difficulty based on student responses Greater security • Larger item banks mean that not all students receive the same questions Mature technology • GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)

13. Professional development • Formative tools and processes • Data from summative and interim assessments • Test item development • Test scoring • Formative tool development • Professional development cadres Teacher Involvement TEACHERS PARTICIPATE IN TEACHERS BENEFIT FROM

14. Interim Assessment (Computer Adaptive) Assessment System Components • Optional comprehensive and content-cluster assessment to help identify specific needs of each student • Can be administered throughout the year • Provides clear examples of expected performance on Common Core standards • Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Aligned to and reported on the same scale as the summative assessments • Fully accessible for instruction and professional development

15. Summative Assessment (Computer Adaptive) Assessment System Components • Assesses thefull range of Common Corein English language arts and mathematics for students in grades 3–8 and 11 (interim assessments can be used in grades 9 and 10) • Measures current student achievement and growth across time, showing progress toward college and career readiness • Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year) • Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

16. Item Exemplars: Technology Enhanced and Constructed Response Susan Gendron

17. Item Exemplars: Technology Enhanced and Constructed Response Susan Gendron

18. Item Exemplars: Technology Enhanced and Constructed Response Susan Gendron

19. Computer-Implemented Constructed Response Task

20. Other similar tasks (not from SBAC): • House Numbers problem • Candies problems

21. Claim #1: Concepts and Procedures Claim #1 • Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. 40% of the total score in the overall assessment of mathematics

22. Claim #2: Problem Solving Claim #2 Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. 20% of the total score in the overall assessment of mathematics

23. Claim #3: Communicating Reasoning Claim #3 Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. 20% of the total score in the overall assessment of mathematics

24. Claim #4: Modeling and Data Analysis Claim #4 Students can analyze complex, real-world scenarios and can construct and can use mathematical models to interpret and solve problems. 20% of the total score in the overall assessment of mathematics

26. What Math Content is Needed? • Interpreting distance-time graphs in a real-world context • Realizing “to the left” is faster • Understanding points of intersection in that context (they’re tied at the moment) • Interpreting the horizontal line segment • Putting all this together in an explanation

27. What Math Content is Needed?

28. Which Mathematical Practices are Utilized? • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments… • Model with mathematics.

29. Resources • www.smarterbalanced.org • Content Specifications with Content Mapping for the Summative Assessment • Appendix C (sample tasks) • www.LeaderEd.com • Common Core State Standards Initiative: Classroom Implications for 2014 Daggett and Gendron August 2010

30. Mathematical Practice Rubrics • http://bestcase.wordpress.com/2011/07/22/mathematical-practices/ • Resources to supplement rubrics implementing mathematical practices