What Administrators Need to Know: Smarter Balanced Assessment Grades K-5

1. What Administrators Need to Know: Smarter Balanced Assessment Grades K-5 Penny Plavala, School Improvement Specialist Multnomah ESD

2. Session Goals • Review the Smarter Balanced Assessment Components • Identify Key Points to Share with Teachers • Review the SBA Practice Test • Instructional design: • direct instruction; work independently; • with a partner; and in small groups Please choose a partner.

4. What Will Be Tested? Place text here

5. Common Core Timeline YOU ARE HERE 2014 -2015 2013 – 2014 Next Generation Assessments Students in grades 2-7 and 10 this year will test next year Annual test for grades 3-8 and 11

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. 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 Grade 11 will test the last 6 weeks of the year 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.

11. 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 • teachers: 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. Results within • 2 weeks • 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.

12. What is Computer Adaptive Testing?

13. Computer Adaptive Testing

14. SBAC Assessment • headphones • external keyboard • some way to move the curser

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. • “Only three strokes?” Little Liang’s face got as red as a cherry. • What does the phrase face got as red as a cherry suggest about • Liang? • A. He is upset by his writing mistake. • B. He worries about returning to school. • C. He is happy about what he has learned. • D. He hopes that his teacher will show him another trick. • 3rd grade

19. Selected ResponseSingle Response: Multiple Choice A student wrote an opinion paragraph about taking care of his pet for English class. Read the paragraph and the directions that follow. Pets need a lot of care, and I take good care of my dog, Amber. My parents let me have her because they wanted to teach me to be responsible. Every day I have to feed, walk, and brush her. But, taking care of any pet also involves spending time with it. Amber stays alone all day while I am in school. I have to make sure that I make time to play with her each day when I get home. The student wants to add a sentence at the beginning of his paragraph that introduces his topic and states his opinion. Which is the best sentence for him to use? A. I think that people have a duty to take care of their pets.  B. Not everyone wants a pet, but I feel lucky to have a dog. C. I think children should be allowed to bring their pets to school. D. One of the best things for children is to be able to care for a pet. 4th grade

20. Selected ResponseMultiple Response • Select three details from the presentation that tell what all three polar bears have in common. • A) They are orphaned. • B) They were born in the wild. • C) They play in dirt. • D) They live at the San Diego Zoo. • E) They have a book written about them. • F) They sleep with a toy. • G) They enjoy morning naps. 4th grade

21. Selected ResponseMultiple Response Enzio and Carlotta each have a different point of view about their trip on the ship to America. Both characters would tell their story differently. Select the statements that best describe how the text might be different if told from Carlotta’s point of view. Select all that apply. A. The story would include more details about villages in Italy. B. The story would include more details about Carlotta’s family. C. The story would include more details about entering Ellis Island. D. The story would include more details about the sights in New York City. E. The story would include more details about being seasick on the ship. 5th Grade

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. Constructed Response Read the sentence and the directions that follow. The hermit crabs in the ocean have learned to adapt to the changing housing situation. Using details from the text, define the word adapt and explain how the crabs have adapted. Type your answer in the space provided. 5th grade

25. Constructed Response Explain why the author is interested in dragonflies. Use details from the passage to support your explanation. Type your answer in the space provided. 3rd grade

26. Constructed Response Coyote’s plan to get the honey fails. Support this statement with two details from the passage. Type your answer in the space provided. 4th grade

27. Scoring a Constructed Response Item

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 Enabled Technology Enhanced • Video • Animation • Sound • Specialized interaction • May have digital media for stimulus • Same requirements as selected and constructed response items • Students manipulate information • Drag & Drop, click to highlight

30. Technology Enhanced A student is writing a story for class. She needs to correct the punctuation mistakes in her paragraph. Read this paragraph from her story and the directions that follow. We were eating supper last night when we heard a huge crash from outside. What had happened. For about ten seconds, we all sat there wondering, and looking at each other. My dad stood up, and we followed him into the yard to see what had caused the loud noise. A giant branch had fallen off the oak tree next to the house. If it had dropped just three feet to the left, it would have crashed right through the roof! Click to highlight two sentences that do not have correct punctuation. 4th grade

31. Technology-Enhanced Sample Item The narrator states, “The bears are easy to tell apart once you get to know them.” Then, she describes their actions. Complete the chart below by placing the words that describe the bears’ personalities under Description. Then, place the actions that show their personalities under Action. DescriptionsActions calm rolls in the dirt friendly takes a nap in the leaves lively finds toys to share with others helpful likes it when visitors wear hats 4th grade

32. Technology Enabled

33. 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

34. SBAC Practice Test • First launched in May 2013 • All grades that are assessed • Answers and rubrics released August 2013 • •Mock computer adaptive portion: • Reading passages • SR, CR, and TE questions Let’s look closely at sample items from the Practice Test.

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 • May include online research, group discussions, and • presentations • 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. • Not looking to assess surface knowledge or literal comprehension• Performance tasks attempt to tap a deeper understanding on the part of the student • Students write about what they have just read and viewed

38. Components of a Performance Task Emphasis on stimuli related to science, history, and social studies. Can use up to four different stimuli for grades 3-5.

39. Let’s explore the components of a 3rd grade performance task on Dental Health.

40. 3rd Grade Performance Task • Session 1 Ultimately tasked with writing an informative essay telling how to maintain good dental health, students will be introduced to the topic through watching a short video and reading two articles, taking notes on these sources. They will then respond to three constructed-response questions addressing the research skills of analyzing and evaluating information.

41. 3rd Grade Performance Task • Session 2 Finally, students will work individually to compose a full-length informative essay telling how to maintain good dental health, referring to details from the video or the texts. Students may also refer to their notes or back to the video or passages as needed. Pre-writing, drafting and revising will be involved.

42. 3rd Grade Performance Task • Student Directions Write an informative essay explaining what a person should do to have good dental health. Include details from the video and articles to support your ideas.

43. Sample Performance Task • Read: • Article • Article • Watch: • Video clip • Answer: • - Constructed Response questions • Write: • - Informative essay

44. • 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 • Students writing about what they read • Analyzing, synthesizing, evaluating, and integrating • information read in order to write a complete essay

45. Teaching Key Literacy Skills • Teachers must create a plan for integrating these Common Core skills into instruction. • Teachers should collaborate with other teachers to create lessons around key skills across the content areas. • Teachers might visit other classrooms to see skill instruction. What are your first ideas on how to assure that these key literacy skills are being taught in classrooms?

46. Smarter Balanced Assessment • Pilot Test • Field Test • Practice Test • Training Test • Spring 2013 • Spring 2014 • 37 questions per grade level • 7 questions per grade level www.smarterbalanced.org

47. Additional Information • Revised SBAC Writing Rubrics (3 traits) released in August 2013. • The rubrics have not been field tested. • These are not final drafts. Expect revisions. • Anchor papers are expected in fall 2014.

48. Estimated testing times for Smarter Balanced Summative Assessments Times are estimates of test length for 75% of students. Accommodations and modifications will be finalized after the Field Test in the spring of 2014.

49. 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) Pilot Testing of Summative and Interim Items/Tasks Conducted Formative tools available to teachers Content and Item Specifications Development Writing and Review Items/Tasks for Field Testing (throughout the school year)

50. 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